25.
Standard 4.
Academic Programs
1. Overview
Bentley University’s mission is to educate creative, ethical, and socially responsible organizational leaders who are
prepared to contribute immediately to the organizations in which they work. To accomplish this mission, the
faculty develops programs with challenging curricula that engage students in contemporary business issues and
have a strong grounding in the arts and sciences. A focused assurance of learning program assesses student
outcomes and identifies areas for improvement in the curriculum. Policies and procedures assure that graduating
students meet Bentley standards.
The Bentley University Faculty Manual places the ultimate responsibility for the program portfolio with the provost
and the deans of business and arts and sciences. Under Bentley’s shared governance system, new programs may
originate with either administration or faculty, but the faculty develops and approves programs and courses before
their introduction. Academic Affairs Strategic Planning Retreats (AASPR), attended by senior faculty and
administrators have shaped new programming, as have academic departments, the President and the Provost.
Bentley’s portfolio of bachelors, masters and doctoral degree programs (see Appendix 4.1) is tightly linked to the
institution’s strategy and areas of thought leadership, and has been developed based on faculty expertise and
interest as well as on market need. Routine program reviews and learning assessments help assure the quality of
the curricula. All programs are implemented only after a careful iterative review by faculty governance, as
described below. Bentley aims to offer programs that respond to the needs of domestic and international business
and society, and to discontinue programs, majors or concentrations that are not strategic.
This standard discusses the undergraduate degree programs, the graduate degree programs, integrity in the award
of academic credit, and assessment of student learning.
2. Description
2.1. Undergraduate degree programs
Undergraduates can earn a Bachelor of Science degree in one of twelve majors or a Bachelor of Arts degree in one
of eight majors. Appendix 4.2 lists the number of graduates from each of these programs. Bentley offers two
optional second majors, the Business Studies Major (BSM) for BA students and the Liberal Studies Major (LSM) for
Standard 4.
BS students. These are not designed to be independent majors but instead serve as complements to the primary
major. Students also may declare a four course minor from among thirty-four options.
All undergraduate degree programs at Bentley University are informed by the institution’s commitment to the
fusion of business and the arts and sciences. Consistent with the emphasis on this fusion, every undergraduate
major builds on the foundation of the fifteen-course General Education core. All business majors require the entire
nine-course General Business core in addition to discipline specific work. With the exception of the BA in Liberal
Arts, a self-designed major in which a student works with a faculty advisor to develop a customized degree
program, all non-business majors require a five-course business studies minor.
Bentley’s formal oversight process for undergraduate academic programs is built around a committee structure
that includes members elected by the general faculty. Curricular changes with strategic implications are reviewed
first by the Curriculum Policy Committee (CPC) that considers the proposals in the broad context of the university’s
mission and provides guidance to the authors of proposals. When a proposal is developed fully, the Curriculum
Implementation Committee (CIC) reviews its details, votes on the proposal, and sends its recommendation to the
Faculty Senate. The implementation committee reviews courses and programs to ensure that they are rigorous
and coherent and afford students the opportunity to develop knowledge and skills in a specific disciplinary or
clearly articulated interdisciplinary area. It also ensures that courses are designed with appropriate contact hours
and workload relative to the credits awarded. The Senate, considering input from CIC and CPC, when relevant, also
discusses and votes on all course and program proposals. For programmatic changes, the approval of the General
Faculty is required.
Every undergraduate major and minor is associated with a specific department (or combination of departments)
that is expected to evaluate the program annually and submit a summary to the appropriate dean. Instructors
receive student feedback (SETs) for every course section they teach through an online system. These are used to
identify strengths and weaknesses of the course from a student perspective.
2.1.1. General education curriculum
The general education curriculum requires forty-six credits distributed across the study of the humanities, the
natural and mathematical sciences, and the social sciences. All Bentley undergraduates also take a minimum of 15
additional credits in arts and sciences electives. Consequently, at least half of the 122 credits earned by
undergraduates are in arts and sciences. The general education curriculum assures that Bentley undergraduates
develop (1) knowledge and understanding of scientific, historical, social, and cultural phenomena; (2) effective
written and oral communication skills; (3) critical and analytical thinking skills; (4) personal and social
responsibility; and (5) an understanding of appropriate and ethical uses of information technology.
Recognizing the critical importance of communication skills, the general education requirements include a six-
credit sequence in expository writing. Effective communication skills are also stressed through six credits in
courses that are designated as communication intensive, at least one of which must be in the student’s major. In
addition, students are required to take at least one course that is designated as United States diversity intensive
and one that is designated as international intensive. These requirements were developed to ensure that all
students were exposed to at least some discussion of diversity and international context as part of their
undergraduate curriculum.
27.
A one-credit first year seminar is also required in the general education curriculum. Taken during the fall of the
first year, the seminar helps students adjust to college life. It is led by a staff member from the division of student
life and is either clustered with a three-credit course or has a faculty member assigned as an academic advisor to
the seminar.
2.1.2. The general business core
Bentley redesigned its general business (GB) core in 2007 as an integrated nine-course sequence that develops
student knowledge and skills across all fundamental business disciplines. It provides an integrated perspective
illustrating how business functions fit together. A course coordinator monitors each of the nine courses, and the
associate dean of Business Programs is responsible for overall oversight. The sequence was implemented in Fall
2009 and the Class of 2013 will be the first educated entirely under this model.
2.1.3. Major and minor programs
Bentley University offers business majors in Accountancy, Computer Information Systems, Corporate Finance and
Accounting (CFA), Economics-Finance (EC-FI), Finance, Information Design and Corporate Communications (IDCC),
Information Systems Audit and Control (ISAC), Management, Managerial Economics, and Marketing. Most
students major in business1. All business majors complete the general education curriculum, the entire general
business core, and the specialized coursework required for their major. All majors require a minimum of eight
courses, with the interdisciplinary majors (CFA, EC-FI, and ISAC) requiring up to 10 courses. With 61 credits in the
arts and sciences, 27 credits in the fundamental business core and between 24 and 30 credits in a major area, this
curriculum provides Bentley students with a comprehensive education.
In the arts and sciences, Bentley offers majors in History, Philosophy, Global Studies, Media and Culture,
Mathematical Sciences, Actuarial Science, Public Policy, Spanish Studies, and Sustainability Science, the last four
introduced in Fall 20122. Enrollments in arts and sciences majors are small compared to business majors.
Mathematical Sciences was traditionally the most popular arts and science major, enrolling almost half of all arts
and science majors through Spring 2012. The new Actuarial Science major now attracts many of the students who
previously majored in mathematics; there were 32 Actuarial Science majors and 22 Mathematical Sciences majors
as of Fall 2012.
Students can select from 34 minors including thematic and interdepartmental minors as well as those more
disciplinarily based. All 17 departments offer at least one minor. A full list is provided in Appendix 4.4 Panel A.
As described above, Bentley offers two optional second majors to complement the primary major, one for business
and one for arts and science students.
The Liberal Studies Major (LSM) is the optional second major for BS students and currently enrolls
approximately 700 students. This interdisciplinary major is designed to help students construct greater
meaning out of their liberal arts education by combining some required courses from the general
education curriculum with specified electives organized around a concentration. The concentrations are
1 96.8% of declared students in Fall 2012 registered to major in business and 3.2% in arts and sciences.
2 A further major in Health Sciences was approved at the December 2012 General Faculty meeting for a 2013 launch.
Standard 4.
(1) American Studies; (2) Earth, Environment, and Global Sustainability; (3) Ethics and Social
Responsibility; (4) Global Perspectives; (5) Health and Industry; (6) Media Arts and Society, and; (7)
Quantitative Perspectives (see Appendix 4.4 Panel B). These concentrations cut across many disciplines of
the arts and sciences, offering breadth with coherence. The associate dean of Arts and Sciences manages
the program. The LSM requires written annual retrospectives in which students make connections across
their coursework and a comprehensive unifying or culminating project that is determined by the student
in consultation with his or her advisor.
The Business Studies Major (BSM) was approved in 2011 and launched in Fall 2012 as an optional second
major for students earning BA degrees. The major requires eight business courses - a minimum of six from
the general business core and two electives.
2.1.4. Honors program
Since its establishment in 2000, the Honors Program has proven effective in attracting high achieving applicants
and offering these top students a challenging and rigorous academic experience. The program enrolls
approximately ten to fifteen percent of each incoming class. At any given time, the total honors cohort is between
360 and 400 students.
Honors students are currently required to take eight three-credit honors courses including up to three in their
major, depending on the specific major. The remaining courses come primarily from general education and arts
and science elective requirements. Students must also complete a three-credit capstone course that entails
designing and completing an original research project. Although most of these capstone courses are completed
individually under faculty supervision, some are undertaken as group consulting projects under faculty direction.
Honors students present their capstone projects at a spring honors conference.
A review of the Honors Program was completed in 2012 and is available in the base room. The program review
taskforce surveyed major stakeholders - current students, alumni, and faculty - and interviewed those involved
with administering the program, including the director, associate director, and vice president of enrollment
management. The director of the honors program will implement suggestions in the taskforce report.
2.1.5. Service learning
The Bentley Service-Learning Center (BSLC) and its many highly successful programs are central to Bentley’s
mission. The center promotes academic learning through service with the understanding that students’ community
involvement outside the classroom contributes significantly to what they learn within it. The program
encompasses service projects that meet identified community needs, and academic assignments that promote
greater student understanding of the relevant academic course material, social and civic responsibility, and
personal growth. Projects undertaken include direct interpersonal assistance, organizational resource
development, or partner-sponsored research. Approximately 1,200 students and 100 faculty members work with
sixty community partners in 90 service-learning programs annually.
The university recently completed a national search for a new director of the service-learning program who is
expected to continue to strengthen the center and its integration into all academic programs. In particular, Bentley
wants to develop and maintain projects that are an appropriate match for a variety of courses, disciplines, and
majors.
29.
2.1.6. Study abroad and international programs
In support of Bentley’s goal to prepare our undergraduate and graduate students for the global workplace, the
Cronin Office of International Education arranges partnerships and affiliate programs that offer academic and co-
curricular opportunities including exchange programs, study abroad programs, and internships. Partnerships with
universities abroad bring exchange students to further diversify the international student body, provide faculty
with opportunities to develop research, teaching or administrative interests, and host visiting scholars. In addition
to semester-long study abroad programs, Bentley also offers faculty-led, short-term study abroad courses during
the summer, spring, and winter breaks, and courses that include embedded travel components, usually during
spring break. Details of the numbers of undergraduate and graduate students participating in study abroad
opportunities are provided in Appendix 4.7.
2.2. Graduate degree programs
The McCallum Graduate School offers three distinct MBA programs, seven Masters of Science (MS) programs and
two PhD programs. Appendix 4.3 lists the numbers of graduates from each of these programs. The Graduate
Council and Graduate Curriculum Committee, which reports to it, manage the master’s level program portfolio
while the PhD Council reviews doctoral programs. Faculty Senate and the general faculty must approve new and
major changes to master’s programs.
MS and MBA programs are reviewed on a five-year cycle. The guidelines for this process as well as the master’s
program review template’s data requirements are available in the base room.
Highly qualified Bentley undergraduates can apply to the master’s candidate program. This permits them to enter
most McCallum programs with an abbreviated application process that does not require GMAT exams. Students
must maintain a 3.2 grade point average across their undergraduate courses to be eligible to remain master’s
candidates.
2.2.1. Master of Business Administration programs
Bentley has recently restructured its MBA curriculum to suit the needs of three distinct groups of students: those
with little or no post-undergraduate work experience; those balancing full-time work with their education; and
accomplished professionals seeking a cohort experience to further their leadership capacity.
The Bentley MBA for accomplished professionals is the newest and most innovative of the university’s MBA
offerings. Designed jointly by arts and science and business faculty, it reflects the university’s mission and
distinctive interdisciplinary approach. The program was launched in late July 2012 with an initial cohort of 19
students. The 11 month program is built around four themes of innovation, value, environments, and leadership.
Students travel on two international and one domestic field-based collaboration to understand better how
companies work within a network that includes other corporations, not-for-profits and government agencies.
Instructional activities and collaboration with faculty take place in a studio with state-of-the-art communication
and learning technologies, designed to facilitate both individual and group work.
In recognition of the significant market demand among less-experienced students, Bentley offers the Emerging
Leaders MBA. Consistent with Bentley’s mission to fully prepare students for the workplace, the program offers
experiential learning opportunities. Two courses require students to work on corporate partner problems. In
addition, students meet with business and government officials to further their understanding of international
Standard 4.
economies and cultural awareness in a global business experience, a faculty-led 10-day international trip. Career
development workshops are also offered to help students assess their interests and identify a career path, develop
a resume and interview skills, and find employment.
The Professional MBA, designed for part-time students, has a minimum of 12 courses and allows student to
concentrate (see Appendix 4.8 for the concentration choices). Students without prior coursework from an
accredited program in the business fundamentals3 must complete course work in these fundamentals as well.
Based on a program review of the MBA curriculum, major changes to the professional MBA have been moved
through governance and were approved by the faculty in December 2012. The changes increase the number of
required courses, reduce the number of electives, and bring the curriculum more in line with the Emerging Leaders
MBA program. The revised curriculum will apply to all students admitted in Fall 2013.
Both Emerging Leaders MBA and Professional MBA students can combine their degree with one of the MS
programs described below. Since four of the courses students take can apply to both degrees, the additional MS
requires only six additional courses. Students may also earn a certificate in a specific discipline. These are available
in accounting, business ethics, business analytics, marketing analytics, fraud and forensics, personal financial
planning and taxation.
2.2.2. Master of Science programs
The seven specialty Master of Science degrees are Accountancy, Finance, Financial Planning, Human Factors and
Information Design, Information Technology, Marketing Analytics, and Taxation. These degrees provide in-depth
knowledge of the theory and tools critical to each discipline, while also allowing students to explore how their
specialty relates to other functional areas within an organization. Each degree requires 10 courses, and many have
pre-program requirements. These programs are appropriate for Bentley’s master’s candidate students who want
to obtain more depth in one area of specialization. Many students are enrolled in Accountancy or Taxation in order
to meet CPA requirements.
Bentley has assumed a leading position in offering a hybrid method for delivering on-line courses. Students may
choose to attend classes on campus or remotely via CentraTM
technology that enables distance students to receive
the same class delivery as the students attending in-person. They are visible to the instructor, can ask questions in
real time and participate in classroom discussions. The MS programs in Taxation, Financial Planning, and Human
Factors and Information Design are available entirely in an on-line format.
2.2.3. PhD programs
Bentley’s doctoral programs in business and accountancy focus on preparing students for academic careers. They
include developing mastery of research skills, deep disciplinary knowledge, academic writing ability, and teaching
competence. Students gain a solid understanding of both quantitative and qualitative research methodologies
grounded in a comprehension of alternative philosophies that can be adopted in the social sciences, plus solid
statistical knowledge and skills. Consistent with Bentley’s mission, the doctoral programs also include a class on
ethics and corporate social responsibility.
3 This includes economics, statistics, accounting, finance, marketing, operations, and organizational behavior.
31.
The business program is interdisciplinary with core courses in economics, organization theory, and information
systems. Thereafter students specialize in an area of management such as strategy, marketing and organizational
behavior. The accountancy program offers disciplinary expertise in various areas of accounting from which the
students then specialize in a sub-discipline.
2.3. Integrity in the award of academic credit
Bentley has a thorough system of policies and procedures in place that assure integrity in the award of academic
credit. The Academic Standards Committee assures that academic credits awarded meet Bentley standards for
undergraduate education. The committee comprises elected members of faculty and ex-officio representatives
from administrative offices. Its purpose is to recommend policies in such areas as graduation requirements,
probation, academic warnings, GPA requirements, attendance requirements, examination policies and practices,
grading systems, and the evaluation of student performance. The committee also evaluates existing academic
policies and procedures and proposes new policies to Faculty Senate. The Graduate Council that includes
department chairs from all departments with courses in the graduate school, in collaboration with the Office of
Graduate Student and Academic Services and the Dean of Business, oversees academic standards for the graduate
programs. The PhD Council serves the same role for the doctoral programs. The undergraduate Curriculum
Implementation Committee, the Graduate Curriculum Committee, and the PhD Council review courses to ensure
that they are designed with appropriate contact hours and workload relative to the credits awarded. An academic
calendar committee arranges the semester schedule so that classes meet for the appropriate number of contact
hours. Faculty members are regularly reminded of academic policies and department chairs monitor compliance.
As discussed in Standard 11, Bentley has a well-defined academic integrity system to help assure that students
receiving credit for courses are actually doing their own work. Students and faculty play an integral role in the
academic integrity system.
Bentley University’s degree names and structures follow practices common to American institutions of higher
education. Policies related to the awarding of academic credit and the requirements for degree completion are
clearly stated in the undergraduate course catalogue and Student Handbook. For the graduate program, relevant
information is available in the graduate course catalogue and the Graduate Student Handbook.
The undergraduate course catalogue is reviewed and updated annually. Any course that has not been run within
the past three years is removed from the catalogue. Similarly, changes to graduate school policies or programs are
promptly reflected on the website of the Office of Graduate Student and Academic Services. A least harm/most
benefit policy is employed when changes are made to the curriculum. As such, continuing students may work
toward their original degree based on the same requirements with course substitutions allowed as necessary and
appropriate.
Clearly stated policies exist regarding credit given for undergraduate courses taken at other institutions. Students
may bring in a maximum of 61 credits in transfer and/or alternative sources of credit. Only two courses in transfer
or alternative credit may be applied to the major. Transfer credit evaluation is centralized under the Office of
Undergraduate Admissions. Comparability to Bentley courses is determined by department chairs or their designee
or by the transfer credit coordinator following guidelines provided by the department chairs. The associate
director for Transfer Admissions works closely with area community colleges and high school/college partnerships
to review their curricula and provide updated information about changes in Bentley’s course content. The Cronin
Office of International Education fully reviews programs attended by students studying abroad and the courses are
Standard 4.
also evaluated to assure comparability to Bentley courses by department chairs. Bentley partner universities and
affiliate programs are vetted by the Cronin Office of International Education and an international education
advisory committee, and approved after careful consideration of a program’s credentials and reputation. The
Cronin Office of International Education conducts on-going evaluation of approved programs through student
evaluations, faculty and staff feedback, and periodic site visits.
Once students matriculate, up to ten percent of their remaining credits may be taken at other institutions
following clearly defined policies. The Office of Academic Services determines course away transferability,
following guidelines provided by the Transfer Credit Office and department chairs. At the graduate school, all
courses above the foundation level must be completed at Bentley University. Exceptions to this residency
requirement are made in rare circumstances for a maximum of two courses. Undergraduate students may earn up
to thirty credits through the following: Advanced standing through advanced placement (AP), international
baccalaureate (IB), and college courses completed while in high school, and CLEP and EXCELCIOR examinations. In
addition, adult part-time students may demonstrate learning through assessment of prior learning and ACE credit
recommendations. The number of courses for which credit is granted via assessment of prior learning and ACE
credit recommendations is limited.
An on-line degree audit summary (DAS) is maintained for each student by the Registrar’s Office. This document
tracks a student’s academic progress and is updated by the Registrar’s Office4.
To assure that students are successfully completing degree requirements, the Academic Performance Committee
meets each semester to review undergraduate students in academic difficulty. Responses include written warning
with information about available resources, restricted course load, minimum term GPA requirement, regular
meetings with an academic advisor, academic suspension with or without ability to appeal, and dismissal from the
university. This procedure, including a definition of academic difficulty, is outlined in the Student Handbook and
the Undergraduate Catalogue. A similar process is followed in the Graduate School and is described in the
Graduate Student Handbook.
2.4. Assessment of student learning
Bentley University practices assurance of learning at the program and degree level.
At the undergraduate level, degree level learning goals and objectives have been established for all eleven
business-related and nine A&S degrees, as well as for the general business core and the general education core.
Because of the highly focused nature of the Bentley education, the learning goals and objectives at the
undergraduate business and general education cores are the equivalent of institutional level learning goals.
Learning goals and objectives at the course level are also required in course syllabi submitted to the Curriculum
Implementation Committee (CIC) for all courses that have been introduced or changed substantially in the past five
years.
At the graduate level, the 10 master’s degree programs and both doctoral programs have established program
specific learning goals and objectives. Each program conducts its own assessments. Faculty members are involved
in developing the learning goals and objectives related to their programs and ensuring they reflect the university’s
4 The Office of Graduate Student and Academic Services handled graduate degree audits until Spring 2013.
33.
mission. Program descriptions with associated learning goals and objectives are available to the public via the
Bentley University website (see Form E1, Part A of the Data First Form for the link to each program’s learning goals
and objectives).
Bentley’s assurance of learning (AOL) director provides education and training related to the need for and
objectives of assessment, develops and disseminates a standardized methodology for conducting assessment,
consults with and guides program directors and assessment leaders, and maintains a repository of completed
assessments. Bentley initially employed a sequenced implementation approach to the education and training of
graduate level program directors and undergraduate assessment leaders. Three workshops, which were co-
facilitated by an external expert and Bentley’s AOL director, introduced participants to assessment requirements
and methodology. At the conclusion of the third workshop, most graduate programs were well underway with an
assessment of at least one learning goal/objective. These workshops have been repeated for those responsible for
degree level assurance of learning.
The assurance of learning director also developed, documented and disseminated a standardized methodology for
completing assessments (Appendix 4.10). In addition, an implementation plan (Appendix 4.11), showing activities,
responsibilities, and due dates, was developed for program directors and assessment leaders. A one-page
Assessment Project Summary form (Appendix 4.12) was developed and disseminated to provide guidance on the
documentation required on each assessment project. Finally, an evaluation of the standard methodology occurs
each year, based on the experience of program directors and assessment leaders, and improvements to the
process are identified and implemented.
At the undergraduate level, the responsibility for conducting assessment of student learning lies with the
department chairs. At the graduate level, this responsibility lies with the individual program directors. The program
directors and chairs are ultimately responsible to the associate dean of Business Programs or associate dean of
Arts and Sciences for assessment activities. To date, each of the graduate and most of the undergraduate degree
programs have completed assessments of multiple learning goals/objectives. For several programs, a second
assessment to evaluate the impact of actions taken has occurred, is underway, or is scheduled for Spring 2013.
Responsibility for assurance of learning for doctoral programs rests with the PhD director and the PhD Council.
Course-based assessments and the comprehensive exam (taken after completion of the required courses) assess
the extent to which students have developed this knowledge, and the PhD Council monitors twice a year students‘
progress in pursuing their coursework. Where there are anomalies across subject areas in terms of the success rate
of students, the reasons are explored to make necessary adjustments.
Most program assessments rely on course-embedded measures, graded activities on which it is expected that
students will make their best effort. In smaller programs, course instructors may grade the student submissions
twice, first for a course grade and again for assurance of learning purposes. In several cases, programs have
assessed multiple learning goals/objectives using the same assessment instrument. For all assessments, rubrics
outline the evaluative criteria against which the course embedded student submissions are assessed, with most
using a three point scale of: (1) fails to meet expectations, (2) meets expectations, and (3) exceeds expectations.
Each program has established internal benchmarks against which assessment results are compared to determine
the extent to which learning objectives are being achieved and to identify opportunities for improvement. Program
directors and faculty teaching in the program review data collected through the assessment process. The associate
dean of Business Programs or the associate dean of Arts and Sciences also review the results and any associated
action plans. Assessment documentation materials are available in the base room.
Standard 4.
To date, assessment has focused primarily on what students are learning. The university has less systematic
information on how but the need for a variety of teaching approaches is widely acknowledged on campus. In
particular, experiential learning is seen as a signature component of a Bentley education at both the
undergraduate and graduate level. Teaching workshops sponsored by the university’s Wilder teaching professors
have also addressed innovative learning approaches.
As part of its Maintenance of Accreditation Review resulting from a maintenance site visit in February 2010, the
Association to Advance Collegiate Schools of Business (AACSB), noted that the undergraduate business and the
McCallum School use well documented, systematic processes to develop, monitor, evaluate, and revise the
substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning.
Curriculum management includes inputs from all appropriate constituencies that may include business faculty,
staff, administrators, and faculty from non-business disciplines, alumni, and the business community served by the
school.
3. Appraisal
3.1. Undergraduate degree programs
Notable strengths of Bentley’s undergraduate programs are curriculum innovation and integration. As mentioned
above, a new general business core was adopted in 2007. A key feature of this innovative core is its integrative
design. During their first year, students take a two-course sequence that integrates accounting and finance as well
as a course on the legal and ethical environment of business. The second year includes statistics, a second course
in human behavior in organizations with an emphasis on diversity and an understanding of issues faced by
managers working in global businesses, and a third course that presents a cohesive view of how the operations
management and marketing functions work together. In the third year, students begin to integrate the tools
presented in the early courses into a study of business processes and a project course in which they work with
corporate partners to evaluate a potential business opportunity. In their fourth year, students take a global
strategy course that highlights issues faced by international businesses.
The opportunity to move beyond narrow discipline-specific content in the general business core allows students to
develop the skills needed to solve real business problems; skills such as written and oral communications, issue
identification, collaboration, creativity, problem solving, and applying technology are incorporated across the
curriculum. This innovative integrated approach also familiarizes students with contemporary business issues,
trends and practices, including globalization; the integration of information technology and business; ethics and
corporate social responsibility; and diversity.
The integration of business and the arts and sciences is a signature part of the undergraduate curriculum and both
business students and arts and sciences students benefit from faculty and curricular strengths in these areas.
Examples of this integration are the two optional second majors described previously. The Liberal Studies Major
(LSM) is a unique opportunity for students to demonstrate their ability to think analytically, critically, and
creatively in areas beyond their chosen business or business-related degrees and to understand how their arts and
sciences courses inform their business courses. Because most Bentley undergraduates major in business the
question of how to assure that general education requirements are coherent and meaningful has been particularly
35.
significant. The LSM has proven to be an innovative way to address this concern and has been an attractive option
for students5. The new Business Studies Major (BSM) offers Bachelor of Arts students a similar opportunity to
combine their primary major with an optional second major and further integrate business and arts and sciences.
The LSM program underwent a five-year review in 2010. The e-portfolio work that students are required to submit
as part of the major requirements has been assessed over the past two summers. One challenge identified in the
five-year review was having enough faculty mentors to meet increasing student demand for the program and
particularly in the most popular concentration, Global Perspectives. This was partially addressed by instituting a
small honorarium for faculty members advising students on their culminating projects. Several faculty members
have also been given course releases in exchange for taking on significant numbers of student advisees. A related
challenge involves assuring the uniform quality of the LSM experience. The appropriate deans and department
chairs and the director of the major continue to discuss mechanisms for strengthening the culminating project,
including more communication with faculty mentors about what they should expect from students and more
dissemination of model projects, including at an end-of-the-year LSM reception and showcase.
A further example of curriculum innovation and integration is the creation of five new arts and sciences majors –
four available to students in Fall 2012 and a fifth in Fall 2013. These majors in Actuarial Science, Public Policy,
Spanish Studies, Sustainability Science, and Health Studies were carefully designed by their respective departments
to reflect existing departmental strengths as well as to pair effectively with the business studies major or a
business minor. One potential challenge will be our ability to offer key courses often enough to allow students to
progress successfully through their programs. In the case of the Actuarial Science major, support from Travelers
Insurance has allowed the department of Mathematical Sciences to offer small sections of relevant courses if
necessary.
Another strength of the undergraduate programs is the comprehensive review they receive before introduction.
New programs are subject to multiple levels of review, with faculty actively involved at all stages of the process. In
2010, an additional level of review was added with the creation of a curriculum policy committee to complement
the existing implementation committee that had become too busy responding to requests for specific course and
program approvals to devote sufficient time to bigger questions about the undergraduate curriculum as a whole.
The policy committee was created to address this issue and provide a place to discuss curricular issues at a
strategic level. Since its creation, it has functioned as a forum to discuss curriculum questions with strategic
implications. Because it is relatively new and has an advisory function, a challenge has been clarifying its role in the
program approval process and ensuring coordination with the implementation committee. Some of these
coordination challenges were highlighted and discussed last year when the new arts and sciences majors were
being proposed. As a consequence, a number of recommendations have been made to the Faculty Senate to clarify
its processes.
Although the undergraduate program has benefitted from exciting curricular innovations and thorough review
before introduction of new curricula, an ongoing challenge is ensuring the continued oversight of courses and
programs to assure that courses and programs continue to meet their intended goals. Bentley does not yet have
sufficiently clear procedures in place for terminating programs and the general education curriculum itself has not
been recently reviewed. The proposal that created the current general education curriculum included detailed
5 The number of students enrolled in the LSM as grown form approximately 125 students in 2006 to 700 in 2012.
Standard 4.
explanations for each requirement and its contribution to the educational experience of our students, but did not
explicitly state goals and objectives for the curriculum as a whole. To address this lack, the university has recently
developed a clearly articulated statement of goals and objectives and begun assessment of several of these goals.
One mechanism for addressing the challenge of continued oversight is regular program reviews. As mentioned
above, department chairs are responsible for annual reviews of their departmental programs, such as majors.
These annual reviews replaced an earlier system of five-year reviews. The new review process has been affected
by changes in academic leadership and inconsistent implementation and therefore is not as useful as hoped.
Improvements are needed to make this process more effective. In addition, academic administration has been
working to get other programs not housed within a department onto a five-year review cycle. For example, the
Liberal Studies Major had a five-year review in Spring 2010 and the Honors Program was reviewed in Fall 2011.
As part of efforts to prepare students for personal and professional success, Bentley’s undergraduate programs
provide multiple and flexible opportunities to study abroad. The number of students participating in study abroad
programs has increased significantly over the past 10 years (see Appendix 4.7 Panel A). As the number of students
participating in study abroad programs grows, an important challenge is increasing the geographic diversity of
program offerings, especially to destinations outside Western Europe and Australia. Another challenge is to
increase the diversity of students enrolled in study abroad programs to mirror the overall student body
demographically and economically. The Santander Universities Study Abroad Scholarship Fund was established in
2009 and has proven to be a successful tool in achieving this goal. Priority for these scholarships is given to
students with low to moderate income that will be studying abroad in non-traditional destinations.
One measure of success for Bentley’s undergraduate programs is the strong career placement record of our
graduates, including students attending graduate school (see Appendix 4.5 for data). In 2012, for example, 81% of
graduates responded to our survey; 79% of the respondents reported that they had a job and 19% reported that
they were attending graduate school full-time. Our graduates are also doing well on professional qualifying
examinations such as the CPA and actuarial examinations (see Appendix 4.6). For example, of the 140 Bentley
students and alumni who took one or more parts of the actuarial examinations during 2012, 103 (73.5%) passed.
As Bentley expands its arts and science major offerings, and as more business majors express interest in the not-
for-profit sector, we will enhance appropriate career placement opportunities for these students. Such efforts
have already begun with the creation of the Ferrara Service Fellowships in 2012. Established with a gift, this
program offers stipends to students who want to complete an internship with a non-profit organization.
3.2. Graduate degree programs
Bentley University’s graduate programs provide students nearly 200 courses in twenty-one different business
disciplines (see Appendix 4.1 Panel C). The comprehensive offerings satisfy a wide variety of student interests
while leveraging faculty expertise. Because graduate students can register for electives offered across programs,
they benefit from the variety of offerings and their education is enhanced by the diversity of viewpoints. Students
have the option of creating interesting and creative combinations from the existing course and concentration
offerings. Cross-registration also increases in the likelihood of full course enrollment that allows smaller programs
to remain viable.
With the flexibility and variety offered by the graduate school comes the challenge of assuring rigor, depth and
cohesiveness within and between programs. The complex interconnections between graduate programs make
them more difficult to manage, an issue being addressed in future changes to the portfolio. The portfolio also
37.
encourages a highly heterogeneous student population, leading to some pedagogical challenges and less
satisfaction among more experienced students, particularly in the Professional MBA program.
Several graduate programs are small (see Appendix 4.3). Historically, the institution has sometimes retained
smaller master’s programs below sustainable size and new review principles available in the base room have been
put in place that should address this concern. However, the governing bodies of the graduate school, the Graduate
Curriculum Committee and Graduate Council, have not aggressively scrutinized program reviews nor have they
vigorously evaluated existing programs for financial viability. A culture of trusting colleagues, while positive, has
led to less effective oversight.
Important components of all graduate programs are collaboration with corporate partners, a focus on real-world
problems, and an international dimension. For example, students in the business process courses in the Emerging
Leaders and Professional MBA analyze and model processes for corporate partners or for companies in which they
work. A number of MS in Human Factors and Information Design courses engage corporate partners to incorporate
real business problems as projects. MS in Marketing Analytics students analyze business data sets that come from
contacts faculty members have with professionals. Global business experiences and field-based courses are
available to students in all programs.
Bentley’s online presence has been limited by strategic choice. Three Master of Science programs can be
completed entirely online, and the remainder as well as the Professional MBA feature some courses offered in the
hybrid format. To meet the changing needs of students and potential students, Bentley is currently considering
options to expand online offerings.
3.2.1. MBA programs
The full-time Bentley MBA, the university’s new flagship MBA, launched in July 2012. Staff, administration and
faculty devoted significant effort to recruiting nineteen students from diverse cultural and organizational
backgrounds with at least five years of work experience. Early indicators suggest that the class is an outstanding
match with program expectations about student quality. Students come from 11 countries in Europe, Latin
America and North America, with experience in both for-profit and not-for-profit organizations. Many of the
students have already earned masters’ degrees in other disciplines and a few even have doctorates or are
completing doctoral coursework. It has been gratifying to note that students have cited the program’s thematic
structure, its focus on collaboration to address pressing issues, its integrated approach to disciplinary knowledge,
and its studio setting as important factors in attracting them to Bentley.
In keeping with the university’s strategic focus, the Bentley MBA was developed and is taught through a
collaboration of business and arts and science faculty. The focus on integrating business and arts and sciences at
the undergraduate level, with programs such as the LSM, laid the groundwork for developing the Bentley MBA.
The university anticipates that successful features of the new program will work their way into other masters’
programs.
The market for part-time MBA programs is highly competitive and applications have declined over the past few
years. Applications directly from undergraduate programs, including Bentley, have bolstered registrations but
diminished the program’s appeal for some working professionals. In response, the graduate school has
implemented curricular and policy changes to differentiate the MBA programs; the Professional MBA focuses on
students with work experience and the full-time Emerging Leaders MBA targets students with little or no work
Standard 4.
experience. Following the redesign, each program still needs to be fully aligned with its target audience. This will
result in the number of recent graduates enrolled in the Professional MBA program declining to negligible numbers
over the next two years.
In common with the undergraduate programs, an indication of success for the graduate programs is career
placement for full-time students (part-time graduate students are usually employed). University Career Services
(see Standard 6) has a team devoted to advising and placing graduate students (placement information is provided
in Appendix 4.9). In spite of their efforts, the placement record at the graduate level is not equal to the
undergraduate record. The chief contributor to this is the high number of international students in many of the
graduate programs for whom getting employer sponsorship is difficult. Anecdotal evidence6 suggests that
international students find employment in their home countries but the center is still considering how to better
serve and survey international graduates.
3.2.2. PhD programs
The doctoral programs were launched in 2006. As of May 2012, the doctoral program has graduated twelve
students, eight of them in 2012. Of these graduates, ten are in tenure-track positions, one is in the private sector
and one is teaching part-time having turned down tenure-track offers for family reasons. Graduates have been
placed in universities including Northeastern University, Clark University, Suffolk University, Bryant University,
Providence College and College of Charleston (Appendix 4.13).
The PhD Council governs the program with separate committees for accountancy and business. The council
oversees the current operations of the programs and also identifies ways to improve and develop the programs. As
part of the continuous evaluation and development of the doctoral program, a number of course changes have
been introduced over the past five years to enhance the quality of the program. For example, a research methods
course has been added to ensure that students have a solid, early grounding in research design. Success in securing
external funds to cover stipends has helped offset the costs to the operating budget of Bentley.
One of the primary goals of the program is to place graduates in tenure-track positions in AACSB or other high-
level institutions, a goal that is being achieved. A key to this success has been publications and presentations by
the students with the majority starting to present at conferences in their second year, and many published in
academic journals by their fourth year. This enhances their competitiveness on the job market and is an important
factor in the program’s placement success. Another aspect of the program that has contributed to successful
placement is the emphasis placed on learning to teach as well as undertake research. After completing a teaching
seminar to help with teaching skill development, doctoral students teach one course per semester once they enter
the dissertation stage. Many of the students have flourished as teachers (as well as researchers) and the student
feedback and faculty reviews of their teaching have helped in the creation of compelling job application packages.
As part of a relatively small university, Bentley’s doctoral programs face unique challenges. The most significant
challenge has been ensuring a large enough pool of faculty advisors. When the program first began, dissertation
advising and committee work fell heavily on a small group of faculty members. This was particularly evident in the
accountancy program, because the faculty came from just one department. Approaches adopted to solve this
challenge include increasing the number of faculty involved with the doctoral programs and moving admissions to
6 Response rates to placement surveys among the international student/graduate population are low.
39.
every other year cohorts. The norm is now for faculty to advise only one or two students who are in the
dissertation stage and over twenty faculty members have served or currently serve as dissertation advisors. The
two-year admissions cycle has also reduced the cost of the program because a larger cohort can be admitted and
students are consolidated into larger doctoral classes. Combining business and accountancy students in many
courses increases program efficiency and enhances cross-disciplinary potential without compromising on quality.
There are currently 33 students in the doctoral program. A doctoral program of between 30 and 40 students is
considered sustainable, especially with the every other year recruiting cycle.
3.2.3. Integrity of academic credit
Bentley’s policies and procedures related to the granting of academic credit are clear, well defined, and well
monitored. The Office of Academic Services (undergraduate), Graduate Student and Academic Services (graduate),
and the Registrar’s Office work together to assure that all credits awarded to students meet Bentley standards.
The Academic Standards Committee regularly examines the policies and procedures and recommends changes
when necessary.
Although the undergraduate catalogue is updated regularly and meets the industry standards, the graduate school
catalogue does not. All graduate program changes and modifications to policies and procedures are updated on
the website promptly but the annual catalogue needs to be enhanced. Specifically, course descriptions and general
information about the institution are not reflected in the graduate catalogue.
3.2.4. Assessment of student learning
The assurance of learning director has laid the groundwork for undertaking effective assessment of all programs.
Learning goals and objectives for each program have been developed to reflect the university’s mission, and have
been publically posted to enhance institutional accountability. This has also helped ensure consistent alignment
between the mission and the programs that are undertaken to achieve it. Faculty engagement with the process
has also been enhanced, and the process decentralized.
Faculty members teaching in each program have been involved in the creation of learning goals and objectives for
their respective programs and have participated in assessment reviews, and in analyzing and acting on results.
Learning goals and objectives at the course level are required in course syllabi submitted to the Curriculum
Implementation Committee for all courses that have been introduced or have had substantial changes in the past
five years. Several programs have modified curriculum, increased emphasis on specific learning goals, or made
other changes resulting from assessment. This has meant that those ultimately responsible for delivering the
curriculum have provided important input to the process and that there is alignment between course-level,
program, and mission-driven learning goals and objectives. A standardized assessment process, with a sample
implementation plan has been established and disseminated to everyone involved in assessment. This provides an
easy to follow roadmap that helps assure consistency, foster inter-program communication, and knowledge
sharing.
Decentralized responsibility at the program level has allowed Bentley to conduct multiple assessments
simultaneously, involve large numbers of faculty and, in many programs, enhanced the perceived pedagogical
value of assurance of learning. Faculty members have begun to recognize the inherent value of assessment, rather
than seeing it as something undertaken solely as a requirement of accreditation. The assurance of learning director
has helped assure that those responsible for assessment at the program level have the training, guidance and
Standard 4.
consultation available and necessary to conduct appropriate assessment. This has proven helpful in the
decentralized model currently employed at Bentley.
Challenges remain. The cultural change described above is not uniform with some faculty members persisting in
viewing assessment as an onerous project only necessary for accreditation. While decentralized responsibility has
allowed Bentley to conduct multiple assessments simultaneously and involve large numbers of faculty in the
process, frequent changes in chairs, program directors, and/or designated assessment leaders make it difficult to
maintain consistency in process, adherence to schedules, and reporting. Opportunities exist to better orient faculty
and provide the necessary training and guidance to those responsible for assessment at the program level.
Participation by faculty in assessment reviews is considered part of faculty service to the institution. This
sometimes means that go to faculty members who are already providing significant service are overly burdened.
While consistency in assessment participation is an advantage to the assurance of learning initiative, the
involvement of more faculty members in conducting the actual reviews is needed to spread the workload.
Completed assessments are not always forwarded to the assurance of learning director for review and archiving,
and there is not an up-to-date electronic repository of assessment activities. Although the results of assessment
reviews are shared with appropriate program/department faculty, they are not routinely shared across
programs/departments. The absence of a mechanism for sharing assessment activities and findings across
programs/departments may lead to a duplication of effort and a missed opportunity to share best practices.
4. Projection
4.1. Undergraduate degree programs
Implement new procedures for annual reviews of each program to ensure that they are conducted in a timely
fashion and produce useful and actionable information. Timeline: Fall 2013: Deans’ Council and department chairs.
Specify procedures in the Faculty Manual for ending programs. Timeline: Spring 2014: Dean’s Council and
department chairs recommendations will be presented to the Faculty Senate for consideration.
Develop and implement proposals to strengthen the Liberal Studies Major culminating experience. Timeline: Fall
2014 through Fall 2016: Associate Dean of Arts and Sciences in partnership with the LSM coordinator and arts and
sciences department chairs.
Refine the role of the Curriculum Policy Committee in the curriculum governance process. Timeline: Academic year
2013-2014: Faculty Senate.
4.2. Graduate programs
Continue to refine the content and market focus of the Emerging Leaders MBA and the Professional MBA with the
general goal of improving their fit for their target audiences. Timeline: Academic year 2012-2013: MBA program
director and associate dean of Business Programs.
Consider strategically aligned ways to leverage hybrid online offerings across graduate programs and determine
whether a greater on-line presence is warranted for each program, with appropriate models for staffing and
41.
compensation. Timeline: Academic year 2013-2014: Dean of Business and associate dean of Business Programs
working with department chairs and program directors.
4.3. Assessment of student learning
Create systems to maintain data on each program’s proposed assessment activities for the next three academic
years, as well as a regular schedule for assessing general education goals and objectives. Timeline: Commencing
Spring 2013 and implemented over four years: Program directors, department chairs, and assurance of learning
director.
Develop and deliver annual orientation or refresher workshops for program faculty newly responsible for
assessment. Timeline: Academic year 2013-2014: Assurance of learning director.
4.4. Integrity of academic credit
Improve the content of the Graduate Catalogue to ensure that it has industry standard information. Timeline: Fall
2012 and continuing: Associate dean of Business, assistant dean of Graduate Student and Academic Services, and
the Registrar.
5. Institutional Effectiveness
Bentley uses multiple mechanisms to evaluate the quality, integrity and effectiveness of our academic programs.
These range from internal program reviews and assurance of learning assessments, to external review by
accrediting bodies, to performance of our students on CPA and Actuarial exams. We regularly use the information
gleaned from these evaluations to revise programs and courses, to improve student learning, and to insure that
graduates from Bentley meet our standards.
Standard 4.
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1.
Exhibit 4.1 Academic degree programs
Panel A: Undergraduate Bachelor of Science degrees Bachelor of Science in Accountancy The AC major prepares students to enter careers in public accounting, corporations, small businesses, nonprofit organizations and government; it emphasizes underlying principles in cost management, financial accounting and reporting, accounting information systems, U.S. federal taxation, and financial statement auditing or internal auditing, and their application to management situations. Bachelor of Science in Actuarial Science The Actuarial Science major provides preparation for up to four actuarial exams (Exams P/1, FM/2, MLC and MFE/3F) as well all of the necessary VEE (Validation by Educational Experience) credit. In addition, qualified students will have the opportunity to pursue an internship in actuarial science. Graduates are in great demand by the insurance, financial services and consulting industries and are often recruited for leadership development positions in top insurance companies. Bachelor of Science in Computer Information Systems The CIS major equips graduates with understanding of information technology (IT) capabilities and implications, as well as with competency in “best-‐of-‐breed” methodologies and tools for information systems development, preparing them for business or systems analyst, application developer, systems integrator, IT liaison, end-‐user support, network manager, or technical support specialist positions. Bachelor of Science in Corporate Finance and Accounting Consisting of 30 credit hours jointly delivered by the Accountancy and Finance departments, the CFA major prepares students for careers in corporate finance by developing their skills in accounting, finance, business analysis, communication, team work, and business process. Several courses use Enterprise Resource Planning software to familiarize students with integrated IT systems. Bachelor of Science in Economics-‐Finance The E-‐F major consists of 27 credit hours jointly delivered by the Economics and Finance departments, preparing students for careers in financial services, including banking, industry and government, and for graduate study in law or business. Graduates develop knowledge and skills in financial statement analysis, the financial system, and a strong foundation in micro-‐ and macro-‐economic theory. Bachelor of Science in Finance FI majors prepare for careers in commercial banking, corporate finance, financial planning, insurance, money management, the credit, trust, or operations departments of financial service firms or investment brokerage by developing analytical and quantitative skills, understanding the finance function in varying types of firms, gaining global perspective on financial institutions and markets, and applying IT in financial analysis, asset valuation, and risk management. Bachelor of Science in Information Design and Corporate Communication Serving pre-‐work-‐experienced 18-‐22 year old domestic and international students only, the IDCC major enables students to translate into practice oral, written, visual and managerial theory, learning industry-‐ accepted standards in application, research, design, and evaluation of approaches to communication for careers including public relations, technical writing, corporate communication, and web design. Bachelor of Science in Information Systems Audit and Control The revised Accounting Information Systems major (ISAC) became effective in fall 2007 and consists of 30 credit hours jointly delivered by the Accountancy, Computer Information Systems, and Information Process and Management departments. It
Appendices.
equips students for positions in accounting, auditing or IT departments in accounting service, software, or any firm with advanced information systems. Bachelor of Science in Management The MG major’s objective is to develop ethical and socially responsible managers and leaders, equipped with interpersonal competence, the ability to understand the entire organization, and a portfolio of skills for not only first jobs but throughout a wide variety of careers in the changing global business environment. Global, human resources, and entrepreneurship elective course tracks are optional. Bachelor of Science in Managerial Economics Serving pre-‐work-‐experienced 18-‐22 year old domestic and international students only, the ME major requires three economics (EC) courses: Intermediate Price Theory, Intermediate Macroeconomics, and Research in Managerial Economics, two EC electives, and three courses from a choice of eleven concentrations. It prepares graduates for private or public sector jobs, or graduate study in business or law. Bachelor of Science in Marketing The MK major provides education for entry-‐level as well as management positions in product management, sales and distribution, advertising and promotion, new product development, marketing research, database marketing, retailing, services marketing, business to business, e-‐Marketing, international marketing and customer data analytics in a variety of types of profit and not-‐for-‐profit organizations. Bachelor of Science in Mathematical Sciences The MA major prepares students to think quantitatively, to reason analytically, and to apply mathematical models to problems in economics, finance, environmental management, marketing, and other business fields. Many majors complete one or more internships in that field. The Liberal Studies Major The LSM is the only second major that Bachelor of Science (BS) students can undertake. The LSM is designed to help students develop their ability to think analytically, critically, and creatively within and across arts and sciences and business disciplines. Students choose from a list of themes around which to base general education and elective course selection, and maintain a record of regular discussions with a faculty advisor/mentor, annual analytical retrospectives, and a unifying project in individual electronic portfolios.
Panel B: Undergraduate Bachelor of Arts Degrees Bachelor of Arts in Global Studies The Global Studies major provides students with a strong background in geography, culture, language, international relations and economics, enabling them to understand and analyze issues in an international and intercultural context, compete in an interdependent world, and succeed in a challenging global environment. All GLS majors complete study abroad and additional language requirements. Bachelor of Arts in History A major in history promotes critical thinking, data analysis, and communication skills. It also provides excellent preparation for careers in professional fields such as business, law, journalism, government, and education. All history majors must complete a business studies minor or a business studies major. Bachelor of Arts in Liberal Studies The Liberal Arts major is a student-‐driven and designed program that allows students to customize their studies to a specific area of interest. This major comprises 10 courses selected in consultation with the Liberal Arts major coordinator and a faculty advisor. The tenth course is a senior thesis completed under the supervision of the faculty advisor. Majors may focus their studies in a specific area of interest not covered by an existing Bentley major — for example, sociology or psychology. Students
3.
may also choose courses from several departments to create an interdisciplinary major with a focus that can range from communications to natural sciences to gender studies. Bachelor of Arts in Media and Culture The Media and Culture major combines creative arts with business and information technology, addressing the need for creative business professionals to gain an understanding of the past, present and future of media forms and contents. Students take hands-‐on media production courses as well as classes that emphasize theory. The major culminates in a media-‐related internship or capstone project. Bachelor of Arts in Philosophy Philosophy majors examine fundamental human questions through rigorous study, emphasizing clarity of thought and expression, careful reasoning and problem solving, and synthesizing diverse viewpoints. These intellectual skills, combined with broad exposure to the liberal arts, are highly valued by the business community, and by schools providing graduate training in law, business, and other disciplines. Bachelor of Arts in Public Policy The Public Policy major is directed toward analysis and understanding of how problems are identified and placed on the public agenda, how policies are formulated and decisions are made, and how decisions are implemented and formally evaluated. The major incorporates core public policy courses, a range of electives drawn from related disciplines, and experiential learning and internship opportunities. This major was approved in February 2012. Bachelor of Arts in Spanish Studies The Spanish Studies major integrates the language, culture, history and contemporary affairs of the Spanish speaking world with the study of business. This unique combination prepares students interested in pursuing careers with international components. The major incorporates a global experience that can be fulfilled with either an internship at a company with interests in a Spanish speaking region, or an approved study abroad experience. This major was approved in February 2012. Bachelor of Arts in Sustainability Science This is the first science-‐based major offered at Bentley. It will prepare students to analyze the impacts on, interactions with, and limitations of Earth’s environmental systems related to societal and business activities, and to act as business and community leaders in ways that are sustainable in terms of environmental, economic and societal considerations. Students have a strong foundation in laboratory sciences, field experience in environmental science coupled with a capstone project or a workplace-‐based internship. This major was approved in February 2012. The Business Studies Major The BSM is the only second major that Bachelor of Arts (BA) students can undertake. The BSM is designed to help students develop their business skills in more depth than provided in the BA degrees. Students take the first 6 business core courses that include coverage of the major business disciplines (business law, accounting, finance, business statistics, organizational behavior, and marketing & operations management). They can then select two other business courses in consultation with their major advisor.
Panel C: Graduate Programs Master of Business Administration, Bentley MBA The Bentley MBA is an intensive 11-‐month program designed to help students with 5 or more years of work experience develop their own leadership style. Created through a unique partnership of Business and Arts and Sciences faculty, the program features four themes: Innovation, Value, Environments and Leadership. Each theme requires 10 weeks of study, with themes being connected by 2-‐week field-‐based experiences in which students work with host organizations and members of their network. Two of these experiences take place outside the US, one within. On-‐campus work takes place in a studio equipped with the latest in communication and instructional technologies, allowing faculty and students to collaborate on class matters and on the issues central to the field-‐based experiences.
Appendices.
Master of Business Administration, Emerging Leaders The Emerging Leaders MBA is an intensive 60-‐credit hour, two-‐year full-‐time program. The program is intended for students with little business experience. It helps these students develop experience through a field-‐based examination of the role of social context in global commerce, a hands-‐on engagement at a firm to examine and improve business processes, and coursework focused on developing realistic business plans for start-‐up firms, including options for financing. Program revision was approved in September 2010 and course revisions approved in December 2011 and implemented in Fall 2012. Further revisions were approved in December 2012 and will be implemented in Fall 2013. These changes reduce the program from 20 courses to 18 courses that total 55 credits. Master of Business Administration, Professional The Professional MBA emphasizes choice, flexibility, personal customization, and efficient use of any prior business studies for students with moderate or extensive work experience (generally, 3 or more years). The program is a minimum of 36-‐credit hours for those with applicable prior business study and up to 55-‐credit hours for those without. Students are encouraged to take one of 8 possible concentrations. The last major revision occurred in 2007. The first phase of current program review was completed in May 2011 and significant revisions were passed through faculty governance in Fall 2012 for implementation in Fall 2013. With these revisions, the program will be a minimum of 12 courses (37-‐credits) to a maximum of 15 courses (46-‐credits). MS + MBA, Day Program The MS+MBA was launched in 2005 to integrate the full-‐time (Emerging Leaders) MBA program with either the MSIT or the MSHFID (see below), forming an intensive 66-‐credit hour program of study to prepare students with both broad business skills and knowledge and deep specialized expertise. Markets served: National and international full-‐time students with focus on pre-‐experience students. The MSHFID is no longer allowed as part of the MS/MBA program. Master of Science in Accountancy The 30 credit hour MSA program prepares students to enter a variety of careers in accounting and accounting-‐related fields, including public, corporate, governmental, not-‐for-‐profit, and tax accounting, auditing, and forensic accounting. Markets served: Masters candidate students and other recent undergraduates (Bentley and international); career changers. Master of Science in Finance The 30 credit hour MSF program provides graduate-‐level education in the areas of corporate finance and financial markets. The program is designed to prepare students for the employment and career demands of an international, information-‐ and technology-‐driven economy in a variety of areas of Finance, including financial institutions, corporations and governments. Markets served: local, national, and international students with a quantitative undergraduate background with 0-‐5 years of work experience. Master of Science in Financial Planning The 30 credit hour MSFP provides a thorough in-‐depth understanding of the Financial Planning discipline while developing and refining the critical skills that are necessary for a graduate to successfully practice as a Financial Planning professional in roles such as financial planning adviser and consultant or executive in private and public firms across a variety of industries. Markets served: Local part-‐time students, including career changers and enhancers. The most recent program review, completed in Spring 2012. Master of Science in Human Factors in Information Design The 30 credit hour MSHFID program provides a deep understanding of human behavior, complemented by mastery of rigorous research methods and interaction design best practices, giving its students an ability to improve the usability of technology products, increase human performance, and enhance the overall strategic positioning of the organization. Markets served: mid-‐career professionals in the human factors profession; career changers. Master of Science in Information Technology The 30 credit hour MSIT program prepares professionals for careers that require the integration of deep information systems knowledge with a strong understanding of global business and particularly the globally distributed nature of modern IT work. The program’s technology focus is at the architectural level. Markets served: Five-‐year students; local and international career
5.
changers. Last major revision was launched in 2007. A program review was completed in 2006, which resulted in moving 9 credits of pre-‐program requirements into the core of the MSIT and also restructuring the required courses in the program. Master of Science in Marketing Analytics The 30 credit hour MSMA program launched in 2004 specializes in marketing analytics: it teaches students how to generate, analyze and use information to make informed marketing decisions, how to determine the financial impact of those decisions, and how to evaluate the effectiveness of their marketing investments. It has a strong focus on the hands-‐on use of statistical tools to analyze real-‐world data. Markets served: Five-‐year students; other recent undergraduates (local, national and international) with interest in marketing and analytics; those with work experience outside the marketing area who wish to enter the field of marketing analytics; those with experience in marketing and/or analytics who wish to increase their knowledge of the field. The most recent program review completed in Spring 2011. Master of Science in Taxation The 30 credit hour MST program is intended for individuals looking for a comprehensive education in Taxation with a firm grounding in the critical skills necessary for this discipline. The program prepares the students to succeed at the highest levels of the tax profession. The focus is not on the narrow technical area of tax compliance but on preparation for leadership positions in the tax profession. Markets served: Local part-‐time students – career changers and enhancers. The most recent program review completed in Spring 2012. Doctor of Philosophy in Accountancy Launched in 2006 this program covers detailed knowledge in the accountancy subject domain as well as covering general research skills and ensuring that students understand the contemporary business context through seminars in globalization and ethics and social responsibility. Students will also undertake research in a specialist area of accountancy that will prepare them for an academic career involving research and teaching. Doctor of Philosophy in Business Launched in 2006 this program covers an inter-‐disciplinary business core of Organization Theory, Microeconomics and Information Systems as well as covering general research skills and ensuring that students understand the contemporary business context through seminars in globalization and ethics and social responsibility. Students will also have courses in a particular area of concentration within the broad domain of business, such as marketing, and undertake research in specialist areas that prepare them for an academic career.
Appendices.
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7.
Appendix 4.2 Undergraduate program graduating student numbers
Oct '07 to May '08
Oct '08 to May '09
Oct '09 to May '10
Oct '10 to May '11
Oct '11 to May '12
Associate degrees
4 2 3 0 0
Bachelor of Arts degrees EN 2 1 0 0 0
HI 1 1 1 2 1
INT/GLS 8 12 8 7 7
LA 3 4 4 4 3
PSC 4 0 1 1 0
MC 0 5 7 7 8
PI 0 1 0 0 0
18 24 21 21 19
Bachelor of Science degrees AC 138 143 150 154 147
AIS1 4 1 0 1 0
BEC 0 1 0 0 0
CS 29 33 35 31 43
EF 119 112 150 130 162
FA 154 156 136 135 139
FI 203 207 149 140 181
IDCC 39 27 24 29 15
ISAC 2 13 19 13 18
MA 12 9 15 15 21
ME 27 39 40 44 38
MG 158 145 147 142 150
MKT 161 169 162 147 176
PFS1 1 0 0 0 0
MK1 0 1 0 0 0
1047 1056 1027 981 1090
Total undergraduates
1065 1080 1048 1002 1109
Post-‐baccalaureate
5 6 3 6 5
1: Program discontinued
Appendices.
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9.
Appendix 4.3 Graduate program graduating student numbers
Oct ’07 to May ‘08
Oct ’08 to May ‘09
Oct ‘09 to May ‘10
Oct ’10 to May ‘11
Oct ‘11 to May ‘12
Certificates 52 46 46 69 84
DMBA 8 27 26 42 33 EMBA 99 149 186 207 185 FIAMBA2 91 44 16 9 8 MBA2 10 6 3 0 0 MSA 102 142 129 173 185 MSAIS2 1 0 0 0 0 MSCIS2 1 0 1 0 0 MSF 42 79 55 62 73 MSFP 21 23 19 18 13 MSHFID 19 34 16 31 28 MSIAM2 1 0 0 1 0 MSIT 37 20 21 28 35 MSMA 9 14 13 23 39 MSMBA3 6 9 6 7 9 MSREM2 9 10 5 3 0 MST 85 71 78 98 88 MSCF2 0 1 1 0 0 MSITE2 0 0 0 11 1
Ph.D.
1 0 3 8
1: Certificates are awarded for students completing a concentrated set of four courses in certain fields. 2: Program discontinued 3: Most MSMBA students are MSIT; some MSHFID
Appendices.
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11.
Appendix 4.4 Number of students with minors and LSM concentrations
Panel A: Minors
2009 2010 2011 2012
Accountancy 12 11 16 22 Actuarial Sciences1 0 5 11 9 Behavioral Science-‐Management2 4 5 2 0 Business Economics 19 24 30 28 Business Studies 36 33 27 99 Computer Information Systems 142 138 106 124 Earth, Environment, and Global Sustainability 1 4 12 4 English and Media Studies 19 14 25 24 Entrepreneurial Studies1 0 3 18 33 Finance 44 51 46 38 Global Studies 37 41 40 37 Gender Studies 0 1 5 3 History 18 20 27 29 Health and Industry 3 8 5 5 Information Design and Corporate Communication 56 66 60 72 Information and Process Management 19 21 11 12 Information Technology2 4 1 0 0 International Economics 3 4 8 7 Law 148 162 124 134 Mathematical Sciences 39 44 43 38 Management 84 86 110 83 Marketing 29 33 36 39 Modern Language-‐Chinese 10 18 15 12 Modern Language-‐French 7 7 6 3 Modern Language-‐Italian 2 3 1 0 Modern Language-‐Japanese 0 3 4 1 Modern Language-‐Spanish 25 29 27 24 Nonprofit Organizations3 0 0 0 12 Natural and Applied Sciences 5 3 5 4 Philosophy 5 6 10 7 Politics 10 15 12 15 Psychology 49 76 81 63 Sports Management3 0 0 4 18 Sociology 4 4 11 16 Sociology of Diversity and (In)Equality 1 2 0 1 Workplace Studies 0 0 0 0
1: Minor new as of fall 2010 2: Minor no longer offered 3: Minor new as of fall 2011
Appendices.
Panel B: Liberal Studies Major concentrations
2009 2010 2011 2012
American Studies 32 39 39 28 Diversity and (In)Equality 4 3 0 0 Earth, Environment, and Global Sustainability 59 78 79 58 Ethics and Social Responsibility 92 98 92 50 Global Perspectives 332 332 332 231 Health and Industry 79 84 92 67 Imagination and the Human Experience4 1 0 0 0 Media Arts and Society 135 140 124 78 Quantitative Perspectives 64 62 63 44 Workplace and Labor Studies4 1 0 0 0
4: Concentration no longer offered
13.
Appendix 4.5 Undergraduate program placement statistics
2012 2011 2010 2009
CLASS PROFILE
Number of May graduates 898 834 820 869 Women 41% 41% 44% 42% ALANA 18% 18% 18% 15% International Students 9% 7% 5% 6%
PLACEMENT STATISTICS
Percentage response rate at six months 81% 93% 87% 74% Percentage of undergraduates that have a job at six months 79% 78% 82% 81% Percentage of undergraduates attending graduate school full-‐time 19% 21% 17% 17% Percentage of undergraduates seeking employment at six months 2% 1% 1% 2%
EMPLOYMENT PROFILE
Median Salary 50,000 50,000 50,000 50,600 Average Salary 49,050 48,934 48,737 49,055
Appendices.
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15.
Appendix 4.6 Professional examination results
CPA Examination Pass Rates
Bentley Weighted Average of seven schools1
Percent of Events Passed Percent of Events Passed2
2010 56% 56% 2009 55% 56% 2008 57% 59% 2007 52% 56% 2006 50% 53%
1: The following schools comprise the 7 comparison institutions: Babson College, Bentley University, Boston College, Boston University, Northeastern University, Stonehill College, and Suffolk University 2: Percent of Events Passed represents a combination of all four sections of the CPA exam. The S series presents pass rates for each section of the exam
Actuarial Examinations: Pass Rates on P/1 and FM2 Exams
Bentley3 Approximate National Averages
Percent Passed P/1 Percent Passed P/1
2011 81% 44% 2009 64% 38%
Percent Passed FM/2 Percent Passed FM/2
2012 67% 48% 2010 63% 49%
3: These represent only current Bentley students taking the examination. We do not have accurate historical data that includes Bentley alumni.
Appendices.
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17.
Appendix 4.7 Study abroad student numbers
Program and Term 2006-‐07 2007-‐08 2008-‐09 2009-‐10 2010-‐11 2011-‐12 2012-‐20131
Panel A: Undergraduate Programs
Fall Semester 112 112 127 129 143 179 169 Spring Semester 110 151 132 119 120 128 103 Full Academic Year 0 0 0 0 0 0 4
222 263 259 248 263 307 276
Faculty Led (All sessions) 164 131 132 145 156 146 931 Summer 79 64 49 64 59 58 -‐ TOTAL 465 458 440 457 478 511 3691
Panel B: Graduate Programs
Winter Faculty Led 8 17 19 25 22 31 24 MBA Faculty Led 0 0 0 0 30 45 88 Spring Break Faculty Led 0 0 0 11 20 39 40 May Faculty Led 61 76 50 89 71 53 -‐ Summer 0 0 6 3 3 0 -‐ TOTAL 69 93 75 128 146 168 1521
Panel C: Overall
Total Graduate and Undergraduate 534 551 515 585 624 679 521 Number of Countries -‐ 24 23 26 31 37 28
1: Only includes Winter and Spring Break courses. May and summer courses included in prior year totals
Appendices.
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19.
Appendix 4.8 Professional and Emerging Leaders MBA concentration choices
Concentration Choices
Accountancy Business Analytics
Economics of Financial Markets Finance
Information Systems and Technology Law and Taxation Management Marketing
Appendices.
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21.
Appendix 4.9 Graduate program placement statistics
Panel A: Graduate Profile and Employment
Number of Graduates
Percentage International
Percentage responding
Percentage employed (3 months after)
2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012
E.L. MBA1 48 56 32 58% 54% 53% 54% 52% 88% 76% 72% 82%
Prof. MBA2 (FT) 53 75 65 15% 20% 14% 58% 48% 55% 90% 64% 97%
Prof. MBA (PT) 151 138 111 7% 1% 5% 77% 56% 73% 91% 91% 96%
MSA 130 184 161 18% 15% 37% 55% 43% 73% 93% 83% 91%
MSF 54 63 71 52% 51% 70% 33% 35% 73% 92% 45% 71%
MSFP 18 18 14 6% 0% 7% 39% 44% 79% 100% 88% 91%
MSHFID 15 32 27 13% 6% 7% 80% 59% 74% 80% 84% 100%
MSIT 15 34 29 40% 24% 38% 60% 62% 83% 50% 86% 100%
MSMA 13 26 22 38% 65% 46% 54% 58% 82% 80% 60% 93%
MST 77 99 76 1% 5% 11% 56% 57% 64% 88% 86% 94% 1 Emerging Leaders MBA (previously the Day MBA) 2 Professional MBA (previously the Evening MBA)
Panel B: Salary Data ($ Thousands)
Number of Graduates
Median Salary (<1 year exp.)
Median Salary (>1 year exp.)
Minimum Salary
Maximum Salary
2011 2012 2011 2012 2011 2012 2011 2012 2011 2012
Emerging Leaders MBA 56 32 69 71 75 90 30 20 110 116
Professional MBA (FT) 75 65 55 58 65 -‐ 28 35 80 100
Professional MBA (PT) 138 111 55 60 80 76 37 18 370 137
MSA 184 161 55 55 55 56 32 12 92 203
MSF 63 71 60 55 55 60 20 24 70 85
MSFP 18 14 62 -‐ 118 60 46 36 150 150
MSHFID 32 27 -‐ -‐ 80 85 63 52 108 114
MSIT 34 29 60 63 80 73 50 46 135 125
MSMA 26 22 48 60 57 79 25 27 120 135
MST 99 76 55 55 80 90 46 21 200 210 Salary data not reported when small number of observations could violate confidentiality.
Appendices.
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23.
Appendix 4.10 Assurance of learning assessment methodology
© 2008 James L. Salsbury
Exhibit X: Process for Assessment of Learning Goals & Learning Objectives
Define Learning Goals & Learning
Objectives
Complete course mapping & create alignment matrix
Summarize results of course mapping
Arethere learning
objectives scheduled for re-
assessment?
Decide on which learning
objective(s) to assess
No
Determine direct method thru which measurement will
be done
yes
Determine specific deliverable to be
used for assessment
Establish internal benchmark
(% acceptable or better)
Determine sample size
Identify who will conduct
assessment
Has rubricbeen created for
this learningobjective?
Can existing rubric
be used for thisAssessment?
yesDevelop assessment rubric No
No
Pilot test rubric
Yes
DoesRubric require
Revision?Revise rubricyes
Complete training session on use of
rubric with assessors
Conduct assessor inter-rater reliability
Isinter-rater reliability
acceptable?
No
Select sample to be assessedYes Conduct
assessment
Aggregate data from assessment by rubric trait &
level of achievement
Interpret results
Have internal
benchmarksbeen
achieved?
Schedule next assessment for
this/these learning objective(s)
Yes
Identify opportunities for improvement &
design changes to program/major
NoImplement changes to
program/major
Assemble all required
documentation***
Complete one-page assessment
summary
Submit documentation to Associate Dean of
Business, Graduate & Executive Programs
Endprocess
No
Review results with program
faculty
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25.
Appendix 4.11 Assurance of learning implementation plan
Owner: Date (original): Date (revision):
ACTION ITEMS Responsible Person
S O N D J F M A M J J Date
Completed Comments/ Remarks
Define learning goals & objectives Complete course mapping & create alignment matrix Summarize results of course mapping Decide on which learning objective(s) to assess Determine direct method by which measurement is done1 Establish internal performance benchmark (% Accept or better) Determine sample size Identify who will conduct assessment Develop assessment rubric Pilot test rubric and revise, if necessary Complete training session on use of rubric with assessors Complete assessor inter-‐rater reliability Complete additional training session on use of rubric with assessors, if necessary Select sample Conduct assessment Aggregate data from rubric by trait & level of achievement Interpret results If appropriate & indicated, identify opportunities for improvement and design changes to program/major Implement changes to program/major Schedule next assessment for this/these Objective(s) Document process and results2
Submit documentation to Assurance of Learning Council
1 Examples include case study, projects, written assignments, oral presentations, exams, etc. 2 One page assessment summary form that any documentation created during the assessment process can be attached to will be provided by AOL Council
Appendices.
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27.
Appendix 4.12 Assurance of learning assessment summary report
Assurance of Learning: Learning Goals and Objectives Assessment Summary Report (Please complete this Report for each Assessment Project undertaken)
Program/Major: Assessment Leader Name: Assessment Leader email Address: Assessment Leader Campus Phone #: Learning Goal(s) Assessed this Report: Learning Objective(s) Assessed this Report: Date of previous assessment(s) of these Learning Objectives, if any: Start date of this Assessment: Actual/Planned End date of this Assessment: Assessment Method (i.e., selection, course-‐embedded, stand-‐alone testing or performance): Specific Assignment Used for Assessment (i.e., common exam, common or similar graded paper, common of similar graded case analysis, common or
similar graded individual presentation, etc.): Total Population Size from which Sample Taken: Sample Size: Names and Position of Assessors: Measurement System Analysis (method and dates assessor reliability established): Internal Performance Benchmark (i.e., % accept or better): Summary of Results Against Internal Performance Benchmarks: Date of Review of Results by Program or Major (Please specify faculty committee and/or administrative body): Opportunities for Improvement Identified: Opportunities for Improvement Implemented (include description of changes to curriculum, etc., and dates implemented): Scheduled next assessment of this/these Learning Objective(s): Date of review by Responsible Associate Dean(s): Brief Self-‐assessment of Process Used Strengths: Opportunities for Improvement:
(Please retain actual assessment instruments and individual score sheets. Please attach complete list of learning goals and objectives for your program or major, alignment matrix, rubric(s) utilized, Appendix of results aggregated by trait and level of achievement, and minutes of any and all reviews and deliberations related to results and improvement activities.)
© 2008 James L. Salsbury
Appendices.
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29.
Appendix 4.13 Doctoral program placement statistics
Institution1 Rank
Brown University Non-‐tenure track Bryant University Tenure-‐Track California State University -‐ Channel Islands Tenure-‐Track Clark University (2) Tenure-‐Track College of Charleston Tenure-‐Track Florida Gulf Coast University Full-‐time2 Florida International University Tenure-‐Track Northeastern University Tenure-‐Track Providence College Tenure-‐Track Suffolk University Tenure-‐Track Epsilon Industry
1 One graduate accepted a position at Woodbury College in California. The position was eliminated after the acceptance. 2: no tenure system
Appendices.
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