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Pittsburg State University’s Academic Program Review

Departmental Information 1. Program Identifiers

College: Kelce College of Business

Department: Management and Marketing

Degree Programs: CIP Code

Degree

Program Name

Options

520201 MBA General Administration

521401 BBA Marketing

520101 BBA Management

521101 BBA International Business

2. Department Profile Student Information FY/03 FY/04 FY/05 FY/06 FY/07

Number of Program Majors:

Lower 185 215 215 199 227

Upper 250 289 321 321 306

Graduate 151 140 102 109 122

Number of Graduates:

Bachelor 115 108 97 115 129

Masters 51 56 67 48 40

EdS

Retention Rate: 82.98 77.48 72.86 84.35

ACT Scores of Majors: 20.9 20.6 20.7 20.6 20.7

Faculty Information FY/03 FY/04 FY/05 FY/06 FY/07

Total FTE 13.5 13 13 13.4 14.2

Number T/TE 11 10 10 10 10

Number terminally qualified 11 10 9 8 10

Number Non-T/TE Full-Time 2 2 2 2 3

Number Non-T/TE Part-Time 3 6 4 6 6

3. Departmental Resources Resources FY/03 FY/04 FY/05 FY/06 FY/07

Salaries and Benefits 1,341,118 1,310,650 1,399,318 1,364,770 1,421,185

OOE 25,933 26,150 56,826 43,535 30,109

External Funding – Grants, PD, Fees, etc.

Total 1,367,051 1,336,800 1,456,144 1,408,305 1,451,294

4. Departmental SCH Credit Hour Production FY/03 FY/04 FY/05 FY/06 FY/07

Lower Division 1,257 1,278 1,008 1,131 1,278

Upper Division 9,204 8,544 9,129 9,348 9,415

Graduate 977 1,259 1,223 944 940

Total 11,438 11,081 11,360 11,423 11,633

5. Cost per Credit Hour Credit Hour Production FY/03 FY/04 FY/05 FY/06 FY/07

Lower Division 45.77 47.88 41.69 40.96 41.81

Upper Division 140.50 147.00 127.98 125.76 128.35

Graduate 220.60 230.80 200.94 197.44 201.52

6. Diversity Explain what activities you have undertaken to increase faculty and student diversity within the department.

To promote faculty diversity within the department, job openings are posted in outlets with worldwide distribution, including The Chronicle of Higher Education and program-specific outlets such as “elmar [electronic marketing]”, the official community website of the American Marketing Association. In the time period since the last program review, the department has hired three women (including one woman from Bangladesh), one TE Assistant Professor from India, and one TE Associate Professor from South Africa. The addition of these women and faculty members has helped to increase the already diverse representation of departmental faculty.

The Department follows Kelce College of Business efforts to increase diversity. A special challenge for the College is that the demographic profile of the service area is fairly homogeneous, with over 90% of the population being classified as Caucasian. The College attempts to import diversity into the area by actively recruiting and welcoming students internationally and by developing relationships with foreign universities to attract even more international students to campus. As a result, nearly 20% of the enrollment in the College is classified as “non-white”, and many of these students are departmental majors or M.B.A. students.

7. Instructional Technology Explain how your department uses instructional technology to enhance teaching and learning.

There are a number of instructional technologies that are used to enhance learning and teaching. Professors and instructors in the department regularly use PowerPoint presentations in the classroom. They also regularly use technologies such as the ANGEL learning tool to promote better communication and learning experiences for their students. The department also uses various software systems such as SPSS, Statistix, and Minitab for student learning. In addition, software such as the GLO-BUS simulation is used in the capstone Business Strategy course. Furthermore, the simulation approach is utilized in the capstone Strategic Management M.B.A. course.

Degree Program Review 1. Program Identifiers



Degree Program: PSU Degree Code

CIP Code

Degree

Program Name

Options

CE1 520201 MBA General Administration

2. Faculty That Support Program

Eric Harris, Ph.D.; Lynn Murray, Ph.D.; Don Baack, Ph.D.; Jay Van Wyk, Ph.D; Tom Box, Ph.D., Henry Crouch, Ph.D., Art Fischer, Ph.D., Choong Lee, Ph.D., Mujtaba Ahsan, Ph.D., Chris Fogliasso, J.D., Richard Dearth, J.D; David O’Bryan, Ph.D., Jack Fay, Ph.D.; Melvin Roush, Ph.D.; Rebecca Heath, Ph.D.; Dean Cortez, Ph.D.; Michael Muoghalu, Ph.D.; Maeve Cummings, Ph.D.; Kevin Bracker, Ph.D.

3. Number of Majors FY/03 FY/04 FY/05 FY/06 FY/07

Lower Division

Upper Division

Graduate 151 140 102 109 122

Total 151 140 102 109 122

4. ACT scores of majors

FY/03 FY/04 FY/05 FY/06 FY/07

Ave ACT Score

5. Degrees Awarded

FY/03 FY/04 FY/05 FY/06 FY/07

51 56 67 48 66

6. Program Changes Since Last Review

The M.B.A. program has experienced change since the last Program Review. We have lost four highly-valued faculty members since our last review, including Dr. Galen Rupp, Dr. John Beisel, Dr. Jerry Rogers, and Dr. Musa Pinar. These changes have clearly impacted the program as other faculty members have begun to teach the courses previously taught by these colleagues. There have been curricular changes as well. Most notably, an International Business concentration has been added to the M.B.A. program since the last review. Given the international focus of Pittsburg State University, the addition of the I.B. concentration fits well within the overall mission of the University. This change has led to the addition of international courses, such as International Human Resource Management. Dr. Jay VanWyk, who holds doctoral degrees in International Relations and International Business has been added to the faculty and currently serves as an International Business advisor. Also, a “Leadership and Behavior Management” course has been added to the core in response to feedback from the business community that indicated that the capacity to lead is vital for success in the management field and recognition of AACSB guidelines that state that learning experiences that develop the capacity to lead is assumed in graduate level business education. These changes have brought about new opportunities, and challenges, for the program.

7. Program Foundations a. Program description:

The mission of the Kelce College of Business Masters in Business Administration Program is to support the University and College missions by providing quality graduate business education. The M.B.A. degree is a graduate professional program which emphasizes breadth of preparation in the various competencies required of business executives. Depth is provided through the selection of a limited concentration (General Administration, Accounting, International Business). The M.B.A. program is ideally suited for individuals whose undergraduate degrees were in areas other than business, as well as for students with the degree in business.

b. Accreditation status – if any: (If not accredited explain why.)

The M.B.A. program is accredited by AACSB (The Association to Advance Collegiate Schools of Business). This accrediting body grants accreditation to approximately 15% of all business programs worldwide.

As described directly by AACSB: “AACSB International accreditation represents the highest standard of achievement for business schools, worldwide. Institutions that earn accreditation confirm their commitment to quality and continuous improvement through a rigorous and comprehensive peer review. AACSB International accreditation is the hallmark of excellence in management education. AACSB International accreditation assures stakeholders that business schools: Manage resources to achieve a vibrant and relevant mission; Advance business and management knowledge through faculty scholarship; Provide high-caliber teaching of quality and current curricula; Cultivate meaningful interaction between students and a qualified faculty; Produce graduates who have achieved specified learning goals.” (source: www.aacsb.edu/accreditation)

c. Program goals and objectives:

There are a number of goals and objectives for the M.B.A. program. This are listed below:

Goal 1: Our graduates will be effective communicators.

Objective 1: Our graduates will be able to demonstrate effective writing skills.

Objective 2: Our graduates will be able to demonstrate effective oral communication skills.

Goal 2: Our graduates will be able to analyze and evaluate strategic factors that influence the organization.

Objective 1: Our graduates will exhibit an understanding of the strategic marketing process.

Objective 2: Our graduates will understand strategic financial analysis.

Objective 3: Our graduates will be able to develop a comprehensive strategic plan.

Goal 3: Our graduates will understand how groups effectively function.

Objective 1: Our graduates will effectively participate in a team.

Objective 2: Our graduates will understand how to effectively lead a team.

Goal 4: Our graduates will have an understanding of the following subjects:

Objective 1: Ethical responsibilities in organizations and society.

Objective 2: Legal responsibilities in organizations and society.

Objective 3: Financial theories, analysis, reporting, and markets.

Objective 4: Creation of value through the integrated production and distribution of goods, services, and information.

Objective 5: Statistical data analysis and management science as they support decision-making processes.

Objective 6: Domestic and global economic environments.

Objective 7: Information technologies as they influence the structure and processes of organizations, and as they influence the roles and techniques of management.

Objective 8: Leadership in organizations

8. Curriculum a. National/professional guidelines: (How does the curriculum align with national/professional guidelines?)

Although the AACSB does not require specific course requirements, the organization does state that graduate level business education should be more integrative and interdisciplinary than is found in undergraduate curriculum. In particular, the AACSB states that the capacities and skills developed at the master’s level generally include:

• Capacity to lead in organizational situations • Capacity to apply knowledge in new and unfamiliar circumstances through a conceptual understanding of relevant

disciplines. • Capacity to adapt and innovate to solve problems, to cope with unforeseen events, and to manage in unpredictable

environments. In addition, the AACSB states that graduate curriculum in business should include learning experiences that address: communication abilities; financial theories, analysis, reporting, and markets; ethical understanding and reasoning abilities; analytic tools; use of information technology; multicultural and diversity understanding; reflective thinking skills; creation of value through the integrated production and distribution of goods, services, and information; statistical data analysis as it supports decision-making processes; and domestic and global economic environments of business.

b. Curricular alignment with external constituent needs:

The curriculum for the M.B.A. program is regularly reviewed by both external groups (e.g., advisory boards) and the faculty. The Kelce Board of Advisors plays an active role in curriculum review. Curricular issues are presented regularly to the Board for input into program development. Members of the Kelce Board come from a variety of firms and organizations including Wal-Mart, Data Technique, K.W. Brock Industries, Sprint, NPC International, ConocoPhillips, JB Hunt, Mariner Wealth Advisors, Girard National Bank, U.S. Department of Labor, CBIZ Accounting Tax & Advisory Service, ETCO-Specialty Products, Collins Investment, Inc., CRC-Evans Pipeline International, and First State Bank of Joplin, MO.

Curricular issues for the Accounting department are also presented to the Accounting Advisory Council. The Council includes members from organizations such as Westar Energy, Accenture BPI Services, Grant Thorton L.L.P., DeAnn Hill, C.P.A., Contract Freighters, Inc., Utz & Miller, L.L.C., Labette Community College, Sprint Nextel, B.K.D., L.L.P., IMCG Management Consultants, and Legget & Platt, Inc.

Alumni surveys are also sent to alumni as part of a larger Kelce College effort. These surveys, combined with input from Kelce employer surveys are regularly reviewed for feedback on curricular issues. The feedback obtained from these various sources proves to be quite valuable for program development.

c. Course sequencing: (Show the sequence of courses students should follow to graduate in 4-years.) The course requirements for the M.B.A. consist of a minimum of 34 hours and a maximum of 64 hours. A minimum of 31 hours beyond the foundation courses being numbered 800 or above is required. The length of the M.B.A. program depends on the educational background of the student. Students who have sufficient education in business typically follow a sequence as shown below: Fall (students beginning in Fall) MGMKT 801 MBA Experience (1 hr) MGMKT 839 Marketing Strategy (3 hr) FIN 836 Financial Strategy (3 hr) MGMKT 828 Leadership and Behavioral Management (3 hr) CSIS 801 Tp: Computer Security Issues (3 hr) MBA Elective (Non-Kelce courses) (3 hr) Spring ACCTG 814 Management Control Systems (3 hr) MGMKT 826 Quantitative Business Analysis (3 hr) MGMKT 830 Business, Government, and Society (3 hr) MGMKT 831 International Business (3 hr) ACCTG 819 Cost Management (3 hr) MBA Elective (Non-Kelce courses) (3 hr)

Summer MGMKT 895 Strategic Management (3 hr) MBA Elective (Non-Kelce courses) if necessary (3 hr)

********************* Spring (students beginning in Spring) MGMKT 801 MBA Experience (1 hr) MGMKT 830 Business, Government, and Society (3 hr) MGMKT 839 Marketing Strategy (3 hr) FIN 836 Financial Strategy (3 hr) MGMKT 831 International Business (3 hr) ACCTG 819 Cost Management (3 hr) Summer ACCTG 814 Management Control Systems (3 hr) MGMKT 895 Strategic Management (3 hr) MBA Elective (Non-Kelce courses) if necessary (3hr) Fall MGMKT 826 Quantitative Business Analysis (3 hr) MGMKT 828 Leadership and Behavioral Management (3 hr) MGMKT 830 Business, Government, and Society (3 hr) CSIS 801 Tp: Computer Security Issues (3 hr) MBA Elective (Non-Kelce courses) (3 hr) It is required that all pertinent MBA foundation course requirements be satisfied prior to starting the above sequence. A student may be allowed to take a combination of MBA foundation courses and MBA core or elective courses, provided that appropriate pre-requisites are met. Foundation courses include: MGMKT 320 Business Statistics MGMKT 327 Organizational Theory and Behavior MGMKT 330 Basic Marketing MGMKT 444 Legal & Social Environment of Business MGMKT 626 Operations Management ACCTG 201 Financial Accounting ACCTG 202 Managerial Accounting CSIS 420 Management Information Systems FIN 326 Business Finance ECON 805 Economic Analysis or 9 hours of economics including an upper division economics course TOTAL FOUNDATION COURSES (30 credit hrs.) * International Business Concentration students add MGMKT 831 International Experience. The International Experience provides the opportunity for students to gain valuable international experience, and the course is directed by the International Business advisor, Dr. Jay VanWyk. A number of experiences generally meet this requirement (e.g., study abroad, university sponsored field trips, internship with a company in a foreign setting, and so forth). In addition, 9 hours of foreign language or equivalent courses are required. Students may take a proficiency test in place of this requirement (assessed by the PSU Modern Languages and Literatures Department or an Oral Proficiency Interview conducted by the American Council on Teaching of Foreign Languages.) **Course sequencing for Accounting Concentration added as appendix.

d. Program delivery methods:

A variety of methods are used to deliver the M.B.A. program curriculum. Several courses utilize classroom lectures combined with interactive discussion of course-related content. Experiential learning is required in several courses. Group projects are also required in several courses. M.B.A. courses also require the use of various software packages including financial and statistical packages, as well as Microsoft Excel. Instructors frequently employ learning tools such as Microsoft PowerPoint and ANGEL. Case analyses are often commonly used in various courses. Financial and Accounting analysis tools are also utilized. Oral presentations by students are also required throughout the program.

9. Assessment of Student Learning: (From annual assessment report.) a. Specific desired student outcomes: (What specific knowledge, skills, and experiences should a graduate of this program possess?) MBA graduates will possess a knowledge of the following business topics:

a. financial analysis, markets and reporting b. domestic and global economic environments of organizations c. creation and distribution of goods and services d. human behavior in organizations e. the influence of technology on business f. quantitative analysis and use in managerial decision making

g. use cross-functional approaches to address organizational issues.

b. Assessment techniques/measures: (How do you assess student learning to know if your majors are achieving the desired outcomes?)

There are many assessment techniques that are used in the M.B.A. program. The following techniques are especially important: • AACSB Assessment Data • Major Field Tests (MFT) • PSU Career Services Employment Data Report • Student surveys • Retention Rates • Advisory Board input

c. Document student achievement: (Provide assessment data by outcome.)

AACSB ASSESSMENT DATA:

Overall Summary of AACSB Assessment Data:

As an overall statement, results from the AACSB-related assessment efforts are generally positive. Across all goals and objectives, results indicate favorable results. Information from the assessment efforts are used for strengthening the M.B.A. program and for continual improvement of the curriculum. The goals, objectives, and assessment means are listed below. (It should be noted that not every goal or objective is assessed during each semester. Furthermore, all assessments efforts continue.)

Goal 1: Our graduates will be effective communicators.

Objective 1: Our graduates will be able to demonstrate effective writing skills.

Results: In Fall semester, 2007, writing samples were collected by Dr. Muoghalu. These samples were evaluated by Dr. John Franklin and Mr. Larry Fields of the PSU Writing Center. Evaluations were based on criteria presented to the students prior to the writing experience. Students were rated on two overall categories: how well they answered the writing prompt and how well they presented their answers using Standard Academic American English. The goal of the evaluation was two-fold: to determine the writers’ ability to utilize the tools and techniques presented to them in order to produce an effective response to the writing prompt, and to identify writers who needed additional help. For the 2007 assessment, 50% of student writing samples submitted for evaluation resulted in scores of “excellent” or “superior”. Twenty-seven percent were assessed as being “effective”. Twenty-three percent were evaluated as being “ineffective”. (44 students assessed). During Fall 2006, 84% of students (21) received scores of “excellent / superior”, 16% (4) students received scores of “excellent / superior” and no students received scores in the “ineffective”

category. For Spring 2006, the numbers were: “excellent” = 56% (23), “effective” = 22% (9), and “ineffective” = 22% (9). MBA students with deficient Writing Exercise results were required to attend a 2-3 hour workshop where their specific weaknesses were addressed. They were re-tested and certified before passing grades were awarded and the course deemed satisfactorily completed. Consequently, we required such student to take the course before continuing in the MBA program. This assessment effort continues.

Objective 2: Our graduates will be able to demonstrate effective oral communication skills. Results: Most all courses in the M.B.A. program require some type of oral presentation. Assessment indicators are chosen throughout the program. One course that is used is MGMKT 830 – Business, Government, and Society. Each MBA student enrolled in the course is required to make an oral presentation. The oral presentations summarize students’ findings from their written research projects. Three areas are assessed in the oral presentations, including: (1) Content (Introduction/overview; Idea development/transition, Organization, Conclusion); (2) Speech (Pace/time management, Enthusiasm, Professionalism, Voice projection, Eye contact, No overuse of notes, No distracting gestures); (3) Use of PowerPoint (Slides design, Appropriately incorporated into the presentation). Twenty-seven students were enrolled in the class in WF 07. Twenty of those students exhibited oral presentation skills which were assessed to be in the 90% percentile, and seven were in the 80% percentile. This data indicates that MBA students are being required to exhibit oral presentation skills, that those skills are being assessed, and that students are exhibiting mastery of those skills.

Goal 2: Our graduates will be able to analyze and evaluate strategic factors that influence the organization.

Results: The MFT (Major Field Test, discussed below) results have shown that Kelce MBA students have performed well on the “Strategy” portion of the exam. Scores for the 2008, 2007, and 2006 testing periods were at or above national average, while scores for the 2005 administration were very close to the national average. Overall, these results indicate that Kelce M.B.A. students are performing adequately in the strategic planning area when compared to students from other universities that utilize the MFT exam.

Objective 1: Our graduates will exhibit an understanding of the strategic marketing process.

Results: During the Spring 2007 semester, and Spring and Fall semesters, 2006, students in the Marketing Strategy course performed very well with producing marketing plans. Groups grades on the project ranged from 85% - 97% over this time period (12 groups / teams assessed). The marketing plan brings together all elements of the strategic marketing process, and covers the traditional “4 P’s” portion of the marketing mix (product, place, price, and promotion). Specifically, the plans require students to complete an executive summary, product statement, situation analysis (internal, customer, and external environments), SWOT (strengths, weaknesses, opportunities, and threats), issues analysis, marketing goals and objectives, target market definition, marketing strategy statement, marketing implementation plans (action plans), and an overall marketing program budget. In addition, M.B.A. student performance on the “Marketing” portion of the M.F.T. exam has bee strong. In years 2005, 2006, and 2007, the scores were above the national average. The scores were very near the national average in 2008.

Objective 2: Our graduates will understand strategic financial analysis.

Results: During the 2006 assessment period, the class average in Financial Strategy for the FISCAL ONLINE project was 89.7%. Fiscal is a complete financial analysis system that provides several tools for analyzing financial documents. The use of Fiscal allows the instructor to assess the extent to which students understand strategic financial analysis capabilities. This assessment requires that students understand the financial environment (including markets, institutions, interest rates), cash flow concepts, taxes, financial planning and forecasting statements, portfolio theory and asset pricing models, the cost of money, and the time value of money. The use of this tool requires that students go beyond a simple understanding of the issues taught in the class into integrating the various topics into a sound, strategic financial analysis. An average score of nearly 90% reveals that Kelce M.B.A. students are acquiring the skills to perform these analyses. This assessment effort continues.

Objective 3: Our graduates will be able to develop a comprehensive strategic plan.

Results: For Spring semester, 2006, the mean score on the strategic plan project, utilizing McGraw Hill’s Business Strategy game in Strategic Management was 88.2%. The class average in Spring 2007 was 82%. This project requires students to develop a strategic vision statement, establish performance targets for measures such as Earnings Per Share, Return on Equity, credit rating, and stock price appreciation, develop competitive business strategies, and prepare “pro-forma” income statements. This project not only requires students to complete a comprehensive strategic plan, but it also requires students to consider all elements of developing a competitive strategy. This result indicates that Kelce M.B.A. students are able to develop strategic plans effectively. This assessment effort continues.

Goal 3: Our graduates will understand how groups effectively function.

Objective 1: Our graduates will effectively participate in a team.

Results: In Fall semester, 2007, an average score of 87% was achieved on peer evaluations in Leadership and Behavioral Management. This course requires significant group activities and the results are taken as favorable as peers rated one another highly on team participation. This assessment method was selected under the reasoning that team members can most effectively evaluate one another’s participation in team activities.

Objective 2: Our graduates will understand how to effectively lead a team.

Results: In Fall semester, 2007, 80% of students in Leadership and Behavioral Management (MGMKT 828) earned grades of either “A” or “B” for the course, indicating acceptable levels of leadership ability. These results indicate that, on average, M.B.A. students are developing and exhibiting leadership skills during their time in the M.B.A. program. Students in this course are also required to interview business leaders in the community and write a report about their findings.

Goal 4: Our graduates will have an understanding of the following subjects:

Objective 1: Ethical responsibilities in organizations and society.

Results: In Spring 2007, M.B.A. students in Business, Government, and Society (MGMKT 830) were required to analyze an ethical issue by stating and supporting their opinion by using a widely-recognized ethical principle. The results indicated that 80% of the responses adequately supported their positions by using ethical principles.

Objective 2: Legal responsibilities in organizations and society.

Results: In Fall 2007, M.B.A. students in MGMKT 830, Business, Government and Society were required to complete a major research project. Topics were to have major legal significance for current business practice, and instructor approval was required. A sampling of subjects which students researched included environmental law, equal employment opportunity, product recalls, advertising, antitrust laws, and labor/management relations. Of the twenty-seven projects submitted that semester, the quality of seven projects were in the 90th percentile, of sixteen in the 80th percentile, and of four below the 80th percentile. This data indicates that Kelce M.B.A. students have an understanding of businesses’ legal responsibilities in organizations and society.

Objective 3: Financial theories, analysis, reporting, and markets.

Results: During the 2006 assessment period, a total of 41 questions spanning a broad spectrum of financial theories, analysis, reports, and markets were embedded in three regular exams in Financial Strategy. The results revealed that the class average score was 75%. Topics covered include the financial environment (including markets, institutions, interest rates), cash flow concepts, taxes, financial planning and forecasting statements, portfolio theory and asset pricing models, the cost of money, and the time value of money. This assessment effort continues.

Objective 4: Creation of value through the integrated production and distribution of goods, services, and information.

Results: During the Spring 2007 assessment period, student performance on embedded questions in the Marketing Strategy course ranged from 93% - 98% correct responses. Scores in the Fall 2006 assessment period ranged from 72% - 93%. Scores did improve between the testing periods. Taken as a whole, this trend is favorable and reveals that students do understand the marketing function in the creation of value through the integrated production and distribution of goods, services, and information.

Objective 5: Statistical data analysis and management science as they support decision-making processes.

Results: For Fall semester, 2007, the mean performance on statistical and management science problem solving questions in Quantitative Business Analysis (MGMKT 826) was 85%. This assessment method includes modeling via Excel. The 85% score indicates that students are effectively learning statistical and management science problem solving skills. In addition, the course utilizes simulation techniques in order to allow students to be better prepared for real-world problem solving with a solid understanding of statistical modeling techniques. Topics included in this assessment include linear programming methods; transportation, assignment, and network models; integer, goal, and nonlinear programming models; project management; decision theory; queuing theory; and simulation modeling. Overall, the results of the assessment indicate that students are developing these skills.

Objective 6: Domestic and global economic environments.

Results: For Fall semester, 2007, scores on team projects in International Business ranged from 86% - 91%. In Spring 2007, these scores ranged from 86% - 93%. Scores ranged from 83% - 92% in Fall 2006. Furthermore, a ten-item multiple choice instrument was developed and utilized in an exam in International Business. The results indicated that the class average on the questions was 84%, indicating an overall proficiency pertaining to domestic and global economic environmental issues and recognition. Areas assessed include, but are not limited to: international trade theories, tariffs, globalization business issues, and multi-national enterprise (MNE) strategies.

Objective 7: Information technologies as they influence the structure and processes of organizations, and as they influence the roles and techniques of management.

Results: During the 2007 assessment period, ten questions were embedded in two exams in Management Information Systems (CSIS 420) to gauge MBA students’ understanding of (1) computer-aided decision making in the analysis of data and the role that artificial intelligence can play, (2) the role of IT in supply chain management, customer relationship management, and business-intelligence gathering and analysis, (3) B2B and B2C e-commerce strategies, (4) IT and competitive advantage in Porter’s Five Forces theory, and (5) the importance of databases and data warehouses and the roles of database administrators, data administrators, and chief information officers. During the Spring semester of 2007 the average scores for the selected questions was 80% and in Fall 2007 was raised to 84% after slightly more emphasis was placed on these areas. These results indicate that, in general, students have a basic understanding of the function of IT and how it has changed management, both in its roles and methods.

Objective 8: Leadership in organizations

Results: The positive results for the assessment of Leadership and Behavioral Management students’ performance indicate that M.B.A. students are learning the skills associated with leadership in organizations. This course requires that students understand the importance of action-observation-reflection model of learning, understand the relationship between leadership and followership, develop an understanding of the student’s own leadership attributes, and learn important leadership theories and techniques.

MAJOR FIELD TESTS (MFT):

The MFT exam is a “comprehensive” exam that covers all relevant business disciplines, and it is the only comprehensive national assessment for program evaluation of its kind. The test is administered in 157 M.B.A. programs nationwide, and a total of 8,931 M.B.A. students took the exam for the years detailed below. The test is given in Strategic Management, MGMKT 895. The test can be used to evaluate curriculum, but it can also be used to (a) measure individual student achievement and (b) allow students to assess their own progress and knowledge against national comparative data. Universities administering the exam range from AACSB-defined “peer” programs such as University of Central Arkansas, University of Tennessee – Martin, and Jacksonville State University (AL.), to AACSB-defined aspirant schools (e.g., Missouri State University), and to larger AACSB programs such as Virginia Tech University, Xavier University, and Arizona State University – West Campus. M.B.A. students in the Kelce College of Business began taking the Major Field Assessment (MFT) test beginning in Spring 2005. (It is noted that not all schools who administer the MFT exam are accredited by AACSB.)

As can be seen in the tables below, the scores for M.B.A. students in Kelce have, in most cases, been very near or above national averages every year with few exceptions. There are a number of important points to note. First, it is important to note that some students enrolled in Strategic Management will not have taken all the courses that cover the areas assessed by the test. In fact, this situation occurs frequently. Second, it is important to note the differences in sample size(s) of students taking the test. It can be expected that score averages, and distributions, will vary according to sample size. This may help to explain the slight dip in scores across a few of the subject areas in Spring, 2008, where we had our largest sample size to date (n=25). Third, it is important to recognize that the national sample size has increased since 2005. The net effect is that percentile placements nationwide have varied significantly since the 2005 test administration. Fourth, the incentive for taking the M.F.T. exam has not remained consistent over test administrations. Future efforts will focus on maintaining a level of consistency in these student incentives (e.g., tying to final course grade, etc.) Finally, according to Educational Testing Service, small fluctuations between administrations do not necessarily signal a developing trend. Rather, data should be viewed over extended time periods when attempting to detect trends.

Overall Summary of M.F.T. Results:

As a summary statement, the M.F.T. testing results for Kelce M.B.A. students are considered favorable. Given the large sample size (157 M.B.A. programs, approximately 9,000 students) and the variance in program size and prestige, it can be said that Kelce M.B.A. students perform well on the test. Year-to-year fluctuations in scores are natural, and small fluctuations have been found in the Kelce data. In total, these results reveal that the program is indeed achieving positive learning outcomes.

2008: (sample size = 25)

M.B.A. MFT Results: 2008

Overall Marketing Mgmt. Finance Accounting Strategy

M.B.A. 2008 250 54 55 41 56 53

National 2008 250 56 58 45 51 53

The average score for Kelce M.B.A. students matched the national average (250) in 2008, and our students received above average scores in Accounting, and scores at the national average in Strategy. Considering that nearly 9,000 M.B.A. students have taken the M.F.T. exam (many from AACSB accredited programs), we believe that our results are favorable. As noted, the sample size for the Spring 2008 administration was the largest sample size to date. The scores for Marketing, Finance, and Strategy dipped slightly from the previous year’s administration. Forty-eight percent of Kelce M.B.A. students scored above the 70th percentile nationwide. Three students scored at the 88th percentile.




M.B.A. 2007 250 56 55 46 52 56

National 2007 250 56 58 45 51 53

During the Spring 2007 M.F.T. administration, the average scores for each of the functional areas of business were at, above, or very near the national average. The average was equal to the national average (250). Four Kelce M.B.A. students scored at or above the 79th percentile nationwide. Kelce M.B.A. scores were above average for Finance, Accounting, and Strategy, and matched the national average for Marketing. The average score for Management was slightly below national average.




M.B.A. 2006 256 58 62 52 57 56

National 2006 250 56 58 45 51 53

During the Spring 2006 M.F.T. administration, the average scores for each of the functional areas of business were at, above, or very near the national average. Five Kelce M.B.A. students scored at or above the 80th percentile nationwide. Kelce M.B.A. scores were above average for all areas assessed: Marketing, Management, Finance, Accounting, and Strategy.



Overall Marketing Mgmt. Finance Accounting Strategy M.B.A. 2005 251 53 51 42 51 52

National 2006 252 52 50 43 49 53

During the Spring 2005 M.F.T. administration, the average scores for each of the functional areas of business were at, above, or very near the national average and the average Kelce score was very near the national average.

PSU CAREER SERVICES EMPLOYMENT DATA REPORT:

Overall Summary of Career Services Employment Data:

As an overall statement, the employment data results reveal that the statistics for Kelce M.B.A. graduates are quite strong. In no instance has the percentage employed fallen below 86%. These results are quite favorable. Furthermore, the Accounting placement of 100% is especially noteworthy. Specifically, the PSU Career Services Employment Data Report for years 2002 - 2006 revealed the following percentages of M.B.A. degree respondents who were either successfully employed, in graduate school, or not seeking employment.

2006 2005 2004 2003 2002

Percentage (General) 100% 93% 95% 95% 86%

Percentage (Accounting) 100% 100% 100% 100% 100%

STUDENT SURVEYS:

Overall Summary of Student Survey data:

Student surveys of satisfaction with various aspects of the M.B.A. program are regularly distributed. As an overall statement, the results of the student survey data are encouraging. Statistics for all items on the survey are above the midpoint of the scale, with a 4.68 observed for “Technological Issues” in 2007 being the lowest score revealed. This score did decrease significantly from the 2006 survey administration. Overall, it appears that students are largely satisfied with the education that they receive across these important business areas.

Specifically, student surveys results that pertain to the guidelines established by the AACSB are shown below for data collection efforts in 2007 and 2006: (all scores scaled from “1” = poor, to “7” = excellent)

2007 (n = 19) 2006 (n = 23)

Overall teaching in Kelce: 5.26 5.65

Satisfaction with Kelce College exposure related to:

2007 (n = 19) 2006 (n = 23)

Development of communication skills 5.58 5.78

Development of critical thinking skills 5.74 5.65

Demographic diversity: 5.84 5.82

Ethical issues 5.84 5.96

Global issues 5.55 5.91

Social issues 5.55 5.69

Political issues 4.89 5.22

Legal / Regulatory issues 5.55 5.68

Environmental Issues 4.84 5.30

Technological Issues 4.68 5.82+ (significant difference at p< .05)

[*no statistically significant differences found other than reported.]

Other ratings on various (other) assessment scores include:

Summary of Mean Ratings Kelce College MBA Graduating Student Surveys

Scale: 1 = Poor, 7 = Excellent

Year of Graduation 2007 2006 2005 2004 2003 2002 2001

Number of Respondents 19 23 30 37 32 22 22 Development of critical thinking skills. 5.7 5.7 5.7 5.3 5.3 6.0 5.8

Development of interpersonal skills. 6.3 6.0 6.0 5.5 5.3 6.2 5.8

Overall personal development 5.8 5.9 5.9 5.6 5.4 6.4 6.2

Overall teaching quality in Kelce. 5.3 5.6 5.7 5.0 5.0 6.1 5.2 Mutual respect, collegiality, and communication between students and faculty. 5.5 6.0 5.9 5.0 5.0 6.1 6.0

Overall quality of library services. 5.8 6.2 6.0 5.7 5.5 5.9 5.6 Overall quality of computing services. 4.6 6.0 5.7 5.6 5.4 5.6 4.4 Overall effectiveness of MBA advisement. 5.1 6.0 6.0 5.4 5.4 6.2 6.4

As with data collected to assess various elements of Kelce that relate to AACSB guidelines, these additional measures are considered to be encouraging. All statistics are above the midpoint of the scale (4). In fact, most results are consistently scored five (5) or higher across all items. Taken in combination with the AACSB-related items, these results are considered to be favorable.

Sample comments from surveys include the following: “It has been a great pleasure to have studied here.” “affordable, excellent quality, good job placement, wonderful faculty” “It gave me a well-rounded learning experience, including all of the business functions” “It has been a good experience” “very good program” “Kelce M.B.A. is an outstanding program.” “great place, great faculty and students” “It is a very rigorous program.” “professors are very interested in my success”

RETENTION RATES:

Overall Summary of Retention Rate Data:

As an overall statement, the retention rates in the Kelce M.B.A. program have been strong. The rates for years 2002 – 2005 are given below (based on latest data available, Spring 2008):

Rate

Year

2002 83.70

2003 86.17

2004 78.38

2005 78.58

ADVISORY BOARD INPUT:

The Kelce Board of Advisors meets at least twice per academic year. The input from Board members is used as an indicator of the extent to which (a) learning goals are achieved and (b) the M.B.A curriculum remains current with business practice and managerial needs. Advisory board members give their feedback based on observations of Kelce M.B.A. graduates and their perception of curricular issues. The Accounting program also regularly receives feedback from the Accounting Advisory Board.

Overall Summary of Advisory Board Input:

Feedback from the Board has shown that, in general, the M.B.A. program is succeeding in teaching students the required business skills and knowledge that will lead to success in the M.B.A. workplace. Members of the Board have offered their input into specific curriculum issues, including the development of the International Business major (and courses), the need for leadership-related issues to be integrated into the curriculum, and the need for entrepreneurial skills in M.B.A. graduates. The Accounting Advisory Board has also offered valuable input for the Accounting concentration.

d. Changes based on assessment: (Demonstrate that assessment data is used to improve student learning and effectiveness of the program.)

As a result of annual assessment, a number of changes have been made within the M.B.A. program, including the following:

1. As discussed in the assessment of Goal 1, Objective 1, attempts have been made to assess and improve the written communication skills of M.B.A. students, new M.B.A. students complete a writing assignment that is graded by the English department. This effort was implemented in 2003. These assignments are assigned to one of four categories (1) substandard academic American English, (2) minimally competent, (3) competent, and (4) a pleasure to read. Students scoring in categories 1 or 2 are required to attend writing workshops taught by the English department graduate assistants for the purpose of improving writing skills. Continued assessment has revealed positive results.

2. From feedback from alumni coupled with review from the Accounting Advisory Council, Governmental Accounting was deleted and Fraud Examination was added to the curriculum. Financial Statement Analysis was added to the M.B.A. program and Financial Accounting Theory was deleted. These changes were the direct result of the input from this important group.

3. As discussed throughout this report, the course “Leadership and Behavioral Management” was added to the core curriculum based on feedback that indicated a need for leadership skills in M.B.A. graduates. The addition was based on feedback from alumni and the Kelce Board of Advisors that leadership skills are necessary for successful management, and from recognition of AACSB guidelines. Early results indicate that the addition of this course to the curriculum has been successful.

4. In FY 2007, Microsoft Excel was used for the first time for modeling exercises in the Quantitative Business Analysis course. The decision to switch from the previously used software to Excel was based on input from recent Kelce graduates who indicated that the use of Excel would better prepare students for management jobs. This change also is a response to the significant difference found in survey administrations regarding perceptions of education in technology in the M.B.A. program. Assessment activities (input from M.B.A. graduates) directly influenced this change.

10. Continuous Improvement – Program Plan a. Program strengths, weaknesses, opportunities, and threats analysis:

In general, the M.B.A. program has several strengths. However, a there are weakness as well. An analysis of strengths, weaknesses, opportunities and threats reveals the following information: Strengths: Strong enrollment and credit hour production: The M.B.A. program has enjoyed strong enrollment and credit hour production numbers for several years, thereby contributing to the overall success of the graduate programs at Pittsburg State. As the data provided indicate, the program had 940 SCH and 122 total students enrolled in FY 2007. A focus on assessment : Close attention is devoted to assessment of goals and objectives, as well as AACSB-defined focus areas including : communication abilities; financial theories, analysis, reporting, and markets; ethical understanding and reasoning abilities; analytic tools; use of information technology; multicultural and diversity understanding; reflective thinking skills; creation of value through the integrated production and distribution of goods, services, and information; statistical data analysis as it supports decision-making processes; and domestic and global economic environments of business. Excellent faculty: Faculty members who teach in the M.B.A. program have strong academic and professional qualifications. Strong MFT performance results: The assessment data reveal that students in the M.B.A. program perform well on the nationally-normed exam. Scores above, or near, the national average are encouraging considering the comparison groups that are utilized (157 M.B.A. programs, many accredited by the AACSB, and nearly 9,000 M.B.A. students) Focus on leadership skills: The addition of the Leadership and Behavioral Management course to the core M.B.A. courses is a major strength. As noted previously, feedback from various constituent groups revealed that the capacity to lead is an important trait for today’s M.B.A. This component is also emphasized by the AACSB. Up-to-date instructional technology: The program utilizes up to date instructional technologies including presentation tools and analysis packages such as SPSS, FISCAL, and Microsoft Office packages. Close student-faculty interaction: Small class sizes (in most cases, less than 30) in the program help to ensure that students receive individual attention from well-qualified faculty members. Weaknesses: Assessment activities: Although a focus on assessment is considered to be a strength of the program, assessment efforts can be strengthened. Limited data are available for various learning outcomes. Resource / Facilities limitations: The M.B.A. program does have limited resources that can be devoted to areas such as student recruitment and/or course development. Resource limitations also affect faculty salaries, which lead to difficulties in recruiting qualified faculty who can teach in the program. In addition, there are numerous problems with Kelce Hall. Limited course / elective availability: Due to resource constraints, course availability is considered a weakness for the program. Opportunities: Opportunity to improve assessment: Assessment activities can be strengthened. Future efforts should focus on improved assessment efforts, with particular focus on consistency. Online course delivery: Student demand for online courses appears to be high. The M.B.A. program would benefit from the increased availability of online courses. Development of additional electives that will enhance the learning experience: There are many opportunities for elective courses in the fields of marketing, management, international business, and accounting. Students would benefit from increased availability of these courses.

Threats:

Online programs: M.B.A. programs nationwide have increased efforts for improve their online presence. The Kelce M.B.A.

program now competes in an environment that offers many online alternatives.

Cooperative M.B.A. programs: Universities in the local area have announced plans to begin cooperative M.B.A. programs (e.g., Northwest Missouri State University and Missouri Southern State University).

Continued Pressure on Business School Salaries: The steady increase in business school faculty salaries worldwide (particularly in AACSB accredited schools) is a serious threat to the recruitment, and retention, of qualified M.B.A. faculty.

Declining traditional college-aged population in our major market area: Although this threat most immediately impacts undergraduate enrollment, it may eventually impact M.B.A. enrollment as well. Graduate school enrollment largely impacted by economic conditions: As with all graduate programs, M.B.A. enrollment figures are largely impacted by general economic conditions.

b. Program changes currently being considered and those likely to be implemented within the next five years:

We are considering allowing students to add a second emphasis in International Business, provided that the student elects to do so prior to graduation with the initial program. We have received several requests from students who wish to do this. In most cases, students who earn an M.B.A. degree with a General Administration concentration desire to add a second emphasis in International Business. The emphasis designation would be placed on the transcript.

We will continue to develop the International Business concentration for the M.B.A. degree, and we hope to add an additional faculty member to support the program.

The faculty will offer online courses as the opportunities become available.

To address the limited course availability find, the faculty is considering the addition of an Entrepreneurship focus (e.g., a course or a concentration) for the M.B.A. program. In addition, the addition of new “Topics” courses to the M.B.A. curriculum (e.g., Marketing Research), is currently being considered.

The faculty will carefully consider the various incentives that are given students for M.F.T. testing performance and make changes as deemed necessary.

The faculty will continue to monitor the perceptions of M.B.A. students regarding issues related to the technological environment and will makes changes as necessary.





CIP Code

Degree

Program Name

Options

CH1 521401 BBA Marketing 2. Faculty That Support Program

Eric Harris, Ph.D.; Lynn Murray, Ph.D.; Don Baack, Ph.D.; Jay Van Wyk, Ph.D; Tom Box, Ph.D., Henry Crouch, Ph.D., Art Fischer, Ph.D., Choong Lee, Ph.D., Mujtaba Ahsan, Ph.D., Chris Fogliasso, J.D., Richard Dearth, J.D; Shipra Paul, M.B.A; Mary Wachter, M.B.A.; Kristen Zafuta, M.B.A.


Lower Division 57 63 63 52 70

Upper Division 102 108 115 110 92

Graduate

Total 159 171 178 162 162


FY/03 FY/04 FY/05 FY/06 FY/07

Ave ACT Score 21.3 21.1 20.7 20.1 20.1

5. Degrees Awarded

FY/03 FY/04 FY/05 FY/06 FY/07

48 53 37 47 46


The Marketing program suffered a major loss with the death of long-time faculty member Dr. John Beisel. Furthermore, Dr. Jerry Rogers retired from Pittsburg State University and Dr. Musa Pinar left the program to join Valparaiso University. A significant change for the program came when two new terminally-qualified faculty members were added to the program, Dr. Eric Harris and Dr. Lynn Murray. Both faculty members possess doctoral degrees from AACSB accredited institutions in the field of Marketing. Both faculty members also possess work experience in field of Marketing. Two full-time instructors have also been added who possess M.B.A. degrees, Shipra Paul and Kristen Zafuta.

For curricular changes, the International Trade course was removed as an elective in the international component of the program. The previous policy allowed students to “double count” this course towards their degree (both as an Economics elective and a international component). In Fall 2008, two new topics courses are to be added: Services Marketing and Entertainment Marketing.

In addition to these changes, in the Fall of 2007, Dr. Murray began working with faculty from the Kansas Technology Center on cooperative efforts to include “joint” marketing plans in the Marketing curriculum.

7. Program Foundations

a. Program description: The mission of the Department of Management and Marketing is to support Pittsburg State University and the Kelce College of Business by providing quality undergraduate majors in Management, Marketing, and in International Business, and by providing most of the courses for a quality Master of Business Administration degree program. The Department provides educational opportunities to students from southeast Kansas, from surrounding areas, and from abroad. The primary emphasis is on the undergraduate degree programs. The Department fulfills the responsibilities of teaching, scholarship, and service. The teaching of students is of primary importance. Scholarship is also important and enhances both teaching within the Department, and also service activities.

Marketing Program Description:

The Marketing major prepares students for positions in sales, merchandising, retail management, and market research in manufacturing, wholesaling and retailing institutions. The purpose of the Marketing major is to develop in students an understanding of marketing fundamentals and the context in which they are applied. This provides a sufficient foundation for life-long learning in the area of Marketing, it provides a foundation for graduate study, or for an entry level position in the field. The Marketing major is based on a comprehensive general education program in combination with a set of foundation courses that includes accounting, behavioral science, economics, and mathematics/statistics.


The Marketing major in the Department of Management & Marketing is accredited by AACSB (The Association to Advance Collegiate Schools of Business). This accrediting body grants accreditation to approximately 15% of all business programs worldwide.



The program goals and objectives set forth for the Marketing program follow the goals and objectives devised for the Department of Management & Marketing as part of our Strategic Planning Process. These goals and objectives are as follow:

Goal: The Department of Management and Marketing will create and deliver curricula which provide a broad context within which education for business is set.

Objective: Students will be able to handle real-word type problems and situations in marketing.

Objective: The Marketing curriculum will include coverage of ethical and global issues; the influence of political, social, legal and regulatory, environmental, and technological issues; and the impact of demographic diversity on the organization and the marketing function.

Objective: The Marketing curriculum will include foundation knowledge in the areas of accounting, behavioral science, economics, and mathematics and statistics.

Objective: The Marketing curriculum will integrate core areas and provide approaches to cross-functional decision-making.

Goal: The Department of Management and Marketing shall provide and manage resources to meet the instructional responsibilities created by the programs offered in the department.

Objective: Students will perceive that they have excellent learning opportunities in marketing.

Goal: Student recruitment and retention within the Marketing curriculum shall be consistent with and supportive of the Mission of the Department.

Objective: The Marketing program will admit and retain quality students. 8. Curriculum

a. National/professional guidelines: (How does the curriculum align with national/professional guidelines?) The curriculum for the Marketing major in the Department of Management & Marketing follows guidelines suggested by the AACSB. Although the organization does not specify course content or curriculum, it does state that undergraduate curriculum in business should include learning experiences that address: communication abilities, ethical understanding and reasoning abilities, analytic tools, use of information technology, multicultural and diversity understanding, reflective thinking skills, creation of value through the integrated production and distribution of goods, services, and information, statistical data analysis as it supports decision-making processes, and domestic and global economic environments of business.

The following courses provide these learning experiences:

*Communication abilities - (Advanced Marketing Management, Marketing Research, Sales Management, Business Strategy)

*Ethical understanding and reasoning abilities - (Adv Marketing Management, Basic Marketing, Consumer Behavior, Marketing Research, Sales Management, Legal and Social Environment of Business)

*Analytic tools (Marketing Research, Quantitative Decision Making, Operations Management)

*Use of information technology (Marketing Research)

*Multicultural and diversity understanding (Consumer Behavior, Organizational Theory and Behavior)

*Reflective thinking skills (Adv Marketing Management, Business Strategy)

*Creation of Value through the integrated production and distribution of goods, services, and information (Basic Marketing, Advanced Marketing Management, Operations Management)

*Statistical data analysis as it supports decision-making processes throughout the organization (Marketing Research, Quantitative Decision Making, Operations Management)

*Domestic and Global Economic Environments of Business (International Marketing, International Business)

The program reflects the programs of AACSB peer programs at universities such as University of Southern Maine, Jacksonville State University, and University of Louisiana – Monroe. The marketing curriculum also reflects the curriculum of other AACSB accredited institutions worldwide, including, but not limited to: University of Nevada – Las Vegas (e.g., Advertising Management), Clemson University (e.g., Consumer Behavior), Ball State University (e.g., Principles of Marketing), and Louisiana Tech University (e.g., Marketing Research), and University of Missouri (e.g., Advanced Marketing Management).

b. Curricular alignment with external constituent needs:

The curriculum for the Marketing program is regularly reviewed by both external groups (e.g., advisory boards) and the faculty. The Kelce Board of Advisors plays an active role in curriculum review. Curricular issues are presented regularly to the Board for input into program development. Members of the Kecle Board come from a variety of firms and organizations including Wal-Mart, Data Technique, K.W. Brock Industries, Sprint, NPC International, ConocoPhillips, JB Hunt, Mariner Wealth Advisors, Girard National Bank, U.S. Department of Labor, CBIZ Accounting Tax & Advisory Service, ETCO-Specialty Products, Collins Investment, Inc., CRC-Evans Pipeline International, and First State Bank of Joplin, MO. The Department has also sought approval for a separate Board of Advisors specifically for the MGMKT programs.


c. Course sequencing: (Show the sequence of courses students should follow to graduate in 4-years.) It is expected that the B.B.A. with Marketing major can be obtained in a period of four years. A sample sequence is below.

Semester Hours Course ID Course Comments / Prerequisites

1. Fall 4 BIOL113 Environmental Life Science (Natural Science course with lab)

3 ENGL101 Eng Comp (following the course, take two WL courses before taking ENGL299)

2 UGS100 Freshman Exp 3 PSYCH155 Gen Psych

1 HHP150 Lifetime Fitness (alternative course is 3 hours FCS203 Nutritional Health)

3 MATH113 College Algebra Must have at least a "C" 2 Spring 3 CSIS130 Computer Info Systems Must have at least a "C" 3 COMM207 Speech Communication 4 PHYS171 & 172 Phys Sci & Lab (Physical Science course with lab)

3 MATH153 Intro to Analytic Processes MATH113 with at least a "C"

3 ENGL113 General Literature (one of two Human Heritage courses) 3. Fall 3 ACCTG201 Financial Accounting 3 HIST201 American History (one of two Human Heritage courses)

3 GEOG106 World Regional Geography (cultural studies course)

3 MUSIC120 Music Appreciation (fine arts course) 3 ECON200 Intro to Microeconomics prereq Sophomore standing 3 SOC100 Sociology (social studies course) Upon completion of 42 hours, 2.5 GPA, and C in ENGL101 and MATH113, admission to College. Admission to the COB is required for courses #'d 400 and above. 4. Spring 3 POLS101 U. S. Politics (political studies course) 3 MATH143 Elementary Statistics Must have at least a "C" 3 ENGL299 Intro to Research Wrtg (following ENGL101 and two WL courses) 3 ACCTG202 Managerial Accounting prereq ACCTG201 3 ECON201 Intro to Macroeconomics prereq Sophomore standing 5. Fall 3 MGMKT327 Org Theory prereq Junior standing 3 MGMKT 320 Business Statistics prereq MATH143 with at least a "C" and Junior 3 MGMKT330 Basic Marketing prereq Junior standing 3 FIN 326 Business Finance prereq ECON200, ACCTG202, and Junior 3 CSIS 420 Management Info Systems prereq CSIS 130 and Junior standing Upon attainment of 85 hours, including current enrollment, student applies for Official Degree Check. 6. Spring 3 MGMKT430 Consumer Behavior prereq MGMKT330 and PSYCH155

3 MGMKT 477 Quantitative Decision Making prereq MATH 143 with at least a "C" and MATH153

3 MGMKT534 Marketing Research prereq MGMKT320 and 330 3 ECON 640 Econ Elective prereq ECON200 & 201 and Junior standing 3 xxxxx -- Unrestricted Elective

7. Fall 3 MGMKT444 Legal & Social Env of Bus prereq Junior standing 3 MGMKT631 Adv. Marketing Mgmt. prereq MGMKT330, 430, 534 3 MGMKT626 Operations Management prereq MGMKT 320, 327, 477 3 xxxxx -- Major Elective--MKTG ***see below 3 xxxxx -- Unrestricted Elective 8. Spring 2 xxxxx -- Unrestricted Elective 3 xxxxx -- Unrestricted Elective 3 xxxxx -- Upper Div College of Business elective 3 MGMKT 645 Business Strategy prereq FIN326, MGMKT327, 330 & 626, Senior 3 xxxxx -- Major Elective--MKTG ***see below

124

**Options for Major Elective: MGMKT435 Retail Management MGMKT481 Advertising Management MGMKT482 Sales Management MGMKT532 Marketing Channel Mgmt. MGMKT550 Internet Marketing MGMKT600 Topics in Business


A variety of methods are used to deliver the Marketing program curriculum. Several courses utilize classroom lectures combined with interactive discussions of course content. Experiential learning is required in several Marketing courses, and marketing plans are developed in the “capstone” Advanced Marketing Management course. Group projects are required in several Marketing courses. Marketing courses also require the use of various software packages including SPSS and Microsoft Excel. Instructors frequently employ learning tools such as Microsoft PowerPoint and ANGEL. Case analyses are often commonly used in various Marketing courses, and oral presentations are often required by students.

9. Assessment of Student Learning: (From annual assessment report.) a. Specific desired student outcomes: (What specific knowledge, skills, and experiences should a graduate of this program possess?)

A graduate of the Marketing program should be able to effectively perform all tasks associated with a career in Marketing or Marketing Management. Specifically, graduates should be able to analyze marketplace information through marketing research methods, develop marketing promotion programs, develop marketing plans, and make key decisions regarding the production, placement, pricing, and promotion of goods, services, experiences, and ideas in a way that will add value to a company and its customers.


To assess student learning and accomplishment in the Marketing program, a number of methods are utilized including the following: (It should be noted that not every goal or objective is assessed during each semester. Furthermore, all assessments efforts continue.)

(1) Capstone Marketing course performance – This is assessed from a marketing plan project that is assigned in the capstone Marketing course, Advanced Marketing Management.

(2) Major Field Test

(3) Employment data provided from PSU Career Services

(4) Survey of employers, alumni, and Fourth-year Kelce student surveys

(5) Student Perceptions of Teaching Effectiveness (SPTE) ratings

(6) ACT scores and Retention Rates c. Document student achievement: (Provide assessment data by outcome.)

CAPSTONE MARKETING COURSE PERFORMANCE:

(Advanced Marketing Management Marketing Plan and group project, this assessment technique began in Spring semester, 2006):

The Marketing capstone course, Advanced Marketing Management (MGMKT 631) is used to assess student learning across the marketing curriculum. The course requires that student complete a marketing project / plan that integrates knowledge of the marketing function along with the relationship between marketing and other functional areas in the business enterprise. Students are required to develop a marketing program for a specific, assigned product using various research techniques (often including both primary and secondary research methods). Topic areas in the analysis include marketing situation analysis (including areas such as coverage of ethical and global issues; the influence of political, social, legal and regulatory, environmental, and technological issues; and the impact of demographics on the organization and the marketing function), SWOT (strengths, weaknesses, opportunities, threats) analysis, marketing goals and objectives, and marketing program implementation / action plans across the marketing mix (product, place, pricing, promotion).

FA 2007 class average score = 90.75% (n=18)

SP 2007 class average score = 90.80%( n=32)

FA 2006 class average score = 88.5% (n = 24)

SP 2006 class average score = 91.2% (n = 28)

Results from the assessment of this project have been positive over the period of 2006 – 2007. These results indicate that students are indeed learning desired marketing outcomes as stated in the program goals and objectives.

MFT RESULTS – MARKETING:

Kelce College of Business majors take the Major Field Test (MFT) during their senior year in the capstone course, Business Strategy. Although this test is taken by all Kelce B.B.A. majors, the test does assess knowledge in various major areas. The results of the testing have revealed that students have performed well in the marketing area. As can be seen in the table below, MFT scores in Marketing have been either above, or very near, national averages on the exam. After dipping slightly below national average in the years 2003 – 2005, the average scores have exceeded the average in years 2006, 2007, and 2008. The scores did dip slightly in 2008, but remain above national average. The ETS states that yearly fluctuations should not necessarily lead to concern, rather, long-term trends should be examined. The combined sample size for the latest record (2006 – 2008) is 37,217 students and 447 business programs, many of which are accredited by the AACSB.

(MFT results below)

5457

4945 46 46

5253 53

47 47 47 47 46

2008 2007 2006 2005 2004 2003 2002

Marketing MFT Results

Kelce Average Score National Average Score

** It should be noted that 4 Kelce students scored above the 90th percentile nationwide during the Spring 2007 survey administration (total overall MFT score).

PSU CAREER SERVICES EMPLOYMENT DATA:

The PSU Career Services Employment Data Report for years 2002 - 2006 revealed the following percentages of Management / Marketing major respondents who were either successfully employed, in graduate school, or not seeking employment.

2006 2005 2004 2003 2002

Percentage 98% 100% 97% 99% 98%

KELCE EMPLOYER SURVEYS: Kelce employer surveys for the 2006 data collection effort revealed the following ratings for Departmental majors. This data is collected for Marketing and Management majors, and the data reported here is combined for the two majors. This assessment effort continues. (1 = “poor”; 7 = “excellent”)

Demographic diversity: 5.40

Ethical issues: 5.86

Global issues: 4.60

Social issues: 5.00

Political issues: 3.67

Legal / Regulatory issues: 4.67

Environmental Issues: 5.00

Technological Issues: 5.17

How well Kelce graduates compare to other graduates: 5.80

How well Kelce prepared students to achieve excellent performance: 5.67

Overall, it can be said that Marketing graduates appear to be performing well when compared to graduates from other programs. The average scores (5.80 and 5.67, in particular) are well above the midpoint of the scale (4), suggesting an overall positive evaluation from employers.

KELCE ALUMNI SURVEYS:

Surveys from Kelce Alumni are also used to assess the success of the Marketing program. The data from previous survey administration for Marketing graduates revealed the following statistics. Note that the survey time period lags five years. For example, the 2007 survey administration included graduates from 2002, and so forth.

How well did your Kelce education prepare you for your career? (1 = “poor”, 7 = “excellent”)

2007 (n=4) 2006 (n=6) 2005 (n=7)

5.25 5.6 4.85

Overall quality of teaching in Kelce: (1 = “poor”, 7 = “excellent”)

2007(n=4) 2006 (n=6) 2005 (n=7)

5.50 5.80 5.50

Satisfaction with Kelce College exposure related to: (all scores scaled from 1 = “poor” to 7 = “excellent”)

2007 (n =4) 2006 (n=6) 2005 (n=7)

Demographic diversity: 6.00 5.20 4.85

Ethical issues: 5.50 4.50 5.00

Global issues: 6.00 4.33 4.85

Social issues: 6.00 5.00 5.57

Political issues: 5.00 4.50 4.28

Legal / Regulatory issues: 6.25 5.50 5.42

Environmental Issues: 5.00 5.16 4.57

Technological Issues: 5.25 6.20 4.42

The results of the alumni surveys are generally consistent with the results of the employer surveys. The ratings, on average, are above the midpoint of the scale (4), indicating favorable impressions of the education that is received from the Marketing program. This assessment activity continues, with emphasis on increasing the sample size obtained. The small sample sizes prohibit the ability to test for significant differences.

KELCE FOURTH YEAR STUDENT SURVEYS:

Kelce Fourth Year Student Survey Data is used to assess various elements of the learning experience that stem from the stated program goals. Data for the 2007, 2005, and 2003 survey administrations are given below. No statistically significant differences were found across the groups, however, the small sample size must be recognized.

Overall teaching in Kelce: (1 = “poor”; 7 = “excellent”)

2007 (n=12) 2005 (n=8) 2003 (n=15)

5.50 5.37 5.46

Satisfaction with Kelce College exposure related to: (all scores scaled from “1” = poor, to “7” = excellent)

2007 (n=12) 2005 (n=8) 2003 (n= 15)





Political issues 4.67 5.00 5.00




Sample Comments from Fourth Year Kelce Student Surveys (Marketing):

If you had to choose one benefit that the Kelce College provided you, what would it be? “The ability and desire for continuous learning.” “A great education that involved all aspects of the business environment.” “Marketing major.” “Knowledge about global market.” “Small class sizes.” “Knowledge prepared me for the future.” “AACSB accreditation.” “An overall well-rounded experience that covered many areas.

The results of the fourth-year Marketing student surveys closely resemble the results of the alumni surveys. In general, positive results have been obtained.

STUDENT PERCEPTIONS OF TEACHING EFFECTIVENESS (SPTEs) RESULTS:

As per PSU policy, data is collected each semester in the form of the Student Perception of Teaching Effectiveness (SPTE) instrument. Data for SPTE is shown below: (*because supporting faculty are found throughout the Department of Management & Marketing, and because several courses in the Common Body of Knowledge are found in the Department, this information is presented at the Departmental level.)

Fall 2007: 53% earned “High” ratings on SPTE Perceived Quality Index (38 sections assessed)

Spring 2007: 61% earned “High” ratings on SPTE Perceived Quality Index (38 sections assessed)

Fall 2006: 51% earned “High” ratings on SPTE perceived Quality Index (41 sections assessed).

Spring 2006: 66% earned “High” ratings on SPTE perceived Quality Index (36 sections assessed).





The results of the SPTE ratings are particularly encouraging. As the data indicate, perceptions of teaching within the Marketing curriculum are largely positive.

ACT SCORES AND RETENTION RATES:

The following Marketing program ACT scores and retention rates were recorded in years 2003 – 2007:

ACT Retention Rate

2007 20.1 n/a

2006 20.1 84.85

2005 20.7 70.73

2004 21.1 73.68

2003 21.3 87.50

The average ACT score has been relatively consistent in the years included in the assessment, as have the overall retention rates. [source: PSU Analysis, Planning, and Assessment]


In response to assessment data, the following changes have been implemented in the time period since the last program review:

1. In an attempt to improve the overall MFT results, the Department reviewed the textbook and topics covered in the Basic Marketing course in 2003. Changes were made to ensure that the topics presented in class matched national expectations. This finding also resulted in a continuous evaluation of teaching methods, tools, and textbooks.

2. Movement towards project-based learning methods in the Marketing curriculum to provide “hands on” learning experiences for students.

3. Textbooks in both the Business Statistics and Basic Marketing books were made available to students in alternative forms, including E-books and customized versions. This was in response to the trend of students not buying the required books because of price concerns.

4. New group projects were introduced in both the Marketing Research and Advanced Marketing Management courses in 2005. The projects were designed to give students “hands-on” experience in developing marketing plans and market research projects.

5. Updated technologies, such as the SPSS software package, were introduced into the curriculum beginning in 2005.

6. Ethical issues are now discussed in courses throughout the Marketing program.

7. Group marketing plan projects were added to the capstone Advanced Marketing Management course beginning in 2005.

8. Retail business plan requirements were added to the Retail Management course beginning in 2007.

9. “Ride along” / Sales Follow projects were added to Sales Management beginning in 2007.

10. Group marketing research plans were added to Marketing Research beginning in 2005.


Strengths -

Strong Enrollment Numbers throughout the Department / Program:

As shown in the table below, the MGMKT department has enjoyed strong enrollment numbers. The data provided show MGMKT as a percentage of the Kelce College. Especially noteworthy is the fact that the MGMKT department accounts for nearly 60% of the entire Kelce enrollment (589/1034 = 57%), and that enrollments have been steadily increasing. Of the 589 MGMKT students, 162 are majors in the Marketing program (27%). The total number of Marketing degrees awarded have increased 24% since 2005 (37, 2005; 46, 2007). [Data source: PSU Analysis, Planning, and Assessment].

MGMKT- Department Credit Hour Production:

As shown in the table below, the MGMKT department provides strong Student Credit Hour production. The data below show MGMKT as a compared to other programs in Kelce. The data provided are for Fall, 2007 [unadjusted]. The data reveals a steady increase in SCH over Fall semesters. The FY 2007 SCH production for MGMKT is 11,633. This represents approximately 43% of SCH production for Kelce FY 2007(11,633/26,767), and approximately 6% of PSU SCH production for Fall 2007 (5,581/93,749). [Data source: PSU Analysis, Planning, and Assessment].

High quality program: Assessment indicators (MFT, Comprehensive Marketing Course Performance, Employment Data, Surveys, etc.) indicate that the Marketing program delivers a high quality educational experience for our students. High quality instruction: Assessment indicators (STPE, student surveys, alumni surveys) all indicate that the Marketing program delivers high quality instruction. Recent Ph.D. graduates from AACSB institutions in lead roles in the program: The addition of “newly-minted” Ph.D.s with marketing experience helps to revitalize the marketing program.

Faculty members actively engaged in research and attend national conferences regularly to interact with peers: Marketing faculty members have recently earned publications in journal outlets such as Psychology & Marketing, Journal of Business Research, and Journal of Personal Selling & Sales Management. Faculty members also regularly attend major conferences such as American Marketing Association and Association of Collegiate Marketing Educators.

Faculty members author textbooks that are widely adopted in Marketing: Don Baack has authored Integrated Marketing Communications (third edition, Prentice-Hall) that has been adopted by colleges such as Harvard, Boston College, LSU, and University of Missouri. Eric Harris is currently working on the first edition of CB (Consumer Behavior, Cengage-Southwestern). Having close contact with faculty members who publish textbooks in their respective fields is a major advantage for Marketing program students.

Faculty members actively engaged with business community, both locally and regionally: Marketing faculty members regularly interact with the business community. Course projects are often based around local business needs. Dr. Lynn Murray has been actively engaged with marketing projects aimed at supporting the local business community.

Faculty members with membership in major Marketing associations including the American Marketing Association: Marketing faculty members regularly interact with colleagues in these associations, frequently attend conferences sponsored by these organizations, and regularly submit research manuscripts to publications sponsored by these organizations.

Active faculty participation with leading Marketing journals, including review board duties on Journal of Business Research, Journal of Marketing Theory & Practice, Services Marketing Quarterly, and Journal of Services Marketing: Faculty members serve regularly on the boards of these high quality journals.

Close interaction between Marketing faculty members and students: Faculty members spend considerable time with individual students on both academic and career-related discussions.

Presence of “Marketing Club” allows students to gain marketing experience and to visit marketing firms nationwide: This group has visited numerous firms and cities nationwide. Cities visited include San Diego, New York City, Chicago, and Dallas.

Software that is currently used in industry (such as SPSS) is frequently used in Marketing courses: Projects often require extensive use of this very popular software package.

Experiential / live case approach in upper level Marketing courses: Dr. Lynn Murray leads a number of these activities in her Advanced Marketing Management class. Strong job placement rate: As shown in the Employment Data from Career Services, the employment surveys have revealed very positive results for Marketing graduates. Weaknesses -

Limited course selection: To date, course selection for Marketing majors has been limited due in large part to faculty shortages in Marketing. In Fall 2008, new Topics in Business courses (Services Marketing & Entertainment Marketing) will be introduced.

Lack of specific curriculum “tracks” for Marketing majors that would allow specialization: The marketing major does not have specific tracks for students (e.g., Marketing Research, Services Marketing, etc.)

Lack of differentiation from competitive Marketing programs: The lack of specific tracks makes it difficult to differentiate the PSU Marketing major from other majors available at competing institutions. Facilities limitations: As with other programs in Kelce, the Marketing program is limited by facilities concerns in Kelce Hall.

Opportunities - Supportive community open to notion of working with student groups in project-based learning activities: There are many opportunities for developing and planning marketing plans and activities with the local business community.

Importance of services in US and world economies increasing: The services sector of the U.S. economy is particularly large. Marketing plays a major role in this sector.

Opportunities to build strong cross-disciplinary relationships across the curriculum: There are many opportunities for collaboration with other departments across campus (e.g., developing marketing plans for Gorilla Formula Racing with faculty and classes from the Kansas Technology Center).

Threats Explosion of online Marketing degree programs: As with other areas in business, online programs are become quite common. Differentiating the P.S.U. Marketing program from this form of competition is important. Many AACSB-accredited programs have aggressively begun offering courses / programs online. Declining traditional college-aged population in our major market area: This trend impacts P.S.U. as a whole, but it also impacts the Marketing program. Increasing cost of college education: The increasing cost of a college education is a threat for the Marketing program, just as it is a threat for all PSU programs. Attracting and Retaining Qualified Faculty Members: Forecasted wave of vacancies in the field of Marketing in the next few years will make attracting and retaining faculty members a difficult task. The current reality of the Ph.D. job market in Marketing is that there are more openings than candidates.


The Department will add a FT, tenure-track faculty member in Fall 2008.

The Department is working towards revising the Marketing curriculum based on industry changes and further study of peer institutions. Specific changes may be found in the area of course selection and/or the development of specific marketing “tracks” of study (e.g., a Sales track, a Services Marketing track, a Marketing Research track, etc.)

The Department plans to refine the Marketing learning goals based on the needs of the publics served by the program and on AACSB guidelines.

The Department plans to refine and improve assessment methods, focusing specifically on increased sample sizes, survey Development, and improving the alignment of assessment activities with program goals / objectives.

The Department is considering requiring students to build a portfolio of marketing projects developed under the curricula in order to present materials to future employers.

The Department will continue to explore opportunities to partner with KTC faculty on joint projects.

The Department is considering implementing a 2.5 GPA requirement for students to remain enrolled in the program, or possibly, to graduate from the program.

The Department will continue to improve the program based on feedback from the various constituent groups. Additionally, the Department will continue to utilize various teaching technologies and software packages as they become available.





CIP Code

Degree

Program Name

Options

DD1 520101 BBA Management 2. Faculty That Support Program

Don Baack, Ph.D.; Jay Van Wyk, Ph.D; Tom Box, Ph.D., Henry Crouch, Ph.D., Art Fischer, Ph.D., Choong Lee, Ph.D., Mujtaba Ahsan, Ph.D., Chris Fogliasso, J.D., Richard Dearth, J.D; Eric Harris, Ph.D.; Lynn Murray, Ph.D.; Shipra Paul, M.B.A; Mary Wachter, M.B.A.; Kristen Zafuta, M.B.A.


Lower Division 128 139 130 116 134

Upper Division 148 173 195 193 190

Graduate

Total 276 312 325 309 324


FY/03 FY/04 FY/05 FY/06 FY/07

Ave ACT Score 20.8 20.4 20.8 20.7 20.6

5. Degrees Awarded

FY/03 FY/04 FY/05 FY/06 FY/07

67 55 60 68 79


Four terminally-qualified faculty members have been added to the program (Dr. Mujtaba Ahsan and Dr. Jay Van Wyk, and Marketing professors Dr. Eric Harris & Dr. Lynn Murray who teach support courses in the Common Body of Knowledge courses) since the last review. Also, the International Trade course was removed as a Management elective. The previous policy allowed students to “double count” this course towards their degree (both as an Economics elective and as an international component). The faculty in the program has adopted technologies in the classroom, including ANGEL and various software packages, such as Excel.

7. Program Foundations a. Program description: The mission of the Department of Management and Marketing is to support Pittsburg State University and the Kelce College of Business by providing quality undergraduate majors in Management, Marketing, and in International Business, and by providing most of the courses for a quality Master of Business Administration degree program. The Department provides educational opportunities to students from southeast Kansas, from surrounding areas and from abroad. The primary emphasis is on the undergraduate degree programs. The Department fulfills the responsibilities of teaching, scholarship, and service. The teaching of students is of primary importance. Scholarship is also important and enhances both teaching within the Department, and also service activities.

The Department believes that the Management major should be based on a non-business liberal arts foundation and supported by a

broad range of non-management business courses from the fields of accounting, finance, economics, business law, marketing and information systems. The major is restricted to 24 hours of management courses because of the belief that management graduates must have a sound preparation for work in the multi-faceted global environment and they must be prepared for life-long learning.

Management Program Description:

The purpose of the Management major is to develop in students an understanding of management fundamentals and the context in which they are applied. This provides a sufficient foundation for life-long learning in the area of Management, it provides a foundation for graduate study, or for an entry level position in the field of Management. The Management major is based on a comprehensive general education program in combination with a set of foundation courses that include accounting, behavioral science, economics, and mathematics/statistics.


The Management major in the Department of Management & Marketing is accredited by AACSB (The Association to Advance Collegiate Schools of Business). This accrediting body grants accreditation to approximately 15% of all business programs worldwide.



Majors in Management who graduate with the BBA degree from Pittsburg State University should be able to compete effectively in the job market with graduates from other high-quality AACSB-accredited business programs. They should also have equivalent career path opportunities.

Within this overriding goal for our students, a number of specific goals have been developed. Specifically, these goals are as follow:

1. Our graduates will be effective communicators.

Objective: Our graduates will be able to effectively write on business issues in a professional manner.

Objective: Our graduates will be able to effectively prepare and deliver oral presentations on business issues in a professional manner.

2. Our graduates will be able to recognize and analyze ethical problems.

3. Our graduates will be able to think analytically and be effective problem solvers.

Objective: Our graduates will be able to analyze and synthesize information.

4. Our graduates will have an understanding of multicultural and gender diversity.

5. Our graduates will have an understanding of legal responsibilities in organizations and society.

6. Our graduates will have an understanding of the creation of value through the integrated production and distribution of goods, services, and information.

7. Our graduates will have an understanding of group and individual dynamics in organizations.

8. Our graduates will have an understanding of statistical data analysis and management science as they support decision-making processes.


Objective: Students will be able to handle real-word type problems and situations in Management.

Objective: The Management curriculum will include coverage of ethical and global issues; the influence of political, social, legal and regulatory, environmental, and technological issues; and the impact of demographic diversity on the organization and the marketing function.

Objective: The Management curriculum will include foundation knowledge in the areas of accounting, behavioral science, economics, and mathematics and statistics.

Objective: The Management curriculum will integrate core areas and provide approaches to cross-functional decision-making.


Objective: Students will perceive that they have excellent learning opportunities in management

Goal: Student recruitment and retention within the Management curriculum shall be consistent with and supportive of the Mission of the Department.

Objective: The Management program will admit and retain quality students. 8. Curriculum a. National/professional guidelines: (How does the curriculum align with national/professional guidelines?)

The curriculum for the Management major in the Department of Management & Marketing follows guidelines suggested by the AACSB. Although the organization does not mandate specific courses or curriculum content, it does state that undergraduate curriculum in business should include learning experiences that address: communication abilities, ethical understanding and reasoning abilities, analytic tools, use of information technology, multicultural and diversity understanding, reflective thinking skills, creation of value through the integrated production and distribution of goods, services, and information, statistical data analysis as it supports decision-making processes, and domestic and global economic environments of business.

Based on these guidelines, the Management curriculum provides opportunities for these learning experiences in the following courses:

*Communication abilities (Business Strategy & Human Resource Management)

*Ethical understanding and reasoning abilities (Legal and Social Environment of Business & Human Resource Management)

*Analytic tools (Quantitative Decision Making, Operations Management, Business Strategy)

*Multicultural and diversity understanding (Organizational Theory and Behavior & Human Resource Management)

*Creation of Value through the integrated production and distribution of goods, services, and information (Operations Management)

*Statistical data analysis and management science as they support decision-making processes throughout the organization (Business Statistics, Quantitative Decision Making, Operations Management)

Our Management curriculum also reflects a survey of peer AACSB accredited institutions, including Management programs at universities such as Ball State University, University of Nevada – Las Vegas, and Missouri State University, as well as AACSB-defined peer programs such as University of Southern Maine, Jacksonville State University, and University of Louisiana – Monroe.

b. Curricular alignment with external constituent needs: The curriculum for the Management program is regularly reviewed by both external groups, (e.g., advisory boards) and the faculty. The Kelce Board of Advisors plays an active role in curriculum review as curricular issues are presented regularly to the Board for input into program development. Members of the Kelce Board come from a variety of firms and organizations including Wal-Mart, Data Technique, K.W. Brock Industries, Sprint, NPC International, ConocoPhillips, JB Hunt, Mariner Wealth Advisors, Girard National Bank, U.S. Department of Labor, CBIZ Accounting Tax & Advisory Service, ETCO-Specialty Products, Collins Investment, Inc., CRC-Evans Pipeline International, and First State Bank of Joplin, MO. The Department has also sought approval for a separate Board of Advisors specifically for the MGMKT programs.


c. Course sequencing: (Show the sequence of courses students should follow to graduate in 4-years.)

Semester Hours Course ID Course Comments / Prerequisites 1. Fall 4 BIOL113 Environmental Life Science (Natural Science course with lab) 3 ENGL101 Eng Comp (following the course, take two WL courses before taking ENGL 2 UGS100 Freshman Exp 3 PSYCH155 Gen Psych


3 MATH113 College Algebra Must have at least a "C" 2 Spring 3 CSIS130 Computer Information Systems Must have at least a "C" 3 COMM207 Speech Communication 4 PHYS171 & 172 Phys Sci & Lab (Physical Science course with lab) 3 MATH153 Intro to Analytic Processes Prereq MATH113 with at least a "C" 3 ENGL113 General Literature (one of two Human Heritage courses) 3. Fall 3 ACCTG201 Financial Accounting 3 HIST201 American History (one of two Human Heritage courses) 3 GEOG106 World Regional Geography (cultural studies course) 3 MUSIC120 Music Appreciation (fine arts course) 3 ECON200 Intro to Microeconomics Prereq Sophomore standing 3 SOC100 Sociology (social studies course) Upon completion of 42 hours with a 2.5 GPA, at least a C in ENGL101 and MATH113, admission to College.

Admission to the COB is required for courses #'d 400 and above.

4. Spring 3 POLS101 U. S. Politics (political studies course) 3 MATH143 Elementary Statistics Must have at least a "C" 3 ENGL299 Intro to Research Wrtg (following ENGL101 and two WL courses) 3 ACCTG202 Managerial Accounting Prereq ACCTG201 3 ECON201 Intro to Macroeconomics Prereq Sophomore standing 5. Fall 3 MGMKT327 Org Theory Prereq Junior standing 3 MGMKT 320 Business Statistics Prereq MATH 143 with at least a "C" and Junior 3 MGMKT330 Basic Marketing Prereq Junior standing 3 FIN 326 Business Finance Prereq ECON200, ACCTG202, and Junior 3 CSIS 420 Management Information Systems Prereq CSIS 130 Upon attainment of 85 hours, including current enrollment, apply for Official Degree Check in 102 Russ Hall. 6. Spring 3 MGMKT628 Adv. Org. Behavior Prereq MGMKT327 and Junior Standing 3 MGMKT 477 Quantitative Decision Making Prereq MATH143 with at least a "C" and MATH153 and Junior 3 MGMKT629 Human Resource Mgmt. Prereq MGMKT327 3 ECON 640 Econ elective Prereq ECON200 and 201 and Junior standing 3 xxxxx -- Unrestricted Elective 7. Fall 3 MGMKT444 Legal & Social Env of Bus Prereq Junior standing 3 MGMKT650 Quality Management Prereq MGMKT320 3 MGMKT626 Operations Management Prereq MGMKT 320, 327, 477 3 xxxxx -- Major Elective--MGMT ***see below 3 xxxxx -- Unrestricted Elective

8. Spring 2 xxxxx -- Unrestricted Elective 3 xxxxx -- Unrestricted Elective

3 xxxxx -- Upper Div College of Business elective

3 MGMKT 645 Business Strategy Prereq FIN 326, MGMKT327, 330 & 626, Senior 3 xxxxx -- Major Elective--MGMT ***see below

124

**Options for Major Elective: PSYCH575 Industrial & Org Psych PSYCH155 ECON465 Collective Bargaining ECON200 & 201; Junior Standing ECON468 Labor Economics ECON200 & 201 COMM450 Small Group Comm -- COMM629 Theories of Human Comm Junior standing COMM755 Organization Comm COMM629 or permission of instructor EST593 Introduction to Industrial Safety -- HRD596 Introduction to Human Res Dev --


A variety of methods are used to deliver the Management program curriculum. Several courses utilize classroom lectures combined with interactive discussions of course content. Experiential learning is required in several Management courses, and simulation games (including GLO-BUS and BSG in the Business Strategy course) are utilized. Individual and group research projects are required. Outside guest speakers and video presentations are used in several courses. The case analysis approach is also frequently employed. Students are required to make formal presentations in the Business Strategy course, and they are required to make oral presentations throughout the program.


Students in this program should be able to: • conduct a SWOT analysis • analyze and interpret common financial documents, • understand generic strategies and have knowledge of implementation techniques • understand cost/benefit analysis • understand the concept of business ethics • recognize potential ethical dilemma and possess a variety of frameworks for resolving them • understand issues central to business law. • effectively communicate, including both oral and written communication • apply theories of management to various business situations • assess cultural and diversity issues as they pertain to management situations • work effectively in work teams • understand and be able to manage human resources in a managerial capacity


To assess student learning and accomplishment in the Management program, a number of methods are utilized including the following: (It should be noted that not every goal or objective is assessed during each semester. Furthermore, all assessments efforts continue.)

(1) AACSB Assessment Questions

(2) Major Field Tests (MFT) scores

(3) GLO-BUS simulation results in the capstone course, Business Strategy

(4) Employment data provided from PSU Career Services

(5) Survey of employers, alumni, and Fourth-year Kelce student surveys

(6) Student Perceptions of Teaching Effectiveness (SPTEs) scores

(7) ACT and retention scores

c. Document student achievement: (Provide assessment data by outcome.) AACSB ASSESSMENT DATA:

Our graduates will be able to effectively write on business issues in a professional manner.

Results: During Fall 2006 students in the Business Strategy course were given a writing prompt utilizing ETS Criterion Writing Assessment software. The results indicated that 78% of students earned scores of either “4”, “5”, or “6” on a 6 point scale. Only three students scored lower than “4”. Formal reports are also required in several Management courses, including Business Strategy. Assessment of these activities reveals that Management students, as a whole, are able to effectively communicate in a business manner. Assessment in this area continues.

Our graduates will be able to effectively prepare and deliver oral presentations on a business issue in a professional manner.

Results: In the Business Strategy course for the assessment period of Spring 2007, students were required to present a formal book report presentation in front of the entire class. The results revealed that the average presentation score 20 (25 possible), or 80%). The assessment effort for Fall 2007 revealed that 56% (25/42) of students scored satisfactory or higher on oral presentation results. These presentations were at least five minutes long and were scored according to criteria such as: “Are the presentations rehearsed?”, “Are adequate visuals used?”, “Does the speaker use correct English?,” and “Does the speaker maintain good eye contact?”. Assessment of this objective continues.

Our graduates will have an understanding of multicultural and gender diversity.

Results: For the 2007 assessment time period, students in Organizational Theory and Behavior were asked five questions that were embedded on a regularly-scheduled exam that pertained to the understanding of multicultural and gender diversity issues. 76% of business majors answered all five questions correctly. These results suggest that our majors are being exposed to the concepts of multicultural and gender diversity. Assessment of this objective continues.

Our graduates will be able to recognize and analyze ethical problems.

Results: For the 2007 assessment time period, no fewer than 78% of students assessed correctly answered assessment questions pertaining to ethical issues in the Legal and Social Environment course. For the 2006 assessment time period, an ethics essay question was administered in Legal and Social Environment of Business. The results indicated that 6 students scored 75%, 19 students scored 83%, 1 student scored 90%, and 2 students scored 100%. These results indicate that students are able to recognize and analyze ethical problems.

Our graduates will be able to analyze and synthesize information.

Results: For the Spring 2007 assessment period, two student groups in MGMKT 645 (Business Strategy) scored in the Top 25, earning a Global Top 25 ranking. For the Fall 2007 assessment time period, 48% (22/45) of students in Business Strategy scored at the 60th percentile nationally on the GLO-BUS simulation, or higher. The percentile indicates the relative performance of students as compared to over 14,000 students in 180 business programs around the world.

Our graduates will have an understanding of legal responsibilities in organizations and society.

Results: MFT results for the 2008 test period revealed that the average student scores were at the 70th percentile nationally (average score = 50). For the previous time period, the percentile ranking was 50th (mean = 49). The performance on this portion of the test indicates that our students do understand legal responsibilities in organizations and society and that our percentile rank has improved significantly.

Our graduates will have an understanding of the creation of value through the integrated production and distribution of goods, services, and information.

Results: During Spring 2006, 92% of students in the Operations Management course correctly answered questions designed to assess student learning in this area (n = 73). Results indicate that students do understand the creation of value through integrated production and distribution of products (tangible, intangible, and information). Assessment in this area continues.

Our graduates will have an understanding of group and individual dynamics in organizations.

Results: During the Spring 2006 assessment time period, 60% of students scored correctly on MFT questions pertaining to group and individual dynamics in organizations. The national average was 57%. These results reveal that our students go have an understanding of group and individual dynamics in organizations.

Our graduates will have an understanding of statistical data analysis and management science as they support decision-making processes.

Results: During the Spring 2006 semester, 64% of students taking the MFT exam correctly answered questions pertaining to quantitative analysis (including statistical and management science analysis). The national average was 56%. Furthermore, in Fall 2007 students in Operations Management course scored with mean of 73% on relatively demanding exam questions used to assess this item.

The Department of Management and Marketing will create and deliver curricula which provide a broad context within which education for business is set.

Results: MFT scores for Management have exceeded national averages on the MFT exam in five of the last six test administration periods (see MFT data below).

MFT MANAGEMENT DATA:

Kelce College of Business majors take the Major Field Test (MFT) during their senior year in the capstone course, Business Strategy. The results of the testing have revealed that students have performed very well in the management area. As can be seen in the table below, MFT scores in Management have been either above, or very near, national average scores on the MFT. In fact, the scores for Management have been above the national average in six of the last seven years. The scores for the past three years reveal a positive trend. The ETS states that yearly fluctuations should not necessarily lead to concern, rather, long-term trends should be examined. The combined sample size for the latest record (2006 – 2008) is 37,217 students and 447 business programs, many of which are accredited by the AACSB.

** It should be noted that 4 Kelce students scored above the 90th percentile nationwide during the Spring 2007 survey administration (total overall MFT score), and fully 20% of Kelce students scored above the 80th percentile nationwide.

“GLO-BUS” SIMULATION RESULTS IN BUSINESS STRATEGY:

In 2007, students in Business Strategy scored in the Top 25 worldwide on this simulation. The total number of teams worldwide using this simulation is nearly 2,000. In 2006, students in Business Strategy scored in the Top 20 worldwide on this simulation. The total number of teams worldwide using this simulation is nearly 2,000. Clearly, the performance of Business Strategy students on this simulation has been very strong. This simulation requires students to understand the myriad of factors that affect sound business strategy decision making.

PSU CAREER SERVICES EMPLOYMENT DATA:

The PSU Career Services Employment Data Report for years 2002 - 2006 revealed the following percentages of Management / Marketing major respondents who were either successfully employed, in graduate school, or not seeking employment.

2006 2005 2004 2003 2002

Percentage 98% 100% 97% 99% 98%

As is reflected in the data, the employment data results are quite positive.

KELCE EMPLOYER SURVEYS:

Kelce employer surveys for the 2006 data collection effort revealed that following ratings for Departmental majors. This data is

collected for Marketing and Management majors, and the data reported here is combined for the two majors.

(1 = “poor”; 7 = “excellent”)

Demographic diversity: 5.40

Ethical issues: 5.86

Global issues: 4.60

Social issues: 5.00

Political issues: 3.67

Legal / Regulatory issues: 4.67

Environmental Issues: 5.00

Technological Issues: 5.17

How well Kelce graduates compare to other graduates 5.80

How well Kelce prepared students to achieve excellent performance. 5.67

Overall, it can be said that Management graduates appear to be performing well when compared to graduates from other programs. The average scores are well above the midpoint of the scale (4), suggesting an overall positive evaluation from employers.

KELCE ALUMNI SURVEYS:

Surveys from Kelce Almuni are also used to assess the success of the Management program. The data from previous survey administration for Management graduates revealed the following statistics. Note that the survey time period lags five years. For example, the 2007 survey administration included graduates from 2002, and so forth.

(**note: The 2005 Kelce Alumni survey administration resulted in no Management surveys being returned)

How well did your Kelce education prepare you for your career? (1 = “poor”, 7 = “excellent”)

2007 (n=8) 2006 (n=18) 2004 (n=17)**

5.87 5.22 5.29

Overall teaching quality within Kelce:

2007 (n=8) 2006 (n=18) 2004 (n = 17)

5.75 5.66 5.64

Satisfaction with Kelce College exposure related to: (all scores scaled from 1 = “poor” to 7 = “excellent”)

2007 (n =8) 2006 (n=18) 2004 ( n=17)









The results of the alumni surveys are generally consistent with the results of the employer surveys. The ratings, on average, are above the midpoint of the scale (4), indicating favorable impressions of the education that is received from the Management program. There were no statistically significant differences found across the survey administrations, however, the small sample size must be recognized when considering this finding. This assessment activity continues, again with emphasis on increasing the sample size obtained.

FOURTH YEAR KELCE STUDENT SURVEYS:

In Spring 2007, the Department began to analyze Fourth Year Kelce Student Survey Data for each program area. For Spring 2007, Management majors indicated the following levels of satisfaction with various elements of the Management program that related directly to the goals of the program.

Overall teaching in Kelce: (1 = “poor”; 7 = “excellent”)

2007 (n=30) 2005 (n=18) 2003 (n=8)

5.10 5.21 4.00

Satisfaction with Kelce College exposure related to: (all scores scaled from “1” = poor, to “7” = excellent)

2007 2005 2003









The results of the fourth-year Management student surveys closely resemble the results of the alumni surveys. In general, positive results have been obtained. No statistical differences are found in the data, however, the small sample size must again be recognized when considering this finding.

Sample Comments from Fourth Year Kelce Student Surveys (Management):

If you had to choose one benefit that the Kelce College provided you, what would it be? “A strong academic background with a strong name” “Small classrooms, good communication with instructors” “Experience with working with others and communicating better” “Accessibility of teachers” “Easy to access the professors” “Several great teachers” “The opportunity to be involved in organizations” “Teach real world experience” “International programs” STUDENT PERCEPTIONS OF TEACHING EFFECTIVENESS (SPTEs):










The results of the SPTE ratings are particularly encouraging. As the data indicate, perceptions of teaching within the Management curriculum are largely positive.


The following ACT scores and retention rates for the Management program were recorded in years 2003 – 2007:

ACT Retention Rate

2007 20.6 n/a

2006 20.7 82.19

2005 20.8 73.91

2004 20.4 80.56

2003 20.8 80.65

ACT scores have remained steady in the Management program, as have retention rates. [Source: PSU Analysis, Planning, and Assessment]


1. In response to 2003 MFT results in the Legal and Social Environment area, faculty decided to spend less time on contracts and property issues, and more time on administrative law, cyber crime, product liability, intellectual property, tort law, antitrust law, corporations, and business entities. A new textbook was also adopted for the course in 2004.

2. Textbooks in Business Statistics were made available to students in alternative forms, including E-books and customized versions. This was in response to the trend of students not buying the required books because of price concerns, and input from SPTEs.

3. Given that SPTE results had revealed indications that students would prefer updated classroom materials, new PowerPoint slides and learning materials were developed for Business Statistics. Group projects were also assigned in this course.

4. As a result of feedback from graduates and employers, new statistical packages and real-world problems were added to the Quantitative Decision Making course in 2004.

5. Feedback from employers and graduates also revealed the need for students to have a greater mastery of the Microsoft Excel software package. In response, new Excel-based course requirements were added to the Operations Management course. Other changes in this course based on feedback included research requirements devoted to environmentally-friendly products. A class requirement was also added in which students were required to solve problems uncovered through interviews with actual businesspeople. This effort helped to ready students to make immediate contributions to their future employers.

6. Feedback from graduates also revealed that international issues should be covered more extensively in the Human Resource Management course. Dr. Fischer developed a new segment in this course to cover these issues.

7. As an attempt to make further improvements in the Business Strategy course, students were required to use the case analysis approach more extensively.

8. In an attempt to improve upon students’ understanding of statistical and management science-based techniques, new software requirements were added to the Quantitative Decision Making course in 2005. Students in this course were also given an instructor-prepared users manual covering the LINDO, MINITAB, Lotus, and Excel software packages.

9. In an effort to improve upon students’ ability to recognize and analyze ethical problems, an increased focus on ethical issues was

added to the Legal and Social Environment of Business course in 2005.

10. To keep up with the latest developments in the management arena, Six-Sigma consulting projects were added to the Business Strategy course in 2005. The result of the effort was improved student learning experiences and business relations. A new Business Strategy game was also added to the course in 2005.

10. Continuous Improvement – Program Plan a. Program strengths, weaknesses, opportunities, and threats analysis: Strengths: Strong Enrollment Numbers throughout the Department / Program:

As shown in the table below, the MGMKT department has enjoyed strong enrollment numbers. The data provided show MGMKT as a percentage of the Kelce College. Especially noteworthy is the fact that the MGMKT department accounts for nearly 60% of the entire Kelce enrollment (589/1034 = 57%), and that enrollments have been steadily increasing. Of the 589 MGMKT students, 324 (55%) are majors in the Management program. The total number of Management degrees awarded have increased 44% since 2004 (55, 2004; 79, 2007). [Data source: PSU Analysis, Planning, and Assessment].

MGMKT – Department Credit Hour Production:

As shown in the table below, the MGMKT department provides strong Student Credit Hour production. The data below show MGMKT as a compared to other programs in Kelce. The data provided are for Fall, 2007. The data reveals a steady increase in SCH over Fall semesters. The FY 2007 SCH production for MGMKT is 11,633. This represents approximately 43% of SCH production for Kelce FY 2007(11,633/26,767), and approximately 6% of PSU SCH production for Fall 2007 (5,581/93,749). [Data source: PSU Analysis, Planning, and Assessment].

High quality program: Assessment indicators (MFT, Comprehensive Marketing Course Performance, Employment Data, Surveys, etc.) indicate that the Management program delivers a high quality educational experience for our students. High quality instruction: Assessment indicators (STPE, student surveys, alumni surveys) all indicate that the Management program delivers high quality instruction. High Student Contact Hour production per faculty member: Student credit hours are produced while utilizing a relatively small faculty size, as a result the SCH per faculty member ratio is quite strong in the Management program. A high percentage of faculty members at the University Professor level: Five faculty members in the Management program are currently at the University Professor level (Drs. Baack, Crouch, Fischer, Fogliasso, Lee). The “SIFE” (Students in Free Enterprise) program has excelled at the international level, and has won numerous prestigious awards: SIFE has won many awards, including Regional championships is 2005, 2006, and 2008, and an International Championship in 1998. Close interaction between faculty and students: Management faculty members frequently advise students on both academic and career issues. Faculty regularly participate in national and international professional organizations, and publish regularly in peer-reviewed journals: Management faculty members regularly travel to national and international meetings, and faculty members have recently published articles in highly-regarded journals such as Journal of Advertising Research and SAM – Advanced Management Journal. Faculty members with editorial responsibilities at nationally-recognized Management journals: Dr. Box was recently named Editor of Entrepreneurial Executive. Strong job placement rate: As shown in the Employment Data from Career Services, the employment surveys have revealed very positive results for Management graduates. Strong faculty interaction with local community: Faculty members belong to numerous local business groups and regularly participate in meetings and contribute to local business functions. Weaknesses: Limited course selection: Management students have a limited section of courses from which to choose.

Facilities limitations: As with other programs in the College of Business, the Management program is limited by facilities issues in Kelce Hall.

Opportunities: External fundraising opportunities: External fundraising opportunities offer the program the opportunity to increase funding for student scholarships and other initiatives aimed at program improvement. Development of student and faculty exchange programs: Student and faculty exchanges with foreign universities would help to further strengthen the already strong international focus of the Management program. Joint programs with KTC in entrepreneurship for the purpose of economic development: Partnerships with KTC would do much to improve programs in both the College of Business and the College of Technology, and also assist with regional economic development. Non-credit degree programs, including certificate programs and executive development: Executive development certificate programs represent very attractive opportunities for both the Management program and for the Kelce College of Business. Threats: Online course competition from competing institutions: Numerous colleges and universities, both regionally and nationally, have increased their online offerings. Several students attempt to transfer in online courses from various institutions. Declining traditional college-aged population in our major market area: This trend impacts P.S.U. as a whole, but it also impacts the Management program. Increasing cost of college education: The increasing cost of a college education is a threat for the Management program, just as it is a threat for all PSU programs. Potential Problems Attracting and Retaining Qualified Faculty Members: Forecasted wave of vacancies in the field of Management in the next few years will make attracting and retaining faculty members a difficult task. The current reality of the Ph.D. job market in Management is that there are more openings than candidates. b. Program changes currently being considered and those likely to be implemented within the next five years: The Department is considering adding an Entrepreneurship minor in the undergraduate program, and possibly a concentration in the M.B.A. program. The Department is considering implementing a 2.5 GPA requirement for students to remain enrolled in the program, or possibly, to graduate from the program. The Department also plans to refine and improve the Goals and Objectives of the program as part of the annual Strategic Planning process, and to improve assessment efforts. Emphasis will be placed on increasing sample sizes and improving assessment designs and indicators. The Department will continue to improve the program based on feedback from the various constituent groups. The Department will continue to utilize various teaching technologies and software packages as they become available.





CIP Code

Degree

Program Name

Options

DK1 521101 BBA International Business

2. Faculty That Support Program

Don Baack, Ph.D.; Jay Van Wyk, Ph.D; Tom Box, Ph.D., Henry Crouch, Ph.D., Art Fischer, Ph.D., Choong Lee, Ph.D., Mujtaba Ahsan, Ph.D., Chris Fogliasso, J.D., Richard Dearth, J.D; Eric Harris, Ph.D.; Lynn Murray, Ph.D.; Shipra Paul, M.B.A; Mary Wachter, M.B.A.; Kristen Zafuta, M.B.A.


Lower Division 0 13 22 31 23

Upper Division 0 7 11 18 24

Graduate

Total 0 20 33 49 47


FY/03 FY/04 FY/05 FY/06 FY/07

Ave ACT Score 0 0 17.3 20.9 23.6

5. Degrees Awarded

FY/03 FY/04 FY/05 FY/06 FY/07

0 0 0 1 4


This program was developed in FY 2004. This is the first Program Review for the program. 7. Program Foundations a. Program description:

The International Business program is designed for students who wish to pursue global business opportunities and positions. It is expected that the student majoring in International Business will develop an understanding of International Business fundamentals and the context in which they are applied. The program provides a sufficient foundation for life-long learning in the area of International Business, it provides a foundation for graduate study, and it provides the tools necessary for an entry position in International Business management.

The major is based on a comprehensive general education program in combination with a set of foundation courses that include accounting, behavioral science, economics, and mathematics/statistics. Majors in International Business who graduate with the BBA degree from Pittsburg State University should be able to compete effectively in the job market with graduates from other high-quality AACSB-accredited business programs. They should also have equivalent career path opportunities.


The International Business major in the Department of Management & Marketing is accredited by AACSB (The Association to Advance Collegiate Schools of Business). This accrediting body grants accreditation to approximately 15% of all business programs worldwide.



The program goals and objectives set forth for the International Business program follow the goals and objectives devised for the Department of Management & Marketing as part of our Strategic Planning Process. These goals and objectives are as follow:


Objective: Students will be able to handle real-word type problems and situations in International Business.

Objective: The International Business curriculum will include coverage of ethical and global issues; the influence of political, social, legal and regulatory, environmental, and technological issues; and the impact of demographic diversity on the organization and the marketing function.

Objective: The International Business curriculum will include foundation knowledge in the areas of accounting, behavioral science, economics, and mathematics and statistics.

Objective: The International Business curriculum will integrate core areas and provide approaches to cross-functional decision- making.


Objective: Students will perceive that they have excellent learning opportunities in International Business.

Goal: Student recruitment and retention within the Marketing curriculum shall be consistent with and supportive of the Mission of the Department.

Objective: The International Business program will admit and retain quality students.

8. Curriculum a. National/professional guidelines: (How does the curriculum align with national/professional guidelines?)

Although the AACSB does not require specific learning experiences, the organization does state that business curriculum normally provides students with multicultural understanding and learning experiences that develop knowledge and skill sets pertaining to the domestic and global economic environments of business.

b. Curricular alignment with external constituent needs: The curriculum for the International Business program is regularly reviewed by both external groups, (e.g., advisory boards) and the faculty. The Kelce Board of Advisors plays an active role in curriculum review as curricular issues are presented regularly to the Board for input into program development. Members of the Kecle Board come from a variety of firms and organizations including Wal-Mart, Data Technique, K.W. Brock Industries, Sprint, NPC International, ConocoPhillips, JB Hunt, Mariner Wealth Advisors, Girard National Bank, U.S. Department of Labor, CBIZ Accounting Tax & Advisory Service, ETCO-Specialty Products, Collins Investment, Inc., CRC-Evans Pipeline International, and First State Bank of Joplin, MO. The Department has also sought approval for a separate Board of Advisors specifically for the MGMKT programs.

Alumni surveys are also sent to alumni as part of a larger Kelce College effort. These surveys, combined with input from Kelce employer surveys are regularly reviewed for feedback on curricular issues. The feedback obtained from these various sources proves

to be quite valuable for program development.

It should be noted that faculty members who teach in the International Business program travel internationally on a regular basis. Their experiences in other countries, along with their expertise in the field, allow them to further develop and enhance the program.

c. Course sequencing: (Show the sequence of courses students should follow to graduate in 4-years.)

Semester Hours Course ID Course Comments / Prerequisites 1. Fall 4 BIOL113 Environmental Life Science (Natural Science course with lab)

3 ENGL101 Eng Comp (following the course, take two WL courses before taking ENGL299)

2 UGS100 Freshman Exp 3 PSYCH155 Gen Psych


3 MATH113 College Algebra Must have at least a "C" 2 Spring 3 HIST201 American History (one of two Human Heritage courses) 3 COMM207 Speech Communication 4 PHYS171 & 172 Phys Sci & Lab (Physical Science course with lab) 3 MATH153 Intro to Analytic Processes prereq MATH113 with at least a "C" 3 ENGL113 General Literature (one of two Human Heritage courses) 3. Fall 3 MUSIC120 Music Appreciation (fine arts course) 3 GEOG106 World Regional Geography (cultural studies course) 3 ACCTG201 Financial Accounting 3 ECON200 Intro to Microeconomics prereq Sophomore standing 5 MLL********* Foreign Language or Equivalent Upon completion of 42 hours, at least a 2.5 GPA, and C in ENGL101 and MATH113, admission to College

Admission to the COB is required for courses #'d 400 and above.

4. Spring 3 MATH143 Elementary Statistics Must have at least a "C" 3 ENGL299 Intro to Research Wrtg (following ENGL101 and two WL courses) 3 ACCTG202 Managerial Accounting prereq ACCTG201 3 ECON201 Intro to Macroeconomics prereq Sophomore standing 5 MLL********* Foreign Language or Equivalent 5. Fall 3 POLS101 U. S. Politics (political studies course) 3 SOC100 Sociology (social studies course)

3 MGMKT 320 Business Statistics prereq MATH143 with at least a "C" and Junior Standing

3 FIN 326 Business Finance prereq ECON 200, ACCTG 202, and Junior standing

3 CSIS130 Computer Information Systems Must have at least a "C" Upon attainment of 85 hours, including current enrollment, apply for Official Degree Check in 102 Russ Hall. 6. Spring 3 CSIS 420 Management Information Systems prereq CSIS 130 and Junior standing 3 MGMKT330 Basic Marketing prereq Junior standing

3 MGMKT 477 Quantitative Decision Making prereq MATH143 with at least a "C" and MATH153 and Junior standing

3 MGMKT327 Org Theory prereq Junior standing 3 xxxxx -- Major Elective

7. Fall 3 MGMKT439 International Business prereq MGMKT330 and 327 3 MGMKT611 International Marketing prereq FIN326, MGMKT327, and 330 3 MGMKT626 Operations Management prereq MGMKT320, 327, and 477 3 xxxxx -- Major Elective 3 xxxxx -- Area Study Course 8. Spring 3 MGMKT444 Legal & Social Env of Bus

3 ECON 640 International Trade prereq ECON200 and 201 and Junior standing 3 xxxxx -- Major Elective--MGMT 3 MGMKT 645 Business Strategy prereq FIN 326, MGMKT 327, 330 & 626, Senior standing

3 NGNKT601 Special Topics--Int'l. Experience** Must be approved in advance by the Int'l. Business major advisor.

126

*Options for Major Elective: MGMKT605 Cross Cultural Analysis COMM601 Intercultural Communication GEOG507 Geography of the Global Economy SOC530 International Relations POLS534 Political Sociology

**The International Experience provides the opportunity for students to gain valuable international experience, and the course is directed by the International Business advisor, Dr. Jay VanWyk. A number of experiences generally meet this requirement (e.g., study abroad, university sponsored field trips, internship with a company in a foreign setting, and so forth).


A variety of methods are used to deliver the International Business program curriculum. Several courses utilize classroom lectures combined with interactive discussions of course content. Experiential learning is required in several International Business courses. Individual and group research projects are required. Outside guest speakers and video presentations are used in several courses. The case analysis approach is also frequently employed. Students are required to make formal presentations. Students are also required to complete an “International Experience” course that allows the student to gain valuable international business experience.


A graduate of the International Business program should be able to effectively perform all tasks associated with a career in International Business. Specifically, graduates should be able to analyze international information and synthesize the information for managerial decision making, develop an appreciation of cultural differences and how these differences affect international business, develop business plans that will succeed in the international arena, and make key managerial decisions that relate to the marketing and distribution of products in foreign environments.


To assess student learning and accomplishment in the International Business program, a number of methods are utilized, including:

(1) Major Field Tests (MFT) scores

(2) Student Performance in International Business class project

(3) Student Perceptions of Teaching Effectiveness (SPTEs) scores

(4) ACT and retention scores

(5) Success of the Business and International Education (B.I.E.) program

c. Document student achievement: (Provide assessment data by outcome.) MFT RESULTS – INTERNATIONAL BUSINESS:

Kelce College of Business majors take the Major Field Test (MFT) during their senior year in the capstone course, Business Strategy. The results of the testing have revealed that students have performed well in the International Business area. The MFT test includes questions used to assess what is defined as an “International Issues” topic area. As can be seen in the table below, MFT scores for this portion of the exam have been either above, or very near, national averages. In the data below, 2004 is used as a benchmark against which the data can be compared. This benchmark is used because the International Business major began in FA 2004. The 2004 MFT administration was in Spring 2004, before the advent of the major. As shown in the figure, the scores for the International Issues component have gradually increased since the inception of the program, with only a nominal decrease in 2008. Specifically, the scores have increased from 46 – 58 in these years (a 26% score increase).

** It should be noted that 4 Kelce students scored above the 90th percentile nationwide during the Spring 2007 survey administration (total overall MFT score), and fully 20% of Kelce students scored above the 80th percentile nationwide.

STUDENT PERFORMANCE IN INTERNATIONAL BUSINESS MGMKT 439:

Student performance on a major team project in the International Business course is also used as an indicator of student learning. The results for the past three semesters for this project are shown below. The scores below are scaled with a maximum of 100 points. The results indicate that students have done very well on this project. Areas assessed include, but are not limited to: international trade theories, tariffs, globalization business issues, and multi-national enterprise (MNE) strategies.

MGMKT 439 International Business

Team Fall 06 Spring 07 Fall 07 1 82 93 86 2 87 92 90 3 92 88 90 4 85 95 85 5 90 86 96 6 94 93 92 7 88 8 93

STUDENT PERCEPTIONS OF TEACHING EFFECTIVENESS (SPTEs):









As a general statement, student perceptions of teaching effectiveness in the International Business program are strong.


The following data reveals that ACT scores and retention rates that were recorded in years 2005 – 2007 for the I.B. program:

ACT Retention Rate

2007 23.6 n/a

2006 20.9 100.00

2005 17.3 71.43

ACT scores have remained steady and retention rates have improved dramatically in the years for which data are available.

BUSINESS AND INTERNATIONAL EDUCTION PROGRAM SUCCESS (BIE):

The development of the International Business program resulted directly from the BIE program. The BIE program is an integral part of the International Business major and it has had a dramatic effect on its development. It is emphasized that Pittsburg State University is the only university to be awarded a BIE grant three years in a row. The BIE program has been highly successful at PSU at it has helped to enhance the International Business program in many ways. Objectives and results for the grant(s) include:

2002 – 2004 grant objectives: 1. Developing the International Business Program

Result: The International Business major, the center piece for the first BIE grant, was legislated after a faculty committee assessed the student and business needs.

2. Supporting Faculty/Student Development for Internationalization. Result: Faculty/student exchanges and study abroad trips helped to develop both faculty and students in the area of international business. 3. Establishing an International Business Outreach Program to area businesses. Result: The Kelce College has been able to provide out reach seminars in the area of International Business to area businesses. 4. Developing a new Learning Resources for business and international education. Result: A Learning Resource Center was established in Kelce Center. The research library has learning materials and resources such as CDs, books and multi-media materials to enhance the already available materials in Axe Library.

2004 – 2006 grant objectives: 1. Enhancing the International Business concentration for the M.B.A. program. Result: An International Business concentration was added to the M.B.A. program. An International Business minor has also been legislated for the B.B.A. degree. 2. Strengthening faculty and student understanding concerning international business. Result: The BIE grant supported seven Kelce business faculty to participate in international conferences around the world in 2005-2006. Twelve conferences were attended in all. The first SIFE (Students in Free Enterprise) trip to Russia was sponsored by the BIE. This resulted in the establishment of a new SIFE Chapter in Russia. The well-established study abroad opportunity to Korea was continued and supported in part by the grant. A summer program with a Korean University was established for July 11-22, 2005 with 25 attendees from Korea. 3. Expanding business outreach programs to increase the international business knowledge and trade expertise of local

businesses. Result: Numerous additional books and references were obtained for the International Learning Resource Center. 4. Developing specific international business programs in the targeted strategic areas of Russia and Central Asia. Result: Another SIFE trip to Russia and one to Kazakhstan was sponsored by the BIE grant to enhance the skills of Russian students in the areas of business and ethics 2006 – 2008 grant objectives: 1. Establishing a Center for Central Asian Business Studies and Research. 2. Strengthening faculty/student development for internationalization. 3. Expanding international business outreach programs to local communities. 4. Developing international business programs in the targeted strategic areas of Central Asia and Russia

Update for 2006 – 2008 initiatives: Progress is being made toward the establishment of the Center for Central Asian Business Studies and Research. Further planning is necessary but it is hoped that the center will be created by the end of the Spring Semester. Dr. Lee has continued his world travels in search of sister schools and relationships with international schools to provide enrichment and travel opportunities for students and faculty. Efforts continue to support faculty and student study abroad events and experiences. This year a trip to India was sponsored and supported by the BIE grant.


As the program is still relatively young, few changes have been made to this point based on assessment. Regular updating and improving of course content has taken place since the inception of the program. A specific change based on assessment is that a new negotiation simulation game that simulates negotiations between and American and Chilean company was added to the Cross Cultural Analysis course. Changes in study abroad opportunities regularly occur with the development and refinement of B.I.E. initiatives.


Strengths:

• The International Business program has shown significant growth in number of majors since its inception in FY 2004, revealing more than 100% growth (20, FY 2004; 47 FY 2007).

• The International Business program is housed in the very productive and efficient MGMKT department.

• Intensified focus on international business in the economy will likely lead to increased enrollment in the program in the near future.

• Depth of expertise and experience with international business by several faculty members, including one faculty member who has published an International Business textbook (Dr. Don Baack, International Business, (McGraw-Hill).

• Highly successful B.I.E. program

• Study abroad opportunities

• Diverse student population with high percentage of foreign students

Weaknesses:

• Limited number of faculty members with terminal degrees in International Business

• Limited course selection due to small faculty size • Salaries limitations, leading to difficulty in recruiting new faculty members. • The International Experience portion of the I.B. degree has led to some confusion among students as to what is expected. • Facilities limitations

Opportunities:

• Opportunity to hire additional faculty

• Improved coverage of International Entrepreneurship, with possible courses added for the B.B.A. program.

• Increased opportunities for exchange programs with sister programs

Threats:

• Competition from online degree programs at other universities, including AACSB accredited programs.

• Increased travel restrictions placed on students as a result of heightened national and international security.


• Improved assessment efforts will take place aimed at including specific International Business information on Kelce employer, Alumni, and 4th Year Student Surveys.

• Add an additional Ph.D. in International Business

• The faculty will discuss the potential for adding to the limited course selection in the International Business program, to potentially include an International Entrepreneurship course.

• Improvements will be made regarding the International Experience portion of the I.B. degree program. An Ad hoc committee has begun to address these issues, and specific improvements have been forwarded to the Chair and Dean.

• The faculty will continue to develop the International Experience component of the International Business program. • The Department will continue to improve the program based on feedback from the various constituent groups.

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