Annual Report – Accredited Member Collegiate · IACBE Annual Report: 2012-13 Page 1 IACBE ANNUAL...

Annual Report – Accredited Member

Institution: Mount St. Mary’s University

Academic Business Unit: Richard J. Bolte, Sr. School of Business

Academic Year: 2012-13

International Assembly for Collegiate Business Education

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IACBE Annual Report: 2012-13 Page 1

IACBE ANNUAL REPORT For Academic Year: 2012-13

This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year.

General Information

Institution’s Name: Mount St. Mary’s University

Institution’s Address: 16300 Old Emmitsburg Road

City and State or Country Emmitsburg Zip or Postal Code 21727

Name of Submitter: Karl W. Einolf, Ph.D.

Title: Dean, Richard J. Bolte, Sr. School of Business

Your Email Address: [email protected]

Telephone (with country code if outside of the United States): 301-447-5068

Date Submitted: October 28, 2013 Total Headcount Enrollment of the Institution for 2012-13: 2,350

Accreditation Information

1. If applicable, when is your next institutional accreditation site visit? 2014-2015 Year

2. When is your next reaffirmation of IACBE accreditation site visit? 2014-2015 Year

3. Provide the website address for

the location of your public notification of accreditation by the IACBE:

http://www.msmary.edu/School_of_business/accreditation.html

4. Provide the website address for

the location of your public disclosure of student learning results:

http://www.msmary.edu/School_of_business/accreditation.html

5. If your accreditation letter from the IACBE Board of Commissioners contains “notes” that identified

areas needing corrective action, please list the number of the IACBE’s Accreditation Principle for each note in the table below. Indicate whether corrective action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.)

Commissioners’ Notes Action Already Taken Action Planned

Note #1: Outcomes Assessment Resolved according to correspondence from Dr. Margareta Smith Knopik dated 9/26/2011.


Commissioners’ Notes Action Already Taken Action Planned

Note #2: Common Professional Component

Resolved according to correspondence from Dr. Margareta Smith Knopik dated 9/26/2011.

Note #3:Faculty Qualifications. Doctoral Coverage is low in the MBA and MPAS (Adult Accelerated) programs.

Self-Study Tables 4, 5 and 6 for AY 2012-2013 are included in the appendix of this report.

In our self-study conducted for initial accreditation during AY 2005-2006, doctorally-qualified faculty covered 40.6% of MBA student credit hours and 19.2% of Adult Accelerated student credit hours.

In AY 2012-2013, doctorally-qualified faculty covered 39.9% of MBA student credit hours and 45.6% of Adult Accelerated student credit hours.

The Bolte School of Business continues to seek out doctorally qualified faculty to support its MBA and Adult Accelerated programs to improve doctorally-qualified coverage in these programs. The Bolte School of Business is committed to quality business education and hires exceptional professionally-qualified faculty and doctorally-qualified faculty to achieve its mission.

Note #4: Faculty Load Resolved according to correspondence from Dr. Margareta Smith Knopik dated 9/26/2011.

Note #5: International Cooperation

Resolved according to correspondence from Dr. Margareta Smith Knopik dated 9/26/2011.

Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your

institution:

Name: Dr. Thomas H. Powell

Title: President

Highest Earned Degree: Ph.D. Email: [email protected]


Fax (with country code if outside of the United States): 301-447-5634

Check here if this represents a change from the previous year.


2. Provide the following information pertaining to the current chief academic officer of your institution:

Name: Dr. David B. Rehm

Title: Provost




Check here if this represents a change from the previous year. 3. Provide the following information pertaining to the current head of your academic business unit:

4. Provide the following information pertaining to your current primary representative to the IACBE, i.e.,

the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit):

Name: Dr. Karl W. Einolf

Title: Dean





Name: Dr. Karl W. Einolf

Title: Dean






5. Provide the following information pertaining to your current alternate representative to the IACBE:

Name: Professor Mary Beth Graham

Title: Director of Undergraduate Business Studies

Highest Earned Degree: MBA Email: [email protected]




Programmatic Information 1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the

number of degrees conferred in the program (including each major, concentration, specialization, and emphasis) for 2012-13 (insert rows in the table as needed):

Undergraduate Programs Enrollment

2012-13

Number of Degrees Conferred

2012-13

Accounting Fall-63 Spring-72 30

Economics (not covered under IACBE) Fall-9 Spring-10 5

Information Systems Fall-6 Spring-8 3

Sport Management Fall-28 Spring-30 17

Adult Accelerated Business: No concentration Fall-58 Spring-57 21

Business: No concentration Fall-71 Spring-78 27

Business: Finance Fall-15 Spring-13 7

Business: International Business Fall-15 Spring-14 9

Business: Management Fall-13 Spring-15 7

Business: Marketing Fall-23 Spring-27 10

Totals for All Undergraduate Programs Combined

(Please do not double-count students who pursued multiple programs during the reporting year, e.g.,

students who double-majored in both accounting and finance.)

Fall-301 Spring-324

136


Graduate Programs Enrollment

2012-13

Number of Degrees Conferred

2012-13

MBA: No concentration Fall-175 Spr-135 50

MBA: Finance Fall-0 Spr-17 17

MBA: Management Fall-0 Spr-10 15

MBA: Marketing Fall-0 Spr-5 6

MBA: Organizational Development Fall-2 Spr-2 1

MBA: Project Management Fall-27 Spr-34 18

MBA: Logistics and Supply Chain Management Fall-0 Spr-2 0

Master Health Administration (not covered under IACBE)

Fall-49 Spr-68 0

Totals for All Graduate Programs Combined

(Please do not double-count students who pursued multiple programs during the reporting year, e.g.,

students who double-majored in both accounting and finance.)

Fall-253 Spr-273 107

2. Do you offer any of your IACBE-accredited business programs outside of your home country?

X No. If no, proceed to item 3 below.

Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered

in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.)

Program Country or Countries Partner Institution(s)

3. Did you terminate any business programs during the reporting year?


Yes. If yes, please identify the terminated programs in the table below. (Insert rows in the table as needed.)

Terminated Programs


4. Were changes made in any of your business programs?


Yes. If yes, please identify the changes on a separate page at the end of this report.

5. Were any new business programs (including new majors, concentrations, specializations, and/or

emphases) established during the academic year?

No. If no, proceed to the Outcomes Assessment section below.

X Yes. If yes, please identify the new programs on a separate page at the end of this report, and answer item 6 below.

An MBA concentration in Logistics and Supply Chain Management was added in Fall 2012. 6. If applicable, was approval of your institutional accrediting body required for any of the programs

identified in item 5 above?

No. If no, proceed to the Outcomes Assessment section below.

X Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body.

Outcomes Assessment 1. Has your outcomes assessment plan been submitted to the IACBE?

X Yes

No. If no, when will the plan be submitted to IACBE?

2. Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or

have you made changes?

X The outcomes assessment plan that we have previously submitted is still current.

Changes have been made and the revised plan is attached.

We have made changes and the revised plan will be sent to the IACBE by:

3. Complete the Outcomes Assessment Results form below and include it with this annual report to the

IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.

IACBE Annual Report: 2012-13 7

Outcomes Assessment Results For Academic Year: 2012‐13

Section I: Student Learning Assessment

Student Learning Assessment for the Bachelor of Science in Accounting:

Intended Student Learning Outcomes for the Bachelor of Science in Accounting:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of accounting in order to enter and succeed in the workforce.

2. Communication Skills: Students will demonstrate proficiency in communicating effectively, both orally and in writing, through contempory technologies.

3. Global Awareness: Students will demonstrate an understanding of the complexities of operating in a global setting.

4. Analytical Skills: Students will demonstrate proficiency in evaluating complex problems and processes, including the coordination of the organization, research and analysis of qualitative and quantitative data, the application of problem‐solving methodologies, and the generation of recommendations for decision‐making.

5. The Role of Business in Society: Students will articulate an understanding of the multiple roles of business in society using the perspectives of stakeholder analysis, ethics, corporate social responsibility, and Catholic Social teaching.

6. The Personal Calling of Accounting Professionals: Students will demonstrate knowledge of the personal calling of accounting professionals to lives of purpose and service and to meeting the highest standards of personal integrity in their work and relations with others.

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures:

1. Comprehensive Exam in Advanced Accounting (ACCT 303) Mean higher than 80%

2. Comprehensive Exam in Auditing (ACCT 405) Mean higher than 80%

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures:

1. Senior Survey 80% of seniors surveyed either “strongly agree” or “agree” that they


achieved each learning outcome in their degree program.

2. Alumni Survey 80% of alumni surveyed either “strongly agree” or “agree” that they achieved each learning outcome in their degree program

80% of alumni surveyed either “strongly agree” or “agree” that each learning outcome was important in their career development

Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was…

Met Not Met

1. Comprehensive Exam in Advanced Accounting: 31 assessed – 83.4% mean X

2. Comprehensive Exam in Auditing: 18 students assessed ‐ 44% demonstrated proficiency to pass auditing portion of CPA exam. X

Summary of Results from Implementing Indirect Measures of Student Learning: Performance Target Was…

Met Not Met

1. Senior Exit Survey – 27 Accounting Majors I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 78% strongly agree, 22% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 67% strongly agree, 30% agree, 3% disagree I achieved an understanding of the complexities of operating in a global setting – 44% strongly agree, 41% agree, 7% neither agree nor disagree, 7% disagree I achieved proficiency in recognizing and evaluating complex problems and processes – 67% strongly agree, 33% agree I achieved proficiency in understanding the coordination of the organization – 63% strongly agree, 37% agree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 59% strongly agree, 33% agree, 4% neither agree nor disagree, 4% disagree I achieved proficiency in applying problem‐solving methodologies – 67% strongly agree, 33% agree I achieved proficiency in generating recommendations for decision‐making – 74% strongly agree, 26% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 63% strongly agree, 33% agree, 4% disagree

X


I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 74% strongly agree, 26% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 74% strongly agree, 22% agree, 4% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 37% strongly agree, 48% agree, 15% neither agree nor disagree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 67% strongly agree, 22% agree, 7% neither agree nor disagree, 4% disagree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 70% strongly agree, 22% agree, 4% neither agree nor disagree, 4% disagree

2. Class of 2011 Alumni Survey – 32 Bolte School of Business Graduates responded (all majors) Alumni indicated the following about their entire Mount degree program:

Developed a sense of responsibility for social justice (3.1% not at all / 0.0% very little / 31.3% somewhat / 56.3% very much / 9.4% completely)

Developed effective mathematical skills (3.1% not at all / 18.8% very little / 31.3% somewhat / 43.8% very much / 3.1% completely)

Developed effective scientific skills (6.3% not at all / 15.6% very little / 43.8% somewhat / 34.4% very much / 0.0% completely)

Developed effective problem‐solving skills (3.1% not at all / 0.0% very little / 18.8% somewhat / 65.6% very much / 9.4% completely)

Developed effective writing skills (3.1% not at all / 6.3% very little / 6.3% somewhat / 68.8% very much / 15.6% completely)

Developed the ability to speak effectively (3.1% not at all / 3.1% very little / 15.6% somewhat / 65.6% very much / 9.4% completely)

Developed the ability to make ethical decisions (6.3% not at all / 0.0% very little / 6.3% somewhat / 68.8% very much / 18.8% completely)

22 of 29 respondents (75.9%) reported that MSM provided “excellent” or “good” preparation for their current job.

X


Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:

1. Integrate more comprehensive practice sets in Intermediate Accounting. One particular area of concern was “slippage” between Intermediate Accounting and the upper level courses.

2. There is a weakness in student ability to calculate depreciation on long‐term assets. This will be added as a component of the Advanced Accounting curriculum.

3. Consider some movement away from rule‐based testing for content approach. We can’t abandon that traditional approach altogether. However, we will start integrating more cases to introduce students to the ambiguities of the business environment.




Student Learning Assessment for the Bachelor of Science in Business – No Concentration:

Intended Student Learning Outcomes for the Bachelor of Science in Business – No Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business in order to enter and succeed in the workforce.





6. The Personal Calling of Business Professionals: Students will demonstrate knowledge of the personal calling of business professionals to lives of purpose and service and to meeting the highest standards of personal integrity in their work and relations with others.

7. Students will demonstrate understanding regarding the relationships among the functional areas of a firm as well as their integration into a unified business system.


1. ETS Exam (BUS 404) Mean will be one standard deviation higher than national mean

2. Business and Society Paper (BUS 400) 80% of students either meet or exceed expectations on each learning outcome.


3. Business Policy Debrief (BUS 404)

80% of students either meet or exceed expectations on each learning outcome.


1. Senior Survey 80% of seniors surveyed either “strongly agree” or “agree” that they achieved each learning outcome in their degree program.




Met Not Met

1. ETS Exam – 26 students assessed, Average score: 146.92, National mean: 150.1 X

2. Business and Society Paper – 16 students assessed

The Role of Business in Society – 6 exceeded, 8 met, 1 somewhat met, 1 did not meet expectations X

The Personal Calling of Professionals – 4 exceeded, 5 met, 1 somewhat met, 6 did not meet expectations X

3. Business Policy Debrief – 11 students assessed

Knowledge and technical Skills – 27.27% exceeded, 54.55% met, 18.18% did not meet expectations X

Communication Skills – 9.1% exceeded, 81.8% met, 9.1% did not met expectations X

Analytical Skills – 18.18% exceeded, 63.64% met, 18.18% did not meet expectations X

Discipline Specific Learning Outcome – 18.18% exceeded, 63.64% met, 18.18% did not meet expectations X


Met Not Met

1. Senior Exit Survey – 22 Business Majors with no concentration I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the

X


workforce – 40.91% strongly agree, 54.55% agree, 4.55% disagree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 54.55% strongly agree, 40.91% agree, 4.55% did not answer I achieved an understanding of the complexities of operating in a global setting – 27.27% strongly agree, 59.09% agree, 4.55% neither agree nor disagree, 4.55% disagree, 4.55% did not answer I achieved proficiency in recognizing and evaluating complex problems and processes – 50% strongly agree, 45.45% agree, 4.55% did not answer I achieved proficiency in understanding the coordination of the organization – 50% strongly agree, 40.91% agree, 9.09% did not answer I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 45.45% strongly agree, 45.45% agree, 4.55% neither agree nor disagree, 4.55% did not answer I achieved proficiency in applying problem‐solving methodologies – 50% strongly agree, 36.36% agree, 4.55% neither agree nor disagree, 4.55% disagree, 4.55% did not answer I achieved proficiency in generating recommendations for decision‐making – 54.55% strongly agree, 40.91% agree, 4.55% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 63.64% strongly agree, 36.36% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 63.64% strongly agree, 31.82% agree, 4.55% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 50% strongly agree, 45.45% agree, 4.55% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 27.27% strongly agree, 45.45% agree, 22.73% neither agree nor disagree, 4.55% disagree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 36.36% strongly agree, 45.45% agree, 18.18% neither agree nor disagree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 45.45% strongly agree, 50% agree, 4.55% neither agree nor disagree

2. Class of 2011 Alumni Survey – 32 Bolte School of Business Graduates responded (all majors) See Accounting Major for results



1. Reconsider performance target for ETS exam; recognize high student performance on the ETS exam.

2. Incorporate lesson on “the personal calling of business professionals” into Business 400.

3. Seek to integrate, throughout the business major, a consistent use of MS Excel for problem solving. Employers are requiring stronger skills.

4. Opportunities need to be developed to improve student technical writing skills. Graduates need to possess more effective and efficient writing skills to report quantitative information. Seek to integrate more writing (of a technical nature) throughout the business major.

5. Invite students to travel to Russia during Spring Break of 2014 and participate in a new undergraduate course entitled, BUS 450: Global Business and Culture in Russia to be offered for the first time in the Spring of 2014.




Student Learning Assessment for the Bachelor of Science in Business – Finance concentration:

Intended Student Learning Outcomes for the Bachelor of Science in Business – Finance concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and finance in order to enter and succeed in the workforce.







1. ETS Exam (BUS 404) Mean will be one standard deviation higher than the national mean


3. Business Policy Debrief (BUS 404) 80% of students either meet or exceed expectations on each learning outcome.


4. Finance Case Study (BUS 453) 80% of students either meet or exceed expectations on each learning outcome.






Met Not Met


2. Business and Society Paper – 1 student assessed

The Role of Business in Society – 100% met expectations X

The Personal Calling of Professionals – 100% did not meet expectations X

3. Business Policy Debrief – 1 student assessed

Knowledge and Technical Skills – 100% met expectations X

Communication Skills – 100% met expectations X

Analytical Skills – 100% did not meet expectations X

Discipline Specific Learning Outcome – 100% met expectations X

4. Finance Case Study: 12 students assessed

Knowledge and Technical Skills – 8.33% exceeded, 83.33% met, 8.33% did not meet expectations X

Communications Skills – 66.66% met, 33.34% did not meet expectations X


Analytical Skills – 8.33% exceeded, 75% met, 16.67% did not meet expectations X

The Role of Business in Society – 100% met expectations X

The Personal Calling of Professionals – 100% met expectations X

Discipline Specific Learning Outcome – 8.33% exceeded, 83.33% met, 8.34% did not meet expectations X


Met Not Met

1. Senior Exit Survey – 7 Business Majors with a Finance concentration I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 43% strongly agree, 57% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 43% strongly agree, 57% agree I achieved an understanding of the complexities of operating in a global setting – 43% strongly agree, 57% agree I achieved proficiency in recognizing and evaluating complex problems and processes – 29% strongly agree, 71% agree I achieved proficiency in understanding the coordination of the organization – 43% strongly agree, 57% agree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 43% strongly agree, 43% agree, 14% neither agree nor disagree I achieved proficiency in applying problem‐solving methodologies – 43% strongly agree, 57% agree I achieved proficiency in generating recommendations for decision‐making – 43% strongly agree, 57% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 43% strongly agree, 57% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 29% strongly agree, 71% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 57% strongly agree, 43% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 14% strongly agree, 86% agree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service –

X


43% strongly agree, 57% agree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 43% strongly agree, 57% agree








6. Discuss a change in the alignment of chapters covered in the BUS 360 (Corporate Finance I) course to include cost of capital and capital budgeting.

7. Consider the use of more integrated (multi‐discipline) problems in the BUS 360 course as well as accounting courses so that students enter the finance concentration with a broader perspective about decision making in a dynamic business environment.

8. Include, in BUS 360, a structured review of quantitative skills for finance related decision making. The diversity of student quantitative skills is hampering the ability to deliver senior level quantitative case studies to the BUS 361 (Corporate Finance II) students.




Student Learning Assessment for the Bachelor of Science in Business – International Business concentration:

Intended Student Learning Outcomes for the Bachelor of Science in Business – International Business concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of international business in order to enter and succeed in the workforce.








1. ETS Exam (BUS 404) Mean will be one standard deviation higher than the national mean.




4. International Marketing Case Study (BUS 319) 80% of students either meet or exceed expectations on each learning outcome.






Met Not Met



The Role of Business in Society – 2 exceeded expectations, 4 did not meet expectations X

The Personal Calling of Professionals – 1 exceeded expectations, 5 did not meet expectations X

3. Business Policy Debrief – 4 students

Knowledge and Technical Skills – 1 exceeded, 3 met expectations X


Analytical Skills – 3 met expectations, 1 did not meet expectations X

Discipline Specific Learning Outcome – 1 exceeded, 3 met expectations X

4. International Marketing Case Study – 8 students assessed

Knowledge and Technical Skills – 1 exceeded, 7 met expectations X



Global Awareness – 3 exceeded, 4 met, 1 did not exceed expectations X

Analytical Skills – 7 met, 1 did not meet expectations X



Met Not Met

1. Senior Exit Survey – 9 Business Majors with International Business concentration I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 67% strongly agree, 33% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 56% strongly agree, 44% agree I achieved an understanding of the complexities of operating in a global setting – 44% strongly agree, 56% agree I achieved proficiency in recognizing and evaluating complex problems and processes – 44% strongly agree, 56% agree I achieved proficiency in understanding the coordination of the organization – 44% strongly agree, 44% agree, 11% neither agree nor disagree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 33% strongly agree, 56% agree, 11% neither agree nor disagree I achieved proficiency in applying problem‐solving methodologies – 33% strongly agree, 56% agree, 11% neither agree nor disagree I achieved proficiency in generating recommendations for decision‐making – 44% strongly agree, 56% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 33% strongly agree, 56% agree, 11% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 33% strongly agree, 33% agree, 33% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 56% strongly agree, 22% agree, 22% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 22% strongly agree, 44% agree, 22% neither agree nor disagree, 11% disagree

X


I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 44% strongly agree, 33% agree, 22% neither agree nor disagree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 56% strongly agree, 33% agree, 11% neither agree nor disagree











Student Learning Assessment for the Bachelor of Science in Business – Management concentration:

Intended Student Learning Outcomes for the Bachelor of Science in Business – Management concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and management in order to enter and succeed in the workforce.












4. Case Study in Human Resources Management (BUS 454) 80% of students either meet or exceed expectations on each learning outcome.






Met Not Met



The role of Business in Society – 100% met expectations X

The Personal Calling of Professionals – 50% met, 50% did not meet expectations X




Analytical Skills – 100% met expectations X

Discipline Specific Learning Outcomes – 100% met expectations X

4. Case Study in Human Resources Management‐ 4 students assessed



Communications Skills – 75% met, 25% did not meet expectations X

Analytical Skills – 100% did not meet expectations X

The Role of Business in Society – 50% met, 50% did not meet expectations X

The Personal Calling of Professionals – 25% met, 75% did not meet expectations X

Discipline Specific Learning Outcome – 50% met, 50% did not meet expectations X


Met Not Met

1. Senior Exit Survey – 8 Business Majors with a Management concentration I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 50% strongly agree, 50% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 62.5% strongly agree, 37.5% agree I achieved an understanding of the complexities of operating in a global setting – 62.5% strongly agree, 37.5% agree I achieved proficiency in recognizing and evaluating complex problems and processes – 75% strongly agree, 25% agree I achieved proficiency in understanding the coordination of the organization – 62.5% strongly agree, 37.5% agree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 50% strongly agree, 50% agree I achieved proficiency in applying problem‐solving methodologies – 62.5% strongly agree, 37.5% agree I achieved proficiency in generating recommendations for decision‐making – 75% strongly agree, 25% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 87.5% strongly agree, 12.5% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 75% strongly agree, 25% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 87.5% strongly agree, 12.5% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic

X


Social teaching – 50% strongly agree, 37.5% agree, 12.5% did not answer I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 50% strongly agree, 37.5% agree, 12.5% did not answer I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 62.5% strongly agree, 37.5% agree








6. Meet regularly with the professor(s) teaching BUS 307 Management, BUS 308/454 HR Management (the management capstone course), and BUS 400 to discuss teaching activities, assignment requirements, student learning outcomes and assessment goals.

7. Request discussion at a general School of Business faculty meeting to revisit guidelines and requirements for capstone products for the undergraduate concentrations, and assessment of the learning outcomes, Role of Business in Society and Personal Calling of Professionals, at the undergraduate and graduate levels.




Student Learning Assessment for the Bachelor of Science in Business – Marketing concentration:

Intended Student Learning Outcomes for the Bachelor of Science in Business – Marketing concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and marketing in order to enter and succeed in the workforce.







8. Students will be able to define marketing and the marketing process which is demonstrated by articulating how marketing creates, captures, delivers and communicates value as well as how the concept of value is formalized through the organization’s strategic marketing planning process.

9. Students will gain an understanding of the marketplace and consumers, which is demonstrated by the ability to articulate the components of the macro and micro marketing environments as well as defining the concepts or segmentation, targeting and positioning.

Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Direct Measures:


Direct Measures of Student Learning:




4. Comprehensive Exam in Marketing Strategy (BUS 455) Mean higher than 80%.






Met Not Met



The Role of Business in Society – 66.67% met expectations, 33.33% did not meet expectations X

The Personal Calling of Professionals – 33.33% met expectations, 66.67% did not meet expectations X




Analytical Skills – 100% met expectations X



4. Comprehensive Exam in Marketing Strategy – 15 students assessed with a mean score of 83% X


Met Not Met

1. Senior Exit Survey – 10 Business Majors with a Marketing concentration I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 90% strongly agree, 10% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 80% strongly agree, 20% agree I achieved an understanding of the complexities of operating in a global setting – 50% strongly agree, 30% agree, 10% neither agree nor disagree, 10% did not answer I achieved proficiency in recognizing and evaluating complex problems and processes – 60% strongly agree, 30% agree, 10% did not answer I achieved proficiency in understanding the coordination of the organization – 70% strongly agree, 20% agree, 10% did not answer I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 80% strongly agree, 10% agree, 10% did not answer I achieved proficiency in applying problem‐solving methodologies – 70% strongly agree, 20% agree, 10% did not answer I achieved proficiency in generating recommendations for decision‐making – 60% strongly agree, 40% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 80% strongly agree, 20% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 90% strongly agree, 10% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 100% strongly agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 50% strongly agree, 20% agree, 30% neither agree nor disagree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service –

X


60% strongly agree, 40% agree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 90% strongly agree, 10% agree








6. Revise Marketing course goals to ensure alignment with ETS exam Marketing topics.

7. Dialogue with BUS 400 faculty to understand Role of Business in Society and Personal Calling of Professionals criteria. Revise Marketing course goals as appropriate.




Student Learning Assessment for the Bachelor of Science in Economics (not covered under IACBE accreditation):

Intended Student Learning Outcomes for the Bachelor of Science in Economics:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of economics in order to enter and succeed in the workforce.





6. The Personal Calling of Economics Professionals: Students will demonstrate knowledge of the personal calling of economists professionals to lives of purpose and service and to meeting the highest standards of personal integrity in their work and relations with others.


1. TUCE Exam Mean score higher than national average.

2. Paper in Econ 406 (History of Econ Thought Capstone) 80% of students either meet or exceed expectations on each learning outcome.







Met Not Met

1. TUCE Exam: Intermediate Micro Students (n=17) Micro TUCE – Mean: 14.9 National Mean: 16.7 History of Thought Students (n=9) Micro TUCE – Mean: 15.8 National Mean: 16.7 History of Thought Students (n=9) Macro TUCE – Mean: 14.6 National Mean: 15.2

X

2. Paper in Econ 406 – 33.3% good, 55.6% acceptable, 11.1% unsatisfactory X


Met Not Met

1. Senior Exit Survey – 5 Economics Majors I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 100% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 60% strongly agree, 40% agree I achieved an understanding of the complexities of operating in a global setting – 40% strongly agree, 60% agree I achieved proficiency in recognizing and evaluating complex problems and processes – 60% strongly agree, 40% agree I achieved proficiency in understanding the coordination of the organization – 60% strongly agree, 20% agree, 20% neither agree nor disagree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 40% strongly agree, 60% agree I achieved proficiency in applying problem‐solving methodologies – 60% strongly agree, 40% agree

X


I achieved proficiency in generating recommendations for decision‐making – 60% strongly agree, 40% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 40% strongly agree, 40% agree, 20% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 80% strongly agree, 20% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 80% strongly agree, 20% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 60% strongly agree, 40% agree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 80% strongly agree, 20% agree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 100% strongly agree



1. Given the small sample size, change the standard for the TUCE exam performance target to be within one standard deviation of the national average (or above).

2. Report TUCE results for economics majors only (currently non‐majors are included in the results).

3. Extend the written assessment to include econometrics. Draft standard guidelines which can be used across the 5 classes: 211, 212, 309, 403, 406.




Student Learning Assessment for the Bachelor of Science in Information Systems:

Intended Student Learning Outcomes for the Bachelor of Science in Information Systems:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of information systems in order to enter and succeed in the workforce.





6. The Personal Calling of Business Professionals: Students will demonstrate knowledge of the personal calling of professionals to lives of purpose and service and to meeting the highest standards of personal integrity in their work and relations with others.


1. IFSY 498 Senior Project Grade of 70% or higher for every student.

2. IFSY 498 Comprehensive Exam Grade of 70% or higher for every student.


1. Senior Survey 80% of seniors surveyed either “strongly agree” or “agree” that they


achieved each learning outcome in their degree program.




Met Not Met

1. IFSY 498 Senior Project‐ Two teams produced projects that earned scores of 90% and an 80% X

2. IFSY 498 Comprehensive Exam‐ 7 students out of 8 scored 70% or better. (1 student scored 58%.) X


Met Not Met

1. Senior Exit Survey – 3 Information Systems Majors I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 66.67% strongly agree, 33.33% agree I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 33.33% strongly agree, 66.67% agree I achieved an understanding of the complexities of operating in a global setting – 66.67% agree, 33.34% neither agree nor disagree I achieved proficiency in recognizing and evaluating complex problems and processes – 100% agree I achieved proficiency in understanding the coordination of the organization – 66.67% agree, 33.33% neither agree nor disagree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 100% agree I achieved proficiency in applying problem‐solving methodologies – 33.33% strongly agree, 66.67% agree I achieved proficiency in generating recommendations for decision‐making – 33.33% strongly agree, 66.67% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 100% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics –

X


100% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 66.67% strongly agree, 33.33% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 33.33% agree, 66.67% neither agree nor disagree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – – 33.33% strongly agree, 33.33% agree, 33.33% neither agree nor disagree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 33.33% strongly agree, 33.33% agree, 33.33% neither agree nor disagree



1. For the IFSY 498 comprehensive exam (1 of 8 students did not achieve), include a comprehensive exam in each of the individual courses in the students’ IFSY curriculum to reinforce learning.

2. Require a separate final exam in IFSY498 that covers just the material in that course. (Currently, the final exam in that course is the comprehensive exam for the major.)

3. For “understanding of Catholic Social Teaching” and “understanding of personal calling,” IFSY faculty will determine how and where the current curriculum can be adjusted to include these topics.




Student Learning Assessment for the Bachelor of Science in Sport Management:

Intended Student Learning Outcomes for the Bachelor of Science in Sport Management:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of sport management in order to enter and succeed in the workforce.






7. Students will demonstrate knowledge and understanding of the uniqueness of the sport industry.

8. Students will demonstrate understanding of administrative principles, practices, and business ethics to operate a successful sport business.

9. Students will demonstrate proficiency in marketing, scheduling, budgeting, and facilitating sport events.


1. BUS 441 Comprehensive Exam Mean higher than 80%

2. BUS 440 Sport Ethics Paper and Presentation 80% of students either meet or exceed expectations on each learning


outcome.






Met Not Met

1. BUS 441 Comprehensive Exam: Comprehensive mean score of 86% X

2. BUS 440 Sport Ethics Paper and Presentation Knowledge and Technical Skills: 100% met or exceeded expectations Communication Skills: 94% met or exceeded expectations Analytical Skills: 83% met or exceeded expectations Role of Business in Society: 100% met or exceeded expectations Personal Calling of Professionals: 100% met or exceeded expectations Discipline Specific Outcomes: Understands Uniqueness of Sport Industry: Not Assessed Understands Principles of Successful Sport Business: 100% met or exceeded expectations Showed Proficiency in Marketing, Scheduling, Budgeting, and Facilitating Sport Events: Not Assessed

X X X X X X


Met Not Met

1. Senior Exit Survey – 16 Sport Management Majors I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 56.25% strongly agree, 43.75% agree

X


I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 43.75% strongly agree, 56.25% agree I achieved an understanding of the complexities of operating in a global setting – 18.75% strongly agree, 81.25% agree I achieved proficiency in recognizing and evaluating complex problems and processes – 31.25% strongly agree, 62.5% agree, 6.25% neither agree nor disagree I achieved proficiency in understanding the coordination of the organization – 50% strongly agree, 50% agree I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 18.75% strongly agree, 62.5% agree, 18.75% neither agree nor disagree I achieved proficiency in applying problem‐solving methodologies – 31.25% strongly agree, 62.5% agree, 6.25% neither agree nor disagree I achieved proficiency in generating recommendations for decision‐making – 62.5% strongly agree, 37.5% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 31.25% strongly agree, 62.5% agree, 6.25% neither agree nor disagree I achieved an understanding of the multiple roles of organizations in society using the perspectives of ethics – 62.5% strongly agree, 37.5% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 56.25% strongly agree, 43.75% agree I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 25% strongly agree, 68.75% agree, 6.25% neither agree nor disagree I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 31.25% strongly agree, 62.5% agree, 6.25% neither agree nor disagree I achieved an understanding of my personal higher calling as a professional who meets the highest standards of professional integrity in my work and in relationships with others – 43.75% strongly agree, 50% agree, 6.25% neither agree nor disagree



1. The Sport Ethics (BUS 440) assessment assignment will be adjusted as the scores were too high. A structured grading rubric for students will be added in order to make the assignment more intensive (without dropping below the performance target).


2. Global perspectives will be emphasized further throughout all courses. If students don’t choose BUS 336 (International Sport Management) as an elective, they really are getting very little global exposure.

3. More research should be integrated into the sport management curriculum. Courses such as Sport Marketing (BUS 333) and Management & Leadership in Sport (BUS 424) will lend themselves well to this.




Student Learning Assessment for the Bachelor of Science in Business – No Concentration (Frederick):

Intended Student Learning Outcomes for the Bachelor of Science in Business – No Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business in order to enter and succeed in the workforce.








1. ETS Exam (BUS 404) Mean will be one standard deviation higher than national mean



3. Business Policy Debrief (BUS 404)







Met Not Met


2. Business and Society Paper – No students assessed X


Knowledge and technical Skills – 40% met, 60% did not meet expectations X

Communication Skills – 60% met, 40% did not met expectations X

Analytical Skills – 40% met, 60% did not meet expectations X

Discipline Specific Learning Outcome – 40% met, 60% did not meet expectations X


Met Not Met

1. Senior Exit Survey – not yet completed

X

2. Class of 2012 Alumni Survey – in development

X







5. Include assessment in BUS 400 for business majors in Frederick program

6. Develop senior exit survey and alumni surveys for Frederick students.




Student Learning Assessment for the Master of Business Administration – No Concentration:

Intended Student Learning Outcomes for the Master of Business Administration – No Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business in order to advance in the workforce.



4. Analytical Skills: Students will demonstrate proficiency in evaluating complex problems and processes, including the coordination of the organization, research and analysis of qualitative and quantitative data, the application of problem‐solving methodologies, and the generation of recommendations for decision‐making and strategic planning.




1. MBA ETS Exam Mean will be one standard deviation higher than national mean.

2. Strategic Analysis Final 1‐credit Project (MBA 519) 80% of students either meet or exceed expectations on each learning outcome.



1. Exit Survey 80% of MBA graduates surveyed either “strongly agree” or “agree” that they achieved each learning outcome in their degree program.

2. Alumni Survey 80% of MBA graduates surveyed either “strongly agree” or “agree” that they achieved each learning outcome in their degree program

80% of MBA graduates surveyed either “strongly agree” or “agree” that each learning outcome was important in their career development


Met Not Met

1. ETS Survey – 45 students assessed, Average score of 242.6, National mean of 248.4 X

2. Strategic Analysis Final 1‐credit Project – 5 students assessed

Knowledge and Technical Skills: 60% met or exceeded expectations, 40% did not meet expectations Communications: 80% met or exceeded expectations, 20% did not meet expectations Analytical Skills: 40% met or exceeded expectations, 60% did not meet expectations

X

X X


Met Not Met

1. MBA Exit Survey – 18 total MBA program respondants (all concentrations)

Level of Agreement:

I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 29.42% strongly agree, 58.82% agree, 5.88% neither agree nor disagree, 5.88% strongly disagree X

I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies ‐ 66.67% strongly agree, 33.33% agree

X

I achieved an understanding of the complexities of operating in a global setting – 47.05% strongly agree, 47.05% agree, 5.90% neither agree nor disagree X

I achieved proficiency in recognizing and evaluating complex problems and processes – 81.25% strongly agree, 12.50% agree, 6.25% neither agree nor disagree X

I achieved proficiency in understanding the coordination of the organization – 44.44% strongly agree, 55.56% X


agree

I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 16.67% strongly agree, 61.11% agree, 16.67% neither agree nor disagree, 5.55% disagree X

I achieved proficiency in applying problem‐solving methodologies – 33.33% strongly agree, 50% agree, 11.11% neither agree nor disagree, 5.56% disagree X

I achieved proficiency in generating recommendations for decision‐making and strategic planning – 55.56% strongly agree, 27.78% agree, 11.11% neither agree nor disagree, 5.55% disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 66.67% strongly agree, 27.78 agree, 5.55% neither agree nor disagree X

I achieved an understanding of the multiple roles of organizations in society usineg the perspectives of ethics – 38.89% strongly agree, 44.44% agree, 16.67% neither agree nor disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 38.89% strongly agree, 50% agree, 11.11% neither agree nor disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 11.11% strongly agree, 16.67% agree, 50% neither agree nor disagree, 11.11% disagree, 11.11% strongly disagree

X

I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 22.22% strongly agree, 50% agree, 22.22% neither agree nor disagree, 5.56% disagree X

I achieved an understanding of my personal calling as a professional who meets the highest standards of personal integrity in my work and in relationships with others – 33.33% strongly agree, 66.67% agree X

Level of Importance:

I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 66.67% thought it was very important, 22.22% thought it was somewhat important, 11.11% thought it was not important

X

I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 94.12% thought it was very important, 5.88% thought it was somewhat important X

I achieved an understanding of the complexities of operating in a global setting – 47.05% thought it was very important, 47.05% thought it was somewhat important, 5.90% thought it was not important X


I achieved proficiency in recognizing and evaluating complex problems and processes – 81.25% thought it was very important, 12.50% thought it was somewhat important, 6.25% thought it was not important X

I achieved proficiency in understanding the coordination of the organization – 76.47% thought it was very important, 23.53% thought it was somewhat important X

I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 41.18% thought it was very important, 47.06% thought it was somewhat important, 11.76% thought it was not important X

I achieved proficiency in applying problem‐solving methodologies – 76.47% thought it was very important, 23.53% thought it was somewhat important X

I achieved proficiency in generating recommendations for decision‐making and strategic planning – 88.24% thought it was very important, 11.76% thought it was somewhat important X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 76.47% thought it was very important, 17.65% thought it was somewhat important, 5.88% thought it was not important

X

I achieved an understanding of the multiple roles of organizations in society usineg the perspectives of ethics – 58.82% thought it was very important, 23.53% thought it was somewhat important, 17.65% thought it was not important

X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 58.82% thought it was very important, 35.29% thought it was somewhat important, 5.89% thought it was not important

X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 17.65% thought it was very important, 11.76% thought it was somewhat important, 70.59% thought it was not important

X

I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 58.82% thought it was very important, 29.41% thought it was somewhat important, 11.76% thought it was not important

X

I achieved an understanding of my personal calling as a professional who meets the highest standards of personal integrity in my work and in relationships with others – 76.47% thought it was very important, 23.53% thought it was somewhat important

X


2. MBA Alumni Survey – 64 MBA graduates from 2008 and 2012 responded

Level of Agreement:

I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 32.81% strongly agree, 59.38% agree, 7.81% neither agree nor disagree X

I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies ‐ 32.81% strongly agree, 57.81% agree, 4.69% neither agree nor disagree, 4.69% disagree

X

I achieved an understanding of the complexities of operating in a global setting – 15.63% strongly agree, 54.69% agree, 21.88% neither agree nor disagree, 6.25% disagree, 1.56% strongly disagree X

I achieved proficiency in recognizing and evaluating complex problems and processes – 34.38% strongly agree, 53.13% agree, 6.25% neither agree nor disagree, 3.13% disagree X

I achieved proficiency in understanding the coordination of the organization – 37.50% strongly agree, 43.75% agree, 17.19% neither agree nor disagree, 1.56% disagree X

I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 34.38% strongly agree, 54.69% agree, 7.81% neither agree nor disagree, 3.13% disagree X

I achieved proficiency in applying problem‐solving methodologies – 48.44% strongy agree, 43.75% agree, 7.81% neither agree nor disagree X

I achieved proficiency in generating recommendations for decision‐making and strategic planning – 46.88% strongly agree, 46.88% agree, 4.69% neither agree nor disagree, 1.56% disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 31.25% strongly agree, 51.56% agree, 15.63% neither agree nor disagree, 1.56% disagree X

I achieved an understanding of the multiple roles of organizations in society usineg the perspectives of ethics – 40.63% strongly agree, 48.44% agree, 9.38% neither agree nor disagree, 1.56% disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 48.44% strongly agree, 43.75% agree, 7.81% neither agree nor disagree X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 14.06% strongly agree, 31.25% agree, 35.94% neither agree nor disagree, 14.06% disagree, 4.69% strongly disagree

X


I achieved an understanding of my personal calling as a professional who lives a life of purpose and service – 29.69% strongly agree, 39.06% agree, 20.31% neither agree nor disagree, 4.69% disagree, 4.69% strongly disagree X

I achieved an understanding of my personal calling as a professional who meets the highest standards of personal integrity in my work and in relationships with others – 54.69% strongly agree, 29.69% agree, 14.06% neither agree nor disagree

X

Level of Importance:

I achieved proficiency in requisite technical skills and knowledge in my field of study in order to advance in the workforce – 64.06% thought it was very important, 31.25% thought it was somewhat important, 1.56% thought it was not important

X

I achieved proficiency in communicating effectively, both orally and in writing, through contemporary technologies – 68.75% thought it was very important, 28.13% thought it was somewhat important X

I achieved an understanding of the complexities of operating in a global setting – 32.81% thought it was very important, 53.13% thought it was somewhat important, 10.94% thought it was not important X

I achieved proficiency in recognizing and evaluating complex problems and processes – 64.06% thought it was very important, 31.25% thought it was somewhat important, 1.56% thought it was not important X

I achieved proficiency in understanding the coordination of the organization – 48.44% thought it was very important, 43.75% thought it was somewhat important, 4.69% thought it was not important X

I achieved proficiency in conducting research and analysis of qualitative and quantitative data – 56.25% thought it was very important, 37.50% thought it was somewhat important, 3.13% thought it was not important X

I achieved proficiency in applying problem‐solving methodologies – 64.06% thought it was very important, 32.81% thought it was somewhat important X

I achieved proficiency in generating recommendations for decision‐making and strategic planning – 71.88% thought it was very important, 23.44% thought it was somewhat important, 1.56% thought it was not important X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of stakeholder analysis – 39.06% thought it was very important, 50% thought it was somewhat important, 7.81% thought it was not important

X

I achieved an understanding of the multiple roles of organizations in society usineg the perspectives of ethics – 56.25% thought it was very important, 37.50% thought it was somewhat important, 3.13% thought it was not

X


important

I achieved an understanding of the multiple roles of organizations in society using the perspectives of corporate social responsibility – 51.56% thought it was very important, 40.63% thought it was somewhat important, 4.69% thought it was not important

X

I achieved an understanding of the multiple roles of organizations in society using the perspectives of Catholic Social teaching – 15.63% thought it was very important, 40.63% thought it was somewhat important, 40.63% thought it was not important

X

I achieved an understanding of my personal calling as a professionalwho lives a life of purpose and service – 50% thought it was very important, 28.13% thought it was somewhat important, 14.06% thought it was not important X

I achieved an understanding of my personal calling as a professional who meets the highest standards of personal integrity in my work and in relationships with others – 62.50% thought it was very important, 31.25% thought it was somewhat important, 1.56% thought it was not important

X


1. Request discussion at a general School of Business faculty meeting to revisit guidelines and requirements for instruction and assessment of the learning outcomes, Role of Business in Society and Personal Calling of Professionals, at the MBA level.

2. Contact MBA 536 professors to achieve 100% participation in teaching and assessing the two learning outcomes: Role of Business in Society and the Personal Calling of Professionals.

3. Incorporate global perspectives into more MBA courses – specifically, MBA 505, 509, 516, 518, 519, and 536.




Student Learning Assessment for the Master of Business Administration – Finance Concentration:

Intended Student Learning Outcomes for the Master of Business Administration – Finance Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and finance in order to advance in the workforce.











1. Exit Survey 80% of MBA graduates surveyed either “strongly agree” or “agree” that they achieved each learning outcome in their degree program. 80% of MBA graduates surveyed feel that each learning outcome was either “very important” or “somewhat important” to their career development


80% of MBA graduates surveyed feel that each learning outcome was either “very important” or “somewhat important” to their career development


Met Not Met

1. ETS Exam – 17 students assessed, Average score: 248.59, National mean is: 248.4 X


Knowledge and Technical Skills: 100% met or exceeded expectations Communication Skills: 100% met or exceeded expectations Global Awareness: Not Assessed Analytical Skills: 91% met or exceeded expectations, 9% did not meet expectations Role of Organizations in Society: Not Assessed Personal Calling of Professionals: Not Assessed

X X X


Met Not Met

1. MBA Exit Survey: See MBA (No Concentration) for results

2. MBA Alumni Survey: See MBA (No Concentration) for results


1. Request discussion at a general School of Business faculty meeting to revisit guidelines and requirements for instruction and assessment of the


learning outcomes, Role of Business in Society and Personal Calling of Professionals, at the MBA level.






Student Learning Assessment for the Master of Business Administration – Management Concentration:

Intended Student Learning Outcomes for the Master of Business Administration – Management Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and management in order to advance in the workforce.















Met Not Met

1. ETS Survey – 8 students assessed, Average score: 233.33, National mean of 248.4 X


Knowledge and Technical Skills: 81.25% met or exceeded expectations, 18.75% did not meet expectations Communication Skills: 100% met or exceeded expectations Global Awareness: Not Assessed Analytical Skills: 75% met or exceeded expectations, 25% did not meet expectations Role of Business in Society: Not Assessed Personal Calling of Professionals: 100% met or exceeded expectations

X X X

X


Met Not Met










Student Learning Assessment for the Master of Business Administration – Marketing Concentration (IACBE Accreditied):

Intended Student Learning Outcomes for the Master of Business Administration – Marketing Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and marketing in order to advance in the workforce.









Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Indirect Measures:


Indirect Measures of Student Learning:





Met Not Met

1. ETS Survey – 4 students assessed, Average score of 247.74, National mean of 248.4 X


Knowledge and Technical Skills: 77.8% met or exceeded expectations, 22.2% did not meet expectations Communication Skills: 100% met or exceeded expectations Global Awareness: Not Assessed Analytical Skills: 77.8% met or exceeded expectations, 22.2% did not meet expectations Role of Business in Society: Not Assessed Personal Calling of Professionals: Not Assessed

X

X X


Met Not Met








4. Revise Marketing course goals to ensure alignment with ETS exam Marketing topics

5. Dialogue with MBA 519 faculty to understand Knowledge and Technical Skills as well as Analytical Skills criteria. Revise Marketing course goals as appropriate.




Student Learning Assessment for the Master of Business Administration – Organizational Development Concentration (IACBE Accreditied):

Intended Student Learning Outcomes for the Master of Business Administration – Organizational Development Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and organizational development in order to advance in the workforce.








2. Organizational Development Final Project and Presentation (MBA 563)


Assessment Tools for Intended Student Learning Outcomes— Performance Targets/Criteria for Indirect Measures:


Indirect Measures of Student Learning:





Met Not Met

1. MBA ETS Exam – No specific OD students identified

2. Organizational Development Final Project and Presentation – 15 students assessed

Knowledge and Technical Skills: 100% met or exceeded expectations Communication Skills: 100% met or exceeded expectations Global Awareness: Not Assessed Analytical Skills: 100% met or exceeded expectations Role of Business in Society: 100% met or exceeded expectations Personal Calling of Professionals: 100% met or exceeded expectations

X X X X X


Met Not Met











Student Learning Assessment for the Master of Business Administration – Project Management Concentration (IACBE Accreditied):

Intended Student Learning Outcomes for the Master of Business Administration – Project Management Concentration:

1. Knowledge and Technical Skills: Students will demonstrate proficiency in requisite technical skills and knowledge in the field of business and project management in order to advance in the workforce.








2. Project Management Case Study and Presentation (MBA 555) 80% of students either meet or exceed expectations on each learning outcome.

3. Strategic Analysis Final 1‐credit Project (MBA 219) 80% of students either meet or exceed expectations on each learning


outcome.






Met Not Met

1. ETS Survey – 12 students assessed, Average score: 238.17, National mean: 248.9 X

2. Project Management Case Study and Presentation – 33 students assessed

Knowledge and Technical Skills: 100% exceeded or met expectations Communication Skills: 100% exceeded or met expectations Global Awareness: 100% exceeded or met expectations Analytical Skills: 100% exceeded or met expectations Role of Business in Society: 100% exceeded or met expectations Personal Calling of Professionals: 100% exceeded or met expectations

X X X X X X


Knowledge and Technical Skills: 100% met or exceeded expectations Communication Skills: 100% met or exceeded expectations Global Awareness: Not Assessed Analytical Skills: 100% met or exceeded expectations Role of Business in Society: Not Assessed Personal Calling of Professionals: Not Assessed

X X X



Met Not Met







4. Change requirement for MBA with Project Management concentration to include MBA 536 (and remove MBA 518).


Section II: Operational Assessment For Academic Year: 2012‐13

Operational Assessment for the Richard J. Bolte, Sr. School of Business

Mission of the Richard J. Bolte, Sr. School of Business:

The Richard J. Bolte, Sr. School of Business, proudly integrated in a Catholic University, fosters the divine calling of business professionals who consider the dignity of the human person, who apply the highest standards of personal integrity, and who serve the common good. In this context, the Bolte School builds innovative education programs, advances knowledge through quality scholarship, promotes responsible business practices, and develops future leaders who are ethical decision‐makers and effective problem‐solvers. Ultimately, the Bolte School seeks to positively influence global communities by considering people as well as profits, morality as well as market‐share, and service as well as self.

Intended Operational Outcomes:

1. The Bolte School of Business will be successful in placing its undergraduate students in appropriate entry‐level positions or in graduate school each year.

2. The Bolte School of Business will be successful in contributing to the professional advancement of its MBA and MHA graduates.

3. The academic programs offered by the Bolte School of Business will be current, relevant, and meet the needs of professions.

4. Faculty members in the Bolte School of Business will be highly‐qualified in their teaching disciplines.

5. Faculty members in the Bolte School of Business will be engaged in relevant scholarly and professional activities.

6. The Bolte School of Business will be successful in providing high‐quality instruction to its students.

7. The Bolte School of Business will be successful in providing effective academic advising to its students.

8. Faculty members in the Bolte School of Business will incorporate innovative instructional methodologies in their classes.

9. Undergraduate students in the Bolte School of Business will have the opportunity to participate in relevant internships.

10. Undergraduate students in the Bolte School of Business will participate in relevant hands‐on experiential learning opportunities.

Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures:

1. Undergraduate Alumni Survey (one‐year out) The Bolte School will place 95% or more of its undergraduate students in degree‐related positions or in graduate school within one year of


graduation.

2. MBA and MHA Alumni Surveys On the MBA and MHA surveys, at least 90% of alumni will indicate that they “strongly agree” or “agree” that their graduate degree program led to professional development and advancement.

3. Undergraduate, MBA, and MHA Alumni Surveys On alumni surveys, at least 90% of alumni will indicate that they “strongly agree” or “agree” that their degree program was current, relevant, and met the needs of their profession.

4. Faculty Credentials At least 90% of the school’s full‐time and adjunct faculty members will be either doctorally‐ or professionally‐qualified to teach in their respective disciplinary areas.

5. Faculty Workload Agreements All full‐time faculty members in the Bolte School of Business will be engaged in relevant scholarly and professional activities.

6. Undergraduate, MBA, and MHA Exit Surveys At least 90% of graduating students will indicate that they were “satisfied” or “very satisfied” with the teaching of their professors.

7. Undergraduate, MBA, and MHA Exit Surveys At least 90% of graduating students will indicate that they were “satisfied” or “very satisfied” with their academic advisors.

8. Undergraduate, MBA, and MHA Exit Surveys At least 90% of graduating students will indicate that they “agree” or “strongly agree” that their professors were creative in the classroom.

9. Undergraduate Exit Surveys At least 50% of Bolte School graduating students will indicate that they participated in a relevant internship opportunity during their undergraduate years. At least 80% of Bolte School graduating students will “agree” or “strongly agree” that the Bolte School and the Mount St. Mary’s University Career Center made internship opportunities available for students.

10. Undergraduate Exit Surveys At least 90% of graduating students will indicate that they “agree” or “strongly agree” that they participated in relevant hands‐on experiential learning opportunities during their degree program.

Summary of Results from Implementing Operational Assessment Measures: Performance Target Was…


Met Not Met

1. On the Class of 2011 one‐year out survey (conducted in the fall of 2012) 29 of 32 respondents (90.6%) reported that they were currently employed or in graduate school. X

2. On the MBA alumni survey, 32.81% graduates “strongly agree” and 59.38% graduates “agree” that they achieved proficiency in requisite technical skills and knowledge in their field of study in order to advance in the workforce. X

3. On the Class of 2011 one‐year out survey (conducted in the fall of 2012) 22 of 29 respondents (75.9%) reported that MSM provided “excellent” or “good” preparation for their current job.

This question was not included in the MBA alumni survey.

X

4. 100% of the Bolte School’s full‐time and adjunct faculty members were either doctorally‐ or professionally‐qualified to teach in their respective disciplinary areas during AY 12‐13. X

5. All full‐time faculty members in the Bolte School of Business were engaged in relevant scholarly and professional activities during AY 12‐13. X

6. On the Bolte School of Business 2013 exit survey for graduating seniors, 59.81% indicated that they were “very satisfied” and 38.54% “satisfied” with the teaching of their professors.

On the Bolte School of Business fall of 2012 and spring of 2013 exit surveys for MBA graduates, 61.11% indicated that they were “very satisfied” and 38.89% “satisfied” with the teaching of their professors.

X

7. On the Bolte School of Business 2013 exit survey for graduating seniors, 60.75% indicated that they were “very satisfied” and 30.84% “satisfied” with academic advising provided by the Bolte School of Business.

On the Bolte School of Business fall of 2012 and spring of 2013 exit surveys for MBA graduates, 16.67% indicated that they were “very satisfied” and 16.67% “satisfied” with academic advising provided by the Bolte School of Business. (38.9% were neutral, 22.2% dissatisfied, and 5.6% very dissatisfied.)

X

8. On the Bolte School of Business 2013 exit survey for graduating seniors, 40.19% indicated that they “strongly agree” and 51.40% “agree” that Bolte School faculty incorporated innovative instructional methodologies in their classes.

X


On the Bolte School of Business fall of 2012 and spring of 2013 exit surveys for MBA graduates, 16.67% indicated that they “strongly agree” and 72.22% “agree” that Bolte School faculty incorporated innovative instructional methodologies in their classes.

9. On the Bolte School of Business 2013 exit survey for graduating seniors, 70.1% of Bolte School graduating students indicated that they participated in a relevant internship opportunity during their undergraduate years. On the Bolte School of Business 2013 exit survey for graduating seniors, 27.10% graduates “strongly agree” and 38.82% “agree” that the Bolte School and the Mount St. Mary’s University Career Center made internship opportunities available for students.

X

10. On the Bolte School of Business 2013 exit survey for graduating seniors, 39.25% of graduating students indicated that they “strongly agree” and 54.21% “agree” that they participated in relevant hands‐on experiential learning opportunities during their degree program.

X


1. The Office of Institutional Research will encourage more alumni to respond to the class of 2012 alumni survey so that an accurate percentage of one‐year out graduates who are employed or in graduate school may be determined.

2. On the MBA alumni survey, a question will be added to determine whether MBA graduates believe their degree program was current, relevant, and met the needs of their profession.

3. Improvements are being made to MBA advising: New students are made aware that the Director of Graduate Business Programs also serves as their academic advisor. Current students are also reminded. Updated degree plans will be regularly sent to MBA students. A degree audit will be added to student Portal. The Career Center will help MBA find jobs and will sponsor networking events.

4. Internship opportunities will be communicated to students specifically during Advising Week, and more students will be encouraged to participate in an internship.

Table 4: Faculty Qualifications for AY 2012-2013 Mount St. Mary’s University

Richard J. Bolte, Sr. School of Business Traditional Undergraduate Programs, Accelerated Undergraduate Program, and MBA

FACULTY MEMBERS

YEAR OF HIRE

HIGHEST DEGREE PROFESSIONAL CERTIFICATION

ASSIGNED TEACHING DISCIPLINES

PROGRAM LEVEL

LEVEL OF QUALIFICATION

TENURE TYPE DISCIPLINE

FULL-TIME FACULTY

Balch, J. 1985 MS Accounting CPA Accounting UG and Master’s Professional No

Barry, M. 2005 PhD Economics Economics UG and Master’s Doctoral Yes

Butt, D. 1996 MBA Accounting CPA, CMA Accounting

Finance Business Policy

UG and Master’sUG and Master’sUG and Master’s

Professional Professional Professional

No

Cañadas, A. 2008 PhD Economics Economics Undergraduate Doctoral No*

Davidson, D. 1991 PhD Marketing Corporate Social Responsibility

UG and Master’s

Doctoral

Yes

Einolf, K. 1998 PhD Economics Economics

Finance UG and Master’s UG and Master’s

Doctoral Doctoral

Yes

Farneti, C. 2012 PhD Sport Management Sport Management Undergraduate Doctoral No*

Flynn, P. 2010 PhD Economics Economics UG and Master’s Doctoral No*

Forgang, W. 1988 PhD Economics Business Policy UG and Master’s Doctoral Yes

Graham, M. 2008 MBA Business

Administration

Management Marketing

Undergraduate Undergraduate

Professional Professional

No

Larrivee, J. 2001 PhD Economics Economics Undergraduate Doctoral Yes

Marsh, F. 2008 PhD Management Management UG and Master’s Doctoral No

Maubert, C. 2004 MBA Marketing Marketing UG and Master’s Professional No**

McCune 2012 MS Contracts and Acquisition

Management Government Contracting UG and Master’s Professional No

Robinson, K. 1987 JD Law Business Law UG and Master’s Doctoral No *Tenure Track **Will move to Tenure Track once doctoral studies are completed



FACULTY MEMBERS

YEAR OF HIRE



PROGRAM LEVEL



FULL-TIME FACULTY (Continued)

Sherwin, J. 2006 JD Law CPA Accounting Undergraduate

Master’s Doctoral

Professional No

Sjoberg, S. 2005 MBA Management Management

Marketing Business Policy

UG and Master’sUG and Master’sUG and Master’s

Professional Professional Professional

No**

Speciale, R. 1996 JD Law CPA Accounting

Law UG and Master’s UG and Master’s

Doctoral Doctoral

Yes

Stanton, T. 1989 PhD Economics Information Systems

Economics Undergraduate

UG and Master’sDoctoral Doctoral

Yes

Tesfu, S. 2011 PhD Economics Economics UG and Master’s Doctoral No*

*Tenure Track **Will move to Tenure Track once doctoral studies are completed

PART-TIME FACULTY

Baugher, A. 2011 MBA Business

Administration Accounting Undergraduate Professional N/A

Brocato, R. 2001 PhD Management Management Undergraduate Doctoral N/A

Broomer, K. 2012 MS Acquisitions and

Contracting Logistics Master’s Professional N/A

Beitz, C. 1981 DPA Management Management UG and Master’s Doctoral N/A

Cataldo, L. 2012 EdD Organizational

Leadership

Organizational Development

Master’s Doctoral N/A

Ditch, D. 2012 MS Physical Education Sport Management Undergraduate Professional N/A

Eichorn, F. 2005 PhD Information Systems

Management PMP Certification

Information Systems

Project Management

Master’s Master’s

Doctoral Doctoral

N/A

Esworthy, D. 2012 EdD Human and

Organizational Learning

Organizational Development

Master’s Doctoral N/A



FACULTY MEMBERS

YEAR OF HIRE



PROGRAM LEVEL



PART-TIME FACULTY (Continued)

Francis, D. 2002 MA Management Management Master’s Professional N/A

Graham, J. 2012 MS Real Estate Real Estate Master’s Professional N/A

Holtz, C. 2012 MA English

Defense Acquisition

University Level II Certification

Logistics Master’s Professional N/A

Kinley, M. 2012 MBA Business

Administration Logistics Master’s Professional N/A

Lowenthal, G. 2012 MS Education Entrepreneurship Undergraduate Professional N/A

Lowry, E. 2011 MBA Business

Administration Management Master’s Professional N/A

Luscinski, S. 2012 MBA Finance Entrepreneurship Undergraduate Professional N/A

Mahata, P. 2011 PhD Mechanical/ Aerospace

Engineering PMP Certification Project Management Master’s Doctoral N/A

Martin, M. 2012 MBA Business

Administration Accounting Undergraduate Professional N/A

Mills, L. 2011 PhD Economics Economics UG and Master’s Doctoral N/A

Milsom, G. 2012 MBA Finance Economics Undergraduate Professional N/A

Nickey, R. 2001 MBA Finance Finance Master’s Professional N/A

Reynolds, E. 1985 MBA Marketing Marketing Master’s Professional N/A

Ryan, T. 1964 MA Mathematics Quantitative Methods Master’s Professional N/A

Schriml, J. 2012 MBA Marketing Event Planning Undergraduate Professional N/A

Seidel, F. 2012 MBA Business

Administration Business Statistics Undergraduate Professional N/A



FACULTY MEMBERS

YEAR OF HIRE



PROGRAM LEVEL



PART-TIME FACULTY (Continued)

Shabalina, O. 2012 MS Marketing Marketing UG and Master’s Professional N/A

Teehan, A. 2006 MBA Business

Administration Management Master’s Professional N/A

Van Fossen, S. 2002 MA Management Management Master’s Professional N/A

Yelovich, B. 2001 MS Information Systems Information Systems Undergraduate Professional N/A

Young, B. 2003 MBA Finance Finance Undergraduate Professional N/A

FACULTYMEMBER

TUG AUG Mast # of # of # of Doct Prof Other Doct Prof Other Doct Prof OtherSCH SCH SCH Sect Prep Disc SCH SCH SCH SCH SCH SCH SCH SCH SCH

John Balch 366 0 0 4 2 1 366 0 0Michael P Barry 204 0 33 4 3 2 204 0 33Amanda I Baugher 63 0 0 1 1 1 63 0 0Charles A Beitz Jr 0 0 27 1 1 1 0 0 27Richard C Brocato 153 0 0 2 2 1 153 0 0Kenneth J. Broomer 0 0 18 1 1 1 0 0 18Donald E Butt 249 63 210 7 6 4 249 63 210Alejandro A. Canadas 318 0 0 4 2 1 318 0 0Laurie J Cataldo 0 0 30 1 1 1 0 0 30Frank L Eichorn 0 0 147 2 2 1 0 0 147Karl W. Einolf 87 0 0 1 1 1 87 0 0Corinne Farneti 141 0 0 3 1 1 141 0 0Patrice Flynn 75 0 90 3 3 3 75 0 90William G Forgang 147 0 52 3 2 2 147 0 52Donald C Francis 0 0 129 2 1 1 0 0 129Mary Beth Graham 48 87 0 3 3 2 48 87 0John O Graham 0 0 60 1 0 0 0 0 60Michael Kinley 0 0 18 1 0 0 0 0 18John Larrivee 258 0 0 3 2 1 258 0 0Edward J. Lowry 0 0 162 3 2 2 0 0 162Steven M Luscinski 0 30 0 1 1 1 0 30 0F.K. Marsh 0 0 51 2 1 1 0 0 51Michael Martin 75 0 0 1 1 1 75 0 0Cyd R Maubert 33 36 54 3 3 2 33 36 54Terry McCune 0 24 0 1 1 1 0 24 0Leonard Mills 0 0 66 1 1 1 0 0 66Gregory Milsom 0 15 0 1 1 1 0 15 0Robert Nickey 0 0 114 3 2 1 0 0 114Edward W Reynolds 0 0 18 1 1 1 0 0 18Kevin G Robinson 231 69 69 5 4 2 231 69 69Tom Ryan 0 45 0 1 1 1 0 45 0Jason R Schriml 75 0 0 1 1 1 75 0 0Francis M Seidel 0 18 0 1 1 1 0 18 0Olga Shabalina 90 0 33 2 2 2 90 0 33John V Sherwin 270 0 0 4 2 1 270 0 0Sandra Sjoberg 156 18 0 3 3 2 156 18 0Raymond C Speciale 0 66 0 1 1 1 0 66 0Timothy J Stanton 198 54 0 4 4 2 198 54 0Anne Teehan 0 0 45 1 1 1 0 0 45Solomon Tesfu 180 0 0 3 2 1 180 0 0Bruce E Yelovich 135 0 0 2 2 1 135 0 0Brad W Young 105 15 0 3 3 1 105 15 0

Totals 3,657 540 1,426 95 75 54 2,262 1,395 - 189 351 - 565 861 -

Table 5: Teaching Load and Student Credit Hours Generated

Fall 2012

Fall 2012 Semester Qualification level Qualification levelQualification level(Accelerated Adult Undergraduate)

Mount St. Mary's UniversityRichard J. Bolte, Sr. School of Business

(Traditional Undergraduate) (MBA)

FACULTYMEMBER

UG AUG Mast # of # of # of Doct Prof Other Doct Prof Other Doct Prof OtherFull-Time/Part-Time SCH SCH SCH Sect Prep Disc SCH SCH SCH SCH SCH SCH SCH SCH SCH

John W Balch 321 0 57 5 3 2 321 0 57Michael P Barry 261 0 0 3 3 1 261 0 0Amanda I Baugher 27 0 0 1 1 1 27 0 0Richard C Brocato 117 15 0 4 4 2 117 15 0Donald E Butt 195 0 123 5 5 3 195 0 123Alejandro A. Canadas 219 0 0 3 3 1 219 0 0D Kirk Davidson 159 0 63 4 3 3 159 0 63Denise L Ditch 57 0 0 1 1 1 57 0 0Frank L Eichorn 0 0 117 2 2 2 0 0 117Karl W. Einolf 0 63 0 1 1 1 0 63 0David Esworthy 0 0 30 1 1 1 0 0 30Corinne Farneti 252 0 0 4 4 2 252 0 0Patrice Flynn 222 0 45 4 2 2 222 0 45William G Forgang 0 36 108 3 2 2 0 36 108Donald C Francis 0 0 126 2 2 1 0 0 126Mary Beth Graham 153 63 0 3 3 3 153 63 0Christina Holtz 0 0 24 1 1 1 0 0 24John Larrivee 192 0 0 4 2 1 192 0 0Gary Lowenthal 66 0 0 1 1 1 66 0 0Edward J. Lowry 0 0 102 2 1 1 0 0 102Paul Mahata 0 0 81 2 2 1 0 0 81F.K. Marsh 69 39 27 3 3 2 69 39 27Michael Martin 93 0 0 1 1 1 93 0 0Cyd R Maubert 132 54 0 3 3 1 132 54 0Terry McCune 0 24 0 1 1 1 0 24 0Leonard Mills 0 24 0 1 1 1 0 24 0Gregory Milsom 39 27 0 2 2 1 39 27 0Robert Nickey 0 0 159 3 3 1 0 0 159Edward W Reynolds 0 0 96 2 2 1 0 0 96Kevin G Robinson 225 0 0 3 2 1 225 0 0John V Sherwin 192 0 0 4 2 1 192 0 0Sandra Sjoberg 162 0 168 4 3 3 162 0 168Raymond C Speciale 108 0 72 3 3 2 108 0 72Timothy J Stanton 192 87 0 5 4 2 192 87 0Solomon Tesfu 135 0 105 4 2 2 135 0 105Sandra VanFossen 0 0 111 2 1 1 0 0 111Bruce E Yelovich 117 0 0 2 1 1 117 0 0Brad W Young 87 21 0 2 2 1 87 21 0

Totals 3,792 453 1,614 101 83 56 2,343 1,449 - 264 189 - 648 966 -

Table 5: Teaching Load and Student Credit Hours Generated

Second Semester Qualification level Qualification level(Traditional Undergraduate) (MBA)

Qualification level(Accelerated Adult Undergraduate)


Spring 2013

STUDENT CREDIT HOURS (SCH) TAUGHT DURING AY 2012-2013

TRAD UG SCH ACC UG SCH MBA SCH TOTAL

Total SCH Taught by Business Faculty 7,449 993 3,040 11,482

SCH Taught by Doctorally- and Professionally-Qualified Faculty

7,449 993 3,040 11,482

Percent of Total SCH Taught by Doctorally- and Professionally-Qualified Faculty

100.00% 100.00% 100.00% 100.00%

SCH Taught Only by Doctorally-Qualified Faculty 4,605 453 1,213 6,271

Percent of Total SCH Taught Only by Doctorally-Qualified Faculty

61.82% 45.62% 39.90% 54.62%


AY 2012-2013

Table 6: Faculty Coverage Summary

MARYLAND HIGHER EDUCATION COMMMISSION ACADEMIC PROGRAM. PROPOSAL

PROPOSAL FOR:

'1/' NEW INSTRUCTIONAL I)ROGRAM

SUBSTANTIAL EXPANSION/MAJOR MODIFICATION

COOPERATIVE DEGUEE PROGRAM

_WITHIN EXISTING RESOURCES ot· V REQUIRING NEW RESOURCES

(For eaclt proposedprogram, aflach a separate cover page. For example, two cover pages would aacompa11y a

proposalfor a degree program and a cerl{/lcate program.)

Mount St. Mary's University

Institution Submiltlng Proposal

Fall/2012

Projected Implementation Dale

Post-baccalaureate Certificate Certificate In Logistics and Supply Chain Management

Title of Proposed Progt·amAward to be Offered

52.02035004 . Suggested CIP CodeSuggested HEGIS Code

Bolte School of Business William G. Forgang

Name of Depnrltucnt HeadDepartment ofProposed Program

William G. Forgang [email protected] 30144'1-5326

Contact B-Mall Address Contact Phone Numbe1·Contact Name

S'/~/zc 1z...President/Chief Executive Apm·oval

___,f-Ll1ll(.!'k~L-~..:l-J:LU..t:!f.&~::::::::=-...:

6. /)Of;}__ Date Bndorse.d/Approved by Governing BoaI'd 1Date

1

Post-baccalaureate Certificate in Logistics and Supply Chain Management

I. Rationale and Need for the Program

A. Describe the extent to which this program is central to the institutional mission, the planning

priorities of the campus, and its relation to the instructional program emphasis.

The Richard J. Bolte, Sr. School of Business at Mount St. Mary's University distinguishes itself as a

premier educational choice firmly positioned within a robust, Catholic understanding of the dignity of

the human person and the creative role of business in society. The Bolte School provides undergraduate

and graduate curricula focused on the rigorous integration of academic and professional skills

development. In keeping with the mission of the Bolte School of Business, the proposed post

baccalaureate certificate in Logistics and Supply Chain Management will enable us to continue to

provide a challenging and relevant academic program of graduate and professional studies that

reinforces the development of analytical, strategy-specific, decision-making, and problem-solving skills

delivered within a framework of ethical and socially responsible behavior.

The proposed post-baccalaureate certificate in Logistics and Supply Chain Management will be an

integral part of the existing Master of Business Administration (MBA} degree program. The certificate

consists of 15 graduate credit hours, and those 15 graduate credit hours may also be counted as part of

the 37 graduate credit MBA program.

B. Describe how this program meets a critical and compelling regional or state-wide needs as

identified in the Maryland State Plan.

The proposed post-baccalaureate certificate program specifically responds to Goal #1 to fulfill"the

economic and societal development needs ofthe state and the nation" (p. 10}. In accordance with Goal

#1, The Richard J. Bolte, Sr. School of Business at Mount St. Mary's University produces graduates who

demonstrate the ability to think and communicate creatively, critically, and clearly. Graduates of the

proposed program will be prepared to serve in managerial leadership roles in the transportation,

manufacturing, medical, and retail sectors as well as many military functions. In accordance with the

mission of the University, graduates of the proposed program will possess technical skills supplemented

with interpersonal and ethical approaches to procurement, transport, and distribution functions.

The proposed program also supports Goal #5 to "promote economic growth and vitality through the

advancement of research and the development of a highly qualified workforce" (p. 41} through the

provision of specialized skill development in logistics and supply chain management.

C. State the specific local, state, and/ or national needs for graduates of the proposed program.

Describe job opportunities that are available to persons who complete the program. Provide

evidence of market demand through supporting data including results of surveys which have

1

recently been conducted. Present data showing the current and projected supply of graduates

from existing programs in the state.

The Richard J. Bolte, Sr. School of Business at Mount St. Mary's University makes every effort to tailor

our courses and extra-curricular activities to prepare students for rewarding careers in the world of

business. The faculty follow employment trends in an effort to help students navigate internships,

summer jobs, and post-college employment. Our graduates have launched successful careers in such

fields as accounting, finance, and management.

Given the significant advancements in global transportation, production, and trade in the past few

decades, individuals with skills and knowledge in logistics are in high demand. According to the U.S.

Department of Labor's Bureau of Labor Statistics {BLS}, jobs in the field of logistics are projected to grow

much faster than jobs in other occupations between 2008-2018. The primary source of postsecondary

education or training of these workers is a Bachelor's degree. Average hourly wages of logisticians were

$35.34 in May 2010 compared to $21.35 for all occupations. Annual wages for logisticians averaged

$73,510 in 2010, much higher than the national average of $44,410 for all occupations tracked by the

Bureau of Labor Statistics' Occupational Employment Statistics.1

Persons employed as logisticians analyze and coordinate logistical functions and are responsible for the

entire life cycle of a product from acquisition to distribution, internal allocation, delivery, and final

disposal of resources. Logisticians are employed in an array of occupations and industries to include: {1}

transportation; {2} purchasing managers, buyers and purchasing agents; and {3} management, scientific,

and technical consulting services, described in turn below.

Transportation

BLS projects excellent job opportunities for people working in the shipping industry due to expanding

international trade. Employment in water transportation occupations, for example, is expected to grow

15 percent between 2008 and 2018, faster than the average for all occupations. The number of rail

transportation job opening is expected to grow 9 percent due to the retirement of current workers.

In the United States, logisticians employed in freight transportation earned on average $28.51 an hour

in 2010. The states of Virginia and Maryland have the third and fourth highest concentrations of

logistician jobs in the country. In 2010, the average hourly wages of freight transportation workers

2

were $37.13 in Virginia and $40.99 in Maryland. The Washington-Arlington-Alexandria, oc-vA-MD-WV

Metropolitan Division had the nation's highest employment level in this occupation and paid workers

an average of $41.33 an hour ($85,970 for the year 2010). St. Mary's County, Maryland employed the

largest number of freight transportation workers among non-metropolitan areas and paid an average

hourly wage of $46.13, the highest in the nation.

Purchasing Managers, Buyers and Purchasing Agents

Logisticians are also employed as purchasing managers, buyers and purchasing agents, about 42

percent of whom work in wholesale trade or manufacturing establishments. Job growth in this area is

projected to be 7 percent between 2008 and 2018, which is as fast as the national average for all

occupations. The BLS expects job prospects will be best for workers with college degrees in

engineering, business, economics, or one of the applied sciences.

In the Occupational Outlook Handbook for 2010-11, the Bureau of Labor Statistics reports that

purchasing managers, buyers, and purchasing agents play a key role in the supply chain by buying a

vast array of farm products, durable and nondurable goods, and services for companies and

institutions. They attempt to get the best deal for their company-the highest quality goods and

services at the lowest possible cost. They accomplish this by studying sales records and inventory levels

of current stock, identifying foreign and domestic suppliers; and keeping abreast of changes affecting

both the supply of, and demand for, needed products and materials.

Purchasing professionals consider price, quality, availability, reliability, and technical support

when choosing suppliers and merchandise. To be effective, purchasing professionals must have a

working technical knowledge of the goods or services to be purchased to make the wisest

selections among competing alternatives.

Average hourly wages of purchasing managers (of all specialties) were $48.36 in May 2010; median

annual wages were $100,600.

Management, Scientific, and Technical Consulting Services

In addition, logisticians find job opportunities in management, scientific, and technical consulting

services, an industry projected to be the fastest growing over the 2008-2018 period, with employment

increasing 83 percent. "Job competition will remain keen; the most educated and experienced

3

workers will have the best job prospects. About 73 percent of workers have a bachelor's or higher

degree; 62 percent of all jobs are in managerial, business, financial, and professional occupations"

(BLS, Career Guide to Industries, 2010-11 Edition).

Graduates with a specialty in logistics will find employment opportunities within management

consulting as process, physical distribution, and logistics consulting services experts. In the Career

Guide to Industries, 2010-11 Edition, the BLS provides the following description ofthis field of work:

"Firms in this industry specialize in the production and distribution of goods, from the first stages of

securing suppliers to the delivery of finished goods to consumers. Such firms give advice on

improvements in the manufacturing process and productivity, product quality control, inventory

management, packaging, order processing, the transportation of goods, and materials management

and handling. A domestic manufacturing firm might hire a logistics consulting firm to calculate

shipping rates and import duties for goods being exported or to determine the most cost-effective

method of shipping products. Consulting firms in this segment of the industry also advise on the latest

technology that links suppliers, producers, and customers together to streamline the manufacturing

process. Finally, these consulting firms might suggest improvements to the manufacturing process in

order to use inputs better, increase productivity, or decrease the amount of excess inventory.

1 See: U.S. Department of Labor, Bureau of Labor Statistics: Occupational Outlook Handbook, 2010-11

Edition, Career Guide to Industries, 2010-11 Edition, Employment Projections,2008-18 Edition and

Occupational Employment Statistics, May 2010.

D. Provide evidence of student interest in the program. What are the projected number of majors

full-time and part-time for each of the first five years of the program?

The Bolte School of Business consulted with logisticians in the public and private sectors regarding

the curriculum and the regional need for the proposed program. Attached to this proposal are

letters of support from regional institutions with significant logistical functions. See Appendix 1.

E. Project the number of graduates for the first five years of the program following the first year of

awarding the degree.

4

Mount St. Mary's University expects to graduate 20 students per year for the first five years

following the first year of awarding the certificate.

F. If a similar program exists in the state, describe the similarities or differences in the degree to be

awarded, the area(s) of specialization and the specific academic content of the program or course

of study.

The University of Maryland offers a Master of Science in Management: Acquisition and Supply Chain

Management. The program has a heavy emphasis on acquisition and contracting whereas the

proposed post-baccalaureate certificate examines logistics with acquisition as one component of a

broader logistics and supply chain management inquiry. The program offered by the University of

Maryland University College is available through on-line instruction whereas the Mount St. Mary's

University proposed program is offered in a traditional classroom format.

Towson University offers a Master of Science in Supply Chain Management and a post-baccalaureate

certificate in Supply Chain Management. Towson University offers this certificate at the HEAT Center

in Aberdeen, Maryland. Mount St. Mary's University proposes to offer courses to working adults in

the evening at our Frederick, Maryland location serving a constituency geographically separate from

Aberdeen.

II. Course of Study Leading to the Degree

A. State the educational objectives of the program.

A student who completes the post-baccalaureate certificate will have:

• analytical, problem-solving, and communications skills to identify and to respond to supply chain

I logistics issues.

• an understanding of the integration of the functional areas of a firm and the manner in which an

effective supply chain system coordinates systems and operations across the firm.

• a global focus and an understanding ofthe international political, economic, and regulatory

environments affecting the transportation of materials and goods across borders.

• an ethical framework for analyzing vendor relationships.

• an understanding of contemporary warehouse operations and challenges.

• an understanding ofthe use of data, information systems, and mathematical models to manage

a supply chain with efficiency.

B. Describe the program as it would appear in a catalog, including each area of concentration.

5

Criteria for admission into the Logistics I Supply Chain Management post-baccalaureate certificate program will be the same as for the MBA program (see Section II- D below). The proposed certificate program consists of five three-credit courses. Successful completion of the five courses leads to the award of a post-baccalaureate certificate.

A student may apply the five certificate courses to the MBA and earn the MBA degree by completing the following seven courses (22 credits):

i. MBA 503: Financial Reporting and Control {3 credits) ii. MBA 504: Global Business and Economics {3 credits)

iii. MBA 506: Quantitative and Statistical Methods for Managers {3 credits) iv. MBA 509: Financial Analysis (3 credits)

v. MBA 516: Organizational Theory and Management Practice (3 credits) vi. MBA 519: Strategic Analysis and Decision-Making (4 credits)

vii. MBA 536: Business Ethics and Social Responsibility {3 credits)

C. list the courses (title, number, semester credit hours, and catalog description) that would constitute the requirements and other components of the proposed program. Indicate which are currently offered and which will be new (indicate new courses with an X).

Introduction to Logistics and Supply Chain Management (3 Credits-- X)

This introductory course exposes students to the primary problems and objectives associated with the

contracting, procurement, movement, packaging, coordination, and storage of materials and people. It

deals with the planning and control of the flow of materials and information with the primary objectives

of getting the appropriate people and materials to the right place at the right time at the lowest possible

cost, and serving all participants in the supply chain in an ethical manner.

Logistics Information Systems (3 Credits-- X)

Logistics information systems, a sub-field of management information systems, involve the management

and use of data to achieve logistical efficiency and effectiveness. Topics include the integration of

functional areas such as procurement, inventory management, production, marketing, financial and cash

management, and distribution; schedules promoting customer service; and the implementation of "pull

systems" like just-in-time systems.

6

Global Transport and Distribution (3 Credits-- X)

This course focuses on capacity development, freight consolidation, network alignment, industrial

engineering, and synchronization and develops principles, practices, and tools to address major issues in

domestic and international transportation. Students develop financial and performance indicators for ;

transportation to minimize transportation and distribution costs.

Supply Operations and Warehousing (3 Credits-- X)

This course introduces students to the fundamentals of warehousing, warehouse design, materials and

handling and warehouse operations. Topics include managing the in-bound and out-bound flows,

warehouse planning and control, warehousing technology, and managing the daily warehouse

operations.

Advanced Methods for Supply Chain Management and Modeling (3 Credits-- X)

This course examines mathematical models and tools that support the systematic analysis of supply

chain operations and the underlying design, planning, and control of the supply chain system.

D. If applicable, describe any selective admissions policy or specific criteria for students selecting this major field of study.

Admissions requirements are the same as those for the MBA program. Candidates for admission must have completed a baccalaureate degree and must satisfy at least one of the following criteria:

• 2.75 minimum cumulative grade point average OR

• 5 full years of relevant professional business experience (resume required) OR • 500 minimum score on the Graduate Management Admissions Test (GMAT).

Students must have completed the following undergraduate prerequisite courses to enroll in the post-baccalaureate certificate program:

• Principles of Management Accounting (3 credits)

• Principles of FinanciaiAccounting (3 credits)

• Statistics (3 credits)

Students who also seek to earn an MBA must satisfy the following additional undergraduate prerequisites:

• Principles of Microeconomics (3 credits)

7

• Principles of Corporate Finance (3 credits)

E. Describe expected learning outcomes for the proposed program and directly relate these tothe general curricular requirements of the program.

Upon successful completion of the post-baccalaureate certificate, students will be able to:

• Plan and control the flow of materials, goods, and information to get them to the right place at the right time at the lowest possible cost. (Course #1)

• Use logistics information systems to integrate procurement, inventory management, production, marketing, financial and cash management, and distribution. (Course #2)

• Establish schedules, promote customer service, and implement just-in-time systems. (Course #2) • Manage natfonal and international transportation and distribution systems. (Course #3) • Function effectively in a variety of positions in a contemporary warehouse. (Course #4) • Work with and build models that support the systematic analysis of supply chain systems.

(Course #5).

Ill. Faculty

A. Provide a list of current faculty (and areas of expertise) who will teach in the program.

Mr. Kenneth Broomer

B.A. Virginia Tech University

M.S. Naval Post Graduate Program Executive MBA Tulane University

Mr. Charles Strife

US Army Medical Research and Materials Command Medical Logistics Office

B.S. Mount St. Mary's University MBA Regis University

Mr. Michael Conrey

Manager, Logistics Development

Volvo PowerTrain, North America

B.S. Mount St. Mary's University

M.B.A. University of Maryland

8

Mr. LaMont Kapec

Deputy Director

U.S. Army Medical Research Acquisition Activity

B.S. Kutztown University M.S. Central Michigan University M.B.A. Mount St. Mary's University

Mr. Niko Mateaki

US Army Medical Research and Materials Command

B.S. Mountain State University M.S. Mountain State University M.S. Touro University International

B. List faculty by rank required for implementation of the program. Indicate which additionalfaculty members are to be hired and describe their qualifications.

To be hired: in the third year of the program Assistant I Associate Professor of Logistics andSupply Chain Management. The successful candidate will hold an appropriate doctoral degree.

IV. Accreditation

A. Does the institution intend to seek accreditation for this program by one of the specializedaccrediting bodies recognized by the U.S. Department of Education?

Mount St. Mary's University is currently accredited by the Middle States Commission on HigherEducation of the Middle States Association for Colleges and Schools. The University is not aware ofany specialized accrediting body in logistics and supply chain management.

Several programs in the Richard J. Bolte, Sr, School of Business are accredited (business, sportmanagement, accounting, and information systems undergraduate majors and the MBA program)through the International Assembly for Collegiate Business Education (IACBE).In the Annual Reportfor the year that the proposed program is approved, the IACBE will be properly informed of the newpost- baccalaureate certificate program.

B. Does the institution intend to seek any State licensure or certification requirements whichmay be necessary for graduates to be employed in this field of study.

9

No such requirements exist.

C. Describe any additional resources, including facilities, required to gain accreditation orlicensure.

None

V. Cooperative Arrangements

A. Describe cooperative arrangements with other institutions and organizations that may beused to offer this program. Specify the nature of such agreements and attach any formalstatements of agreement that have been developed.

The Bolte School of Business at Mount St. Mary's University has worked closely with public andprivate sector logisticians to develop the curriculum. While no formal cooperative agreementexists, the letters of support attached to this proposal encourage Mount St. Mary's University topursue the development of this program.

B. All public institutions shall show evidence of the development and dissemination ofRecommended Transfer Programs (RTPs) in cooperation with sending I receiving institutions.All institutions shall also provide evidence that RTPs are available to students through ARTSYSor in written form. In order to foster articulation with K-12, community colleges will alsoidentify parallel curricula to secondary schools.

Not applicable.

VI. Library Requirements

A. Provide a brief shelf analysis of existing resources to support the proposed program. Indicatethe need for additional on-site resources and over what time period you expect they will beacquired. Discuss additional provisions for access to library holdings- e.g., inter-library loan,local library holdings, the UMS integrated library system, and I or other computerized systemsthat allow access to library resources housed at other institutions. Attach a letter ofagreement if appropriate.

The Phillips Library has adequate resources to support a graduate certificate program in logistics Isupply chain management. The Library provides access to hundreds of books and most of theprofessionally recommended periodicals that focus on this field. The Library's current capital budget willaccommodate faculty and student requests for other materials that may be needed to support theprogram.

10

The Phillips Library is a founding member of the Maryland Inter-Library Loan Consortium was established in 1992 for the purpose of sharing the costs and the expenses necessary to automate its then four member libraries. The Consortium has grown to include six academic libraries whose parentinstitutions are part of MICUA (the Maryland Independent College and University Association). CurrentMICUA members are Mount St. Mary's University, Hood College, Baltimore International College, Washington Adventist University (formerly Columbia Union College, Loyola College- Notre DameUniversity Library, and Stevenson University.

Through the Consortium, Mount students and faculty have direct access to the collections of eachmember library either in person or through the internet. The Consortium operates a courier deliverysystem that includes daily stops at the Phillips Library. A search of the Consortium's library catalogue, SHARC shows several hundred books relating to logistics and supply chain management.

In addition, Mount students and faculty have access to regional and national inter-library loan and document delivery through OCLC and the Maryland Interlibrary Loan Organization (MILO).

Summary of Resources that support the program:

Journals

• Lexis Nexis (access to 40,000 legal, news, and business sources)

• Business Source Premier (access to 2300 journals)

• Emerald Library (200 business and management journals)

• International Journal of Electronic Commerce

• Journal of international business studies

• Journal of intelligent transportation systems

• Journal of Robotics & Machine Learning

• Journal of Transportation Engineering

• Transportation Journal

• Transportation Law Journal

• Supply Chain Management Review

• Supply Chain Management: An International Journal

11

Over 150 ebooks on topic are available to our students through our subscription to Ebrary. http://site.ebrary.com/lib/msmarv/search.action?pOO=supply+chain+management&sortBy=score&sortOrder=desc&pa qe=1

Books (print) in the shared consortium catalogue available through the Maryland lnterlibary Consortium

Supply Chain Cost Management: the AIM & DRIVE process for achieving extraordinary results I Jimmy Anklesaria.

Strategic Supply Management : a blueprint for revitalizing the manufacturer-supplier partnership I Keki R. Bhote.

Supply Management : How to Make U.S. suppliers Competitive I Keki R. Bhote.

International Purchasing and Management I Alan Branch.

Global Sourcing Logistics : how to manage risk and gain competitive advantage in a worldwide marketplace I Thomas A Cook.

Privatisation and Supply Chain Management : on the effective alignment of purchasing and supply after privatisation I Andrew Cox, Usa Harris, and David Parker.

Purchasing and Materials Management : text and cases I Donald W. Dobler, David N. Burt, Lamar Lee, Jr.

Total Cost Modeling in Purchasing I by Usa M. Ellram.

Strategic Outsourcing :a structured approach to outsourcing decisions and initiatives I Maurice F. Greaver II.

Purchasing I Michael Harding and Mary Lu Harding.

Supply Chain Network@ Internet speed : preparing your company for theE-commerce revolution I Fred A. Kuglin, Barbara A. Rosenbaum.

Purchasing and Materials Management I Michie! R. Leenders, Harold E. Fearon.

Reverse Marketing : the new buyer-supplier relationship I Michie! R. Leenders, David L. Blenkhorn.

12

Managing Your Vendors: the business of buying technology :a complete management handbook for the procurement of technology from vendors, principles, processes and procedures, with a case study I by Florian A. Mikulski.

Breakthrough Partnering : creating a collective enterprise advantage I Patricia E. Moody.

Science of High-Performance Supplier Management : a systematic approach to improving procurement costs, quality, and relationships I Randy A. Moore.

Industrial Buying Behavior: concepts, issues, and applications I Rowland T. Moriarty; with editorial assistance by Mel Patrell Furman.

Supply Chain Imperative I Dale Neef.

Incredible Payback: innovative sourcing solutions that deliver extraordinary results I Dave Nelson, Patricia E. Moody, Jonathan R. Stegner.

Capital Equipment Buying Handbook I Richard G. Newman and Robert J. Simkins.

Supplier Price Analysis : a guide for purchasing, accounting, and financial analysts I Richard G. Newman.

Profit-Focused Supplier Management : how to identify risks and recognize opportunities I Pirkko bstring.

Purchasing Handbook: a guide for the purchasing and supply professional 1 Joseph L. Cavinato and Ralph G. Kauffman, editors in chief.

Executive's Guide to Supply Management Strategies : building supply chain thinking into all business processes I David A. Riggs, Sharon L. Robbins.

VII. Facilities and Equipment A. How will the proposed program impact on the use of existing facilities and equipment?

Classes will be offered in the evening to accommodate the schedules of working adults. Sufficientclassroom space is available at both our Emmitsburg and Frederick locations. The addition oflogistics I supply chain classes will have no negative impact on our existing space or equipment.

13

B. Describe the additional facilities, facilities modifications, and equipment that will be required

for use in the proposed program. Indicate the status of the facility and equipment requests to

support your needs.

No additional facilities, facility modification, or equipment will be required for the proposed

program.

VIII. Minority Student Achievement

Identify specific actions and strategies which will be utilized in the recruitment and retention of

other-race students.

Equal Opportunity Employment

The University does not discriminate on the basis of race, color, national origin, age, religion, sex, or

disability in admission and access to, or treatment in employment, educational programs, or

activities as required by Title IX of the Educational Amendments of the 1972, Section 504 of the

Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964, the Age Discrimination in

Employment Act, the Americans with Disability Act of 1990, and their implementing regulations.

Questions or complaints may be directed to the Director of Human Resources.

Non-Discrimination Statement

Mount St. Mary's University prohibits discrimination on the basis of race, color, national or ethnic

origin, political or religious opinion or affiliation, marital status, age, sex, or disability in recruitment

or admission of students, against any employee or applicant for employment, or in the

administration of the University's educational policies, admission policies, scholarship and athletic

programs, employment policies (except when age, sex, or religion constitutes bona fide

occupational qualifications) and other University administered activities and programs.

Commitment to Equal Opportunity Employment

It has been and will continue to be the policy of the University to be an equal opportunity employer.

In keeping with this policy/ the University will continue to recruit, hire, train, and promote into all

job levels the most qualified persons without regard to race, color, national origin, age, religion, sex,

or disability. Similarly, the University will continue to administer all other personnel matters (such as

compensation, benefits, transfers, layoffs, training, education, tuition assistance, and social and

recreational programs) in accordance with the University's policy. The University bases employment

decisions on objective standards as much as possible in the furtherance of equal opportunity

employment.

IX. Low productivity Programs

Not applicable

X. Finance

See following tables:

14

TABLE 1: Resources

Resource Year 1 Year 2 Year 3 Year 4 YearS Categories

1. Reallocated

Funds

2. Tuition I Fee Revenue

(c +g below)

a. Number of

Full-Time

Students

b. Annual

Tuition I Fee

Rate

c. Total FT

Revenue

d. Number of 20 22 30 35 35

PT Students

e. Credit Hour $500 $510 $520 $530 $540

Rate

f. Annual 300 330 450 525 525

Credit Hours

g. Total PT $150,000 $168,300 $234,000 $$278,250 $283,500

Revenue

(dxexf)

3. Grants, $50,000 $60,0001

$70,0001

contracts,

and other

external

sources

15

4. Other

Sources

Total $150,000 $168,300 $234,000 $$278,250 $283,500

1 Earmarked endowment income TABLE 2: EXPENDITURES

Expenditure Year 1 Year 2 Year3 Year4 YearS Category

1. Faculty (b + c

below)

a.# FTE .7 .7 .7 .7 .7

b. Total Salary $17,000i $17,000i $32,5144 $32,5144 $32,5144

c. Total $7,714" $7,714" $7,714"

Benefits

2. Admin Staff

(b+c below)

a.# FTE

b. Total Salary

c. Total Benefits

3. Support Staff

a.#FTE

b. Total Salary

c. Total Benefits

4. Equipment

5. Library $5,000 $5,250 $5,512 $5,788 $6,077

6. New or

Renovated

Space

7. Other Expenses

16

17

Total $22,000 $22,250 $45,740 $46,016 $46,305

II 1.

I5 adjunct classes @ $3,400

2. 3 courses by full time faculty (3/7 x $60,000) =$25,714 plus 2 classes at $3,4,000

= $32,515

3. 3/7 ($6000) X .3 =$7,714

100:J8 Governor Lane Blvd., Willlmnsporl, Maryland 21795·402<1

Scptcmbcl'27, 2011

William G. Forgang, Ph. D

Dean, Richard J. Bolte, Sr. School of Business

Mount St. Mary's University

16300 Old Bmmitsburg Road

Emmitsbmg, MD 21727

Dear Dill,

It was a pleasm·e to meet you and Deborah Powell to discuss the development of a

curriculum in logistics and supply chain management. This is a curriculum that is greatly

needed in the transportation industry, and I am very pleased to see that Mount St. Mary's is

taking a leading role. I am very interested in participating in the development of this pmposal.

Please let me know ifl can he of help to you as you move forward with this project.

Sincerely,

D. !VI. BOWMAN. INC.

James E. Ward, Jr.

President

18

Powertraln

October 3, 2011

William G. Forgang, Ph.D.

DeanRichard J. Bolte, Sr. School of Business

Mount Saint Mary's University

16300 Old Emmitsburg Road

Emmitsburg, MD 21727

Dear Dr. Forgang:

It was a pleasure meeting with you and Debbie Powell two weeks ago at the

Volvo Powertrain Plant in Hagerstown, MD. I was very interested to hear about

The Mount's plans to launch several courses and a certificate program in Supply

Chain and Logistics.There are many facilities In manufacturing; warehousing and transportation

based around the route 70 and 81 corridors which would benefit from a program

such as the one you have proposed. Students who complete the program would

be an asset to companies such as Volvo Powertrain. A program of this nature is

not currently offered within 1 % hours of Emmitsburg or Hagerstown.

I wish you and The Mount continued success. Please let me know if I may be of

further assistance in this endeavor.

Sincerely,

.. !/1l J~·,;?2.~rc;.~7/

Michael ConreyManager, Logistic Development

Volvo Powertraln North America

p,irtr.itlal supptif'.c t-o Ma:Gk, Renaun, Nlssan. Oleseland Votvo ccO_mm_e_rc_la_l•c..en_lel_es_________wm_,_.vo_t•_a_co_m~

Rag!Aterod OtncoTotophonB

Voll/o rowertrQtn North Amcflca AUcnlown. PA. USA301·790.5-100

'3302 Pcnosy1v3nla /\vofluo

llagor&tOWtl, MD 21f42 USA

19

October 20, 2011

Dr. William ForgangMount Saint Mary's 16300 Old Emmitsburg Road Emmitsburg, Maryland 21727

Dear Dr. Forgang,

I would like to commend you personally and thank the executive leadership

at Mount Saint Mary's for introducing and enabling the new Logistics and Supply

Chain Programs under the Richard J. Bolte School of Business. l realize this

initiative requires a significant amount of time and energy and it Is greatly

appreciated by the many stakeholders that will benefit from such a program. The

list is many.

As a senior leader at Fort Detrick, who has served in various capacities as a

military officer and as a civilian for over 24 years within the Department of

Defense, I completely understand the importance of this program.

Developing logisticians through educational efforts is critical to the overall

corporate success in boththe private and public setting. I see this as a

tremendous plus for aspiring and seasoned logisticians and supply chain

professionals alike, who will benefit from this education and training.

I thank you for this educational investment and look forward to the many

individual and collective successes that will result from it.

~~~~.';apec

20

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