SE...student with the soft skills essential for success in a professional work environment,...

SE – John Massey School of Business

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CONTINUOUS IMPROVEMENT REVIEW REPORT FOR

AACSB INTERNATIONAL

Southeastern Oklahoma State University

John Massey School of Business

June 5, 2018


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Table of Contents

I. Executive Summary ...................................................................................................................................... 4

A. Engagement. ............................................................................................................................................... 4

B. Innovation ................................................................................................................................................... 4

C. Impact ......................................................................................................................................................... 5

II. Situational Analysis ..................................................................................................................................... 5

A. Factors Shaping Our Mission and Operations .......................................................................................... 5

B. Relative Advantages and Disadvantages .................................................................................................. 6

C. Challenges for the Future ......................................................................................................................... 7

D. Opportunities ............................................................................................................................................ 8

III. Programs Included in Review ................................................................................................................... 8

IV. Progress Update on Concerns from Previous Review ............................................................................ 9

V. Strategic Management .............................................................................................................................. 21

A. Mission, Vision, Strategic Management Planning Processes and Outcomes ......................................... 21

B. Financial Strategies ................................................................................................................................ 25

C. New Degree Programs ............................................................................................................................ 26

D. Intellectual Contributions ....................................................................................................................... 27

VI. Participants ............................................................................................................................................... 28

A. Students. ................................................................................................................................................... 28

B. Community ............................................................................................................................................... 32

C. Faculty ...................................................................................................................................................... 32

VII. Assurance of Learning ........................................................................................................................... 35

A. Overview ................................................................................................................................................ 35

B. Undergraduate Degree Programs ............................................................................................................ 37

C. Graduate Degree Programs ..................................................................................................................... 38

D. Closing the Loop .................................................................................................................................... 38

VIII. Policies for Faculty Management ........................................................................................................ 42

IX. AACSB Tables 2.1, 2.2, 15.1 and 15.2 .................................................................................................... 43


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I. Executive Summary

The John Massey School of Business meets and exceeds the AACSB standards for Engagement,

Innovation, and Impact consistent with our mission and the mission of the university. Below is a

summary of key activities and more detailed data can be found in the appendix of this report. A. Engagement

John Massey School of Business (JMSB) faculty members are actively engaged in their profession as

evidenced by the number of faculty members who have served/are serving as officers in professional

organizations. Seven faculty members have served or are currently serving as professional

associations (six as president). JMSB faculty members are also actively engaged with students and

the community.

Dr. Martin Bressler provides student consultants from his Entrepreneurship class to work on business

projects with the Oklahoma Small Business Development Center located on campus. Projects range

from working with clients in developing a business plan to special economic development research

assignments. Accounting professor Dr. Rhonda Richards and accounting students serve in the

Volunteers in Tax Assistance (VITA) program. One of her students has prepared more than 80 tax

returns this year for clients in the Durant area. In addition, faculty members work with students to

prepare research for Oklahoma Research Day and BrainStorm. Dr. Richards and several other faculty

members visit area high schools to promote the John Massey School of Business and their field of

study. JMSB students also secure internships in Durant-area businesses or work in part-time jobs

which often lead to full-time employment upon completing their degree at Southeastern. Dr. Linda

Bressler coordinates accounting internships and Dr. Kitty Campbell coordinates internships in

management and marketing. Our faculty work closely with area employers and our Career

Management Services at Southeastern to provide this important academic experience.

JMSB faculty members are also actively engaged in the local community. For example, Dr.

Lawrence Silver is a member and past chair of the Melissa, TX Economic Development Corporation

– known in Texas as the 4A board. Professor Rod Leird serves as board member and treasurer for the

Pottsboro Area Development Alliance, is also a member of Pottsboro Chamber of Commerce,

attends annual Ardmore chamber events and meets with the director of the Ardmore Chamber to

review SE's role in community business education and support. JMSB faculty members serve on

various committees and are active members in local civic organizations such as Rotary and Kiwanis.

The JMSB is working on a special program with the Oklahoma Small Business Development

Center in celebration of Women in Entrepreneurship week, October 13-20th, 2018. Although the

program is not yet finalized, the program will bring together faculty members, students, alums,

small business owners, and professionals in the economic development sector.

B. Innovation JMSB faculty members utilize several innovations in the classroom to better assist in student

learning. In addition to employing various learning technology systems such as Connect and

LearnSmart, several faculty members have developed flipped classroom teaching. Also, to address

low Major Field test (MFT) scores in international business, the faculty developed a new course in

international business. Another example of innovation can be seen in our means to address concerns

of student graduates’ career preparation, the JMSB faculty developed a Career Development Seminar


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course. At the completion of the course, students will have a finished resume and cover letter and

will have completed an assessment of themselves in terms of career aptitude, interest, and leadership

style. Students are also required to register with Southeastern’ s Career Management Center and join

LinkedIn.

C. Impact JMSB faculty members research impact is demonstrated by the number and quality of intellectual contributions, which includes 93 Peer-reviewed journal articles, 47 books or chapters, 92 Conference Proceedings, 36 Paper Presentations, and 51 other, for a five-year total of 319 Intellectual Contributions. The tables and journal list can be found in the Section VIII of this report. The impact of our intellectual contributions has resulted in 24 Best Paper Awards, 5 Outstanding educator Awards, 4 Academic Journal editors, and 6 Outstanding Educator Awards. JMSB faculty research has generated thousands of Google Scholar citations, given the relatively small number of faculty members and faculty research can be found quoted in magazines, newspapers, and corporate websites. Please refer to Appendix XE for a more complete listing of faculty engagement-impact-innovation activities. In addition, our alums have made an impact in their professional fields as evidenced by their achievements. Please refer to Appendix B in the JMSB AACSB CIR Appendix document for a list of some of our more distinguished JMSB alums. One small example of engagement/impact can be seen in the internship student comments found in Appendix AE. Students typically remark how important their internship experience was in preparing them for their career both with regard to developing technical expertise and preparing the student with the soft skills essential for success in a professional work environment, including professional appearance, speaking, and office interaction. Now that the university has withstood the state budget cuts and enrollment declines, the JMSB is on an upward track of continued growth and will continue to produce business graduates who will become leaders in business and the professions.

II. Situational Analysis

A. Factors Shaping Our Mission and Operations

i. Community and Location

The University is linked by tradition to the geographic region of southeastern Oklahoma and north central Texas. Although new programs have produced many changes in the geographic origin and the ethnic backgrounds of the student body, they are still primarily products of small towns and rural communities in Oklahoma and Texas. The present student body numbers approximately 4,000. Students are served at eight different locations, including a branch campus in McCurtain County. Located in the southeastern part of Oklahoma in the city of Durant, the main campus is 15 miles from the Oklahoma-Texas border; 90 miles north of Dallas, Texas; 160 miles southeast of Oklahoma City; and 15 miles east of Lake Texoma (one of the largest man-made lakes in the world with approximately 580 miles of shoreline). Durant is a city more than 16,000 people. It is surrounded by productive farm land, excellent grazing land, three rivers, and a state park and recreational area. The economy of Durant is changing from one that has been primarily agricultural to one that is more diverse. This change has been influenced by the recreational

http://www.se.edu/dept/bus/files/2018/05/JMSB-AACSB-CIR-Appendices-Final-document.pdf



http://www.durant.org/


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opportunities at nearby Lake Texoma which serves more than five million visitors annually.

ii. History of Development

On March 6, 1909 the Second Oklahoma State Legislature approved an act designating Durant as the location for a normal school to serve the following 12-county region: Atoka, Bryan, Carter, Choctaw, Latimer, LeFlore, Love, Marshall, McCurtain, McIntosh, Pittsburg, and Pushmataha. Southeastern Oklahoma State University first opened its doors to students on June 14, 1909, as Southeastern State Normal School. The early program of instruction consisted of four years of high school and the freshman and sophomore college years. The first sessions of the school were held in temporary quarters. In 1910, the Normal School Building, later called Morrison Hall, was constructed on Dr. J. L. Schuler’s peach orchard. The original purpose of Southeastern was the education of teachers for the public schools of Oklahoma. The two-year graduates were awarded life teaching certificates. In 1921, the institution became a four-year college and was renamed Southeastern State Teachers College. The primary function remained that of teacher education and the degrees of Bachelor of Arts in Education and Bachelor of Science in Education were authorized. In 1939, the purpose of the college was expanded. Courses leading to two newly authorized non-education degrees – Bachelor of Arts and Bachelor of Science – were added. At this time, the college was renamed Southeastern State College. In 1954, the curriculum was enlarged by the addition of a graduate program leading to the Master of Teaching degree. In 1969, the name of the degree was changed to Master of Education. On May 27, 1968, the Oklahoma State Regents for Higher Education designated Southeastern as an Area Community College. While retaining previous functions, the college moved in the direction of providing greater post-secondary educational opportunities by expanding its curriculum to include new programs in areas such as business, technology, aviation, and conservation. In 1971, the Oklahoma State Regents for Higher Education requested that the state supported institutions of higher education review and evaluate their functions as members of the State System of Higher Education. Upon completion of the review, a comprehensive “Plan for the Seventies” was prepared by each institution and submitted to the Regents. On June 1, 1972, Southeastern submitted its plan to the Regents. They approved the plan on March 29, 1973. On August 15, 1974, the name of Southeastern State College was changed to Southeastern Oklahoma State University by an act of the Oklahoma State Legislature. Since 1974, Southeastern, through institutional reorganizations, has continued to diversify, so that, presently, there are four academic schools: Arts and Sciences, John Massey School of Business, and Education and Behavioral Sciences and Graduate & University Studies.

B. Relative Advantages and Disadvantages

i. Relative Advantages

1) Southeastern is one of only two regional universities in the state of Oklahoma with AACSB accreditation. 2) Articulation agreements with community colleges in Oklahoma and Texas, paired with in-state tuition scholarships for Texas students who attend Southeastern. 3) Completely on-line MBA program that be completed in two years or less.

http://www.okhighered.org/

http://homepages.se.edu/bus/

http://homepages.se.edu/sebs/


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4) Active involvement with the Choctaw and Chickasaw nations that assist in recruiting Native American students. 5) Campus administration supportive of AACSB principles and standards. 6) JMSB faculty highly engaged in their profession, academic research, and the community 7) It should be noted that 30.2% of the international students at Southeastern are business majors providing international exposure to our students. 8) National Recognitions

a) Southeastern Oklahoma State University has been selected to the President’s Higher Education Community Service Honor Roll several times for its extensive involvement in community service. During the academic year, more than 760 individuals from Southeastern (students-faculty-staff collectively) completed approximately 30,000 hours of community service activity while 28,495 (estimated) individuals served through the University’s involvement. b) Victory Media, a media entity for military personnel transitioning into civilian life, has named Southeastern Oklahoma State University to the Military Friendly Schools ® list, as published in G.I. Jobs magazine. The Military Friendly Schools ® list honors the top 15 percent of colleges, universities and trade schools that are doing the most to embrace America’s military service members, veterans, and spouses as students and ensure their success on campus. c) Southeastern ranks sixth in the nation in graduating Native American students, 7th in the nation among marketing graduates. SE typically confers approximately 200 degrees annually to Native American students. d) Recently, the JMSB was named second among the 25 Best Online Master’s Programs in Hospitality Management.

9) Rural location/small college setting, which allows students greater leadership opportunities than a larger university, personalized attention, as well as a safe and non-intimidating learning environment (many of our students come from small schools). 10) Pricing-lower tuition than competitor schools coupled with scholarship monies help make Southeastern an excellent value for the student compared to other AACSB universities.

ii. Relative Disadvantages

1) Rural location-not close to major metropolitan centers with population, major employers, and

leisure activities. Southeastern Oklahoma State University is in Durant Oklahoma, a small town

90 miles north of Dallas, 15 miles from the Oklahoma-Texas border, and 160 miles south-

southeast of Oklahoma City. 2) Limited funding-dependent upon state budgets that have been affected by economic conditions and a small number of private donors. 3) Few major programs and specialized (hot topic) majors for students to choose from. 4) Number of students at Southeastern who select business as their major program of study. Currently, only 11.26% of students at Southeastern major in business compared to 21.7% (nationally http://nces.ed.gov/fastfacts). Nationally, business is by far the most popular major with 358,000 degrees granted compared to social sciences and history (173,000); health professions and related programs (130,000); and education (101,000). 5) High school students in Oklahoma are significantly less likely to attend college (see Table 1) than students from across the country, making a much smaller recruitment pool.

C. Challenges for the Future

The major challenge for the future is to be able to provide financial resources during a period where state budgets are strained and there is reluctant public support for higher education. The


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challenge will be especially significant for the JMSB, as the school seeks to continue the current surge in enrollment. As enrollment continues to grow, hiring new faculty members as needed and where needed will be difficult. Likewise, funds for the JMSB to maintain research and publication requirements will be important. The JMSB would like to be able to recruit a Dean to better develop community and corporate relations and help in fundraising for the business school. As the enrollment in online courses continues to grow, the school of business is impacted in several ways. First, this means a shift in responsibilities for faculty members and schedules that can inhibit collegiality. Second, students become even less involved in campus activities including the Accounting & Finance Club, JMSB Student Association and other groups. These, and other challenges are not insurmountable but will require input from faculty, staff, and students to develop a plan to address these issues.

D. Opportunities

Despite some significant challenges, the JMSB also has some potential opportunities. These include

continued enrollment growth, developing better relations with the corporate and local community.

recruiting additional faculty with a different skill set, hiring a new dean, soliciting long-term

funding to meet specific needs of the JMSB including a new building to solely house the business

school.

At the same time, the curriculum and methods of delivery will need to continually develop to meet

the needs of students and faculty members.

III. Programs Included in Review The JMSB offers five BBA degrees (one with an additional specialized focus) and an online MBA

degree with a seven-week course format. The JMSB also includes the Aviation Institute which

grants two Bachelors’ degrees and one Masters’ degree. The programs and degrees for the Aviation

Institute have been excluded from AACSB consideration due to: a) independence, b)

distinctiveness, c) the Institute being subject to their own accreditation, and d) because the programs

are such a specialized field. All data offered represent JMSB statistics without Aviation Institute

statistics. The JMSB business degree programs that are to be included in the accreditation review are

shown in Table 1 on the following page.


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Table 1: Business Degree Programs to be Included in Accreditation Review Degree Program Level Location Date program

was

established

# of Credit Hours,

Contact Hours, or

Courses Required for

Degree Completion

Average

Time to

Complete

Degree

# Students

Graduated in

Previous

Academic Years

2017-2018

Accounting (B.B.A.)

U

Durant F2F, Web 1997

124 credit hours

4 – 5 years 18

Finance (B.B.A.)

U Durant F2F, Web

1997 124 credit hours

4 – 5 years 8 Management (B.B.A)

U


124 credit hours 4 – 5 years 36

Marketing (B.B.A.)

U



General Business (B.B.A.)

U



Hospitality Management (B.B.A.)

U

Durant F2F, Web

2013

124 credit hours

4 – 5 years 1 Masters (MBA) (General)

G

Web

1996

36 credit hours

1.5 years 7

Masters (MBA) (Entrepreneurship)

G

Web 2016

36 credit hours

1.5 years 5

Masters (MBA) (Finance)

G

Web 2016

36 credit hours

1.5 years 11

Masters (MBA) (Health Care Information Systems)

G

Web

2016

36 credit hours

1.5 years

3 Masters (MBA) (Human Resource Management)

G

Web

2016

36 credit hours

1.5 years

2 Masters (MBA) (Management)

G

Web 2016

36 credit hours

1.5 years 13

Masters (MBA) (Marketing)

G

Web 2016

36 credit hours

1.5 years 5

Masters (MBA) (Safety)

G

Web 2016

36 credit hours

1.5 years 1

Masters (MBA) (Native American Leadership)

G

Web 2016

36 credit hours

1.5 years

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IV. Progress Update on Concerns from Previous Review (10/2013)

A. Introduction

The most recent five-year period has been a time of challenge and change. Challenge, in large part

due to the significant reduction in state funding and the effects on higher education and our

university. Change, perhaps the more significant due to the rapid shift toward increased online

education and higher education’s ability to meet these changes and challenges. Southeastern

Oklahoma State University and the John Massey School of Business (JMSB) has risen to meet these


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challenges with creativity, hard-work, and enthusiasm. While colleges and universities across the

country struggle with declining enrollment, Southeastern and the John Massey School of Business

has experienced significant enrollment increases. Meanwhile, as a more seasoned AACSB member,

the JMSB has developed mature processes, not only for Assurance of Learning, but also in other

business school processes. The JMSB is now well-poised to exploit continued enrollment growth as

well as faculty growth and development of AACSB processes.

B. AACSB Peer Review Team Areas of Concern

The AACSB Peer Review Team visit in October 2013 identified three areas of concern regarding

Standard 15 – Curricular Management that required attention before the JMSB would receive full

re-accreditation. Specifically, the Team recommended that the JMSB needed to:

Use the AOL process to develop a specific plan for the measurement of all MBA learning

objectives over the next four years.

Measure at least one of the MBA learning objectives within the Continuous Improvement

review period with a subsequent curriculum intervention. A plan for further measurement of

the effect of the curricular change should be included in the overall AOL plan.

Develop a detailed plan for the systematic measurement and analysis of BBA learning

objectives and include at least two documented curricular interventions and subsequent

measurement of the effects of these changes in the plan.

C. Responses to the AACSB Peer Review Team Areas of Concern

These areas of concern were addressed and reported in the Continuous Review Report of October

2014 and are described here below.

1. Using the AOL process, develop a specific plan for the measurement of all MBA

learning objectives over the next four years.

Response- In November 2013, the Executive Dean of Academic Affairs assigned a new

Chair to oversee the Assurance of Learning (AOL) Committee which was later combined

with the Curriculum Management committee to form the Curriculum Management and

Assurance of Learning committee (CMAOL). The committee and the faculty in the JMSB

immediately went to work to develop a plan to address the deficient areas noted by the Team

and to move the JMSB ahead with the development of a systematic process to measure,

report, and respond to quality issues within the academic program.

Specifically, the AOL Committee developed a comprehensive plan to measure all learning

objectives in the MBA program every year. The JMSB AOL Process Manual comprises

this detailed and systematic plan. The Process Manual is located on the JMSB AACSB

maintenance page and can be viewed by clicking HERE An excerpt of the MBA section is

provided below for easy reference. While it is not our intention, over the long-term, to

continue measuring the objectives that frequently, we need to generate enough useful data to

make informed data-driven decisions regarding necessary curricular interventions to ensure

that we are meeting our established goals. Thus, this frequent measurement is likely to

continue for several years. Because our measurements are conducted in the MBA capstone

course, we are limited to an annual frequency, which coincides with the offering of the

http://homepages.se.edu/bus/aacsb-maintenance/


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capstone course. The systematic process will result in measuring all MBA learning

objectives prior to the Fall 2015 semester.

In addition to developing the plan, the JMSB needed to develop an AOL culture. Although

learning objectives were already included in course syllabi and displays around the school

reminded students, faculty and administration of the learning goals, a systematic process

was needed for AOL to become a routine activity rather than something done simply prior to

an accreditation visit. Faculty were already involved in the AOL process but needed greater

involvement.

For the process to become systematic, changes needed to be made in how the faculty

handled AOL. The JMSB began by changing the committee structure to merge the

Curriculum Management and Assurance of Learning committees to form the CMAOL

committee. Now, instead of two separate activities that often worked on similar issues, a

coordinated and comprehensive approach to curriculum management includes AOL as part

of the JMSB organizational culture. In addition, the AOL committee chair and two AOL

committee members were sent to AOL training in early Spring 2014 to ensure that the AOL

committee leadership was informed about the current thinking regarding AOL. In addition,

all members of the CMAOL committee who have not attended a formal AACSB assurance

of learning training seminar are/will be scheduled to attend an upcoming AACSB

Assessment Seminar during the 2014-2015 academic year.

2. At least one of the MBA learning objectives should be measured within the Continuous

Review Period with a subsequent curriculum intervention. A plan for further

measurement of the effect of the curricular change should be included in the overall

AOL plan.

Response-In Fall 2013, objective a (written communication) of Goal 1: Communication -

was measured resulting in 66.7% of students being rated acceptable or higher. However, our

standard requires 80% of our students to meet or exceed the standard. The areas of concern

regarding written communication center on writing an executive summary,

recommendations, and conclusions. The results of the measurement data taken in the MBA

Behavioral Management course indicated that the students exhibited poor writing skills on

their term papers. Based upon this data, Dr. Von Bergen made a curriculum intervention in

his MBA Behavioral Management course for Spring 2014. Dr. Von Bergen provided

additional instruction on the expectations for their term papers and created five links on his

web page in the Behavioral Management Class Resources section that provides students

with greater knowledge of what is expected in their term paper assignments. These links can

be viewed by clicking HERE. Results of the curriculum intervention will be used to make

any further changes, if needed.

As the Behavioral Management class is not the capstone course for the MBA Program and

because we believe it is more appropriate to assess the ability of our graduates, in the future,

we will measure this learning objective within the capstone course – MNGT 5603 Strategic

Management – according to our AOL plan. We measured student communication skills in

MNGT 5603 in Spring 2014 to examine all seven objectives with at least one measure. In

several cases, all measures were used. In Spring 2015, all measures will be used to measure

all objectives.

http://homepages.se.edu/cvonbergen/class-resources-2/behavioral-management/


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The MBA Exit Survey was used to measure all seven objectives and results indicate that our

students met the objectives in all areas. In addition, the objectives of written communication

and critical thinking skills were measured using rubrics. This analysis was conducted

according to our plan. All thirteen students were evaluated. The thirty-nine observations for

each area results from using three evaluators; thus, tripling the number of observations. As

an aside, this was our former practice to eliminate inter-rater variability. Based on AACSB

AOL training, we will discuss whether we retain this process. Casual observation suggests

that result would not be materially altered if only one rater were used. Thus, we are not

wed to our process over the long-term. Our intention is to continuously improve our process

to achieve a solid sustainable process.

The results of the Written Communication rubric are particularly interesting because that

was a concern from the Fall 2012 semester. Our results suggest that at least 97% of our

students met our objective. We believe that rejoicing is premature and await data from

future semesters to draw any meaningful conclusion. However, these results paint a much

brighter picture that those from Fall 2012 which used a very small sample.

Analysis of the Critical Thinking rubric were also pleasing with more than 95% of students

meeting our objective. Again, more data is needed before we can draw meaningful

conclusions, but results suggest that we are on the right track.

The results of these measurements were submitted to the Dean of Instruction (now the

Executive Dean of Academic Affairs) and are shown in Appendix C and D. In Spring 2015,

all four goals will be measured, and any deficient results will generate an appropriate

curricular intervention. Annual monitoring will continue until we conclude that the process

is under control and we are meeting our objectives.

3. Develop a detailed plan for the systematic measurement and analysis of BBA learning

objectives. As JMSB is further along with their analysis of BBA learning objectives,

the plan should include at least two documented curricular interventions and

subsequent measurement.

Response – As discussed above, a detailed and systematic process has been developed and

contained in the JMSB AOL Process Manual. An excerpt of the BBA section of the plan is

provided below for easy reference. In Fall 2013, all five goals were measured. The results

of this measurement were submitted to the Dean of Instruction (now the Executive Dean of

Academic Affairs) and are shown in Appendix C. The results suggest that our students met

our standards in all areas except ethics and business knowledge.

All goals were again measured in Spring 2014. The results of the measurements were once

again submitted to the Executive Dean of Academic Affairs and are shown in Appendix D.

This process will continue until we are confident that our process is under control.

Based upon our measurements two areas failed to meet our standards. The first area of

concern in the BBA program was ethics. As shown in the plan, ethics is measured several

ways. In Fall 2013, ethics was measured using Senior Exit Surveys and the Ethics Rubric.

While student survey data met our standards, data from evaluating rubrics did not. For the

evaluation, students were challenged to evaluate a business action or decision for ethical

dilemmas, recognize stakeholders affected by the action or situation, consider the impact of


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various solutions, and choose and implement an action or decision. However, only two-

thirds (66.7%) of students met or exceeded the standard. The ethics course instructor

determined that the previous case study might not have allowed for an accurate

measurement due to its alignment with the current rubric. Thus, we were unsure whether we

had a problem with ethics or only a problem with the measure. Our response to this

predicament was to tackle both problems and again measure in Spring 2014. The instructor

changed the case study and revised the questions to better meet the rubric to correct a

potential problem with the measure. However, we realize that does not constitute a

curricular intervention. To mitigate the potential problem that students were deficient with

the analysis of the case, the instructor provided the students with some additional training in

analyzing the case. Changes were implemented in the course and the measurement was

taken again in Spring 2014 with the result being that students remained deficient in this area.

A curricular intervention is again being applied in Fall 2014 and will be measured at the end

of that semester.

The second area of concern was low Major Field Test (MFT) scores, which the JMSB

utilizes to measure business knowledge. The MFT evaluates student performance in the

areas of accounting, economics, management, marketing, quantitative business analysis,

finance, legal and social environment, information systems, and international issues. In early

Spring 2014 the CMAOL committee reviewed student scores over the last three years and

found student performance to be somewhat erratic, in that in some areas – in some years –

JMSB students met or exceeded the norm. However, in looking at the three-year average,

JMSB students scored below the norm in all nine categories. One challenge is that due to

our small student body size (sample size) our standard deviation is large.

The JMSB examined results of student scores on the MFT that indicated (based upon a

three-year average) JMSB students performed below the norm. This is of concern to the

faculty, as a business school needs to produce graduates who are competent in the key areas

we teach---accounting, finance, management, and marketing. The finance department

implemented some key changes in teaching methodology within the FIN 3113 (Business

Finance) course based on MFT scores, performance in upper division finance classes, and

changes in available technology. During Summer 2013, finance faculty adopted a new

version of the textbook that was just released and built the course using all the new

technological tools that were being offered to enhance student engagement. A key

component of the textbook included LearnSmart and tutorials. Tutorials for math, statistics,

economics, and accounting were made available to students for their use as needed.

LearnSmart provides a series of adaptive questions for each of the chapters’ objectives and

students get immediate feedback on their response. Each chapter was automatically graded.

Finance faculty made these required assignments and included it as part of the course grade.

The exciting aspect was that the instructor could permit students to retake the assignment to

improve their grade. These assignments took about 30-45 minutes (if the student knew the

material well). The system would reveal the students score and the anonymous score of

other students. Some students became competitive to achieve the highest score. These key

changes in the teaching methodology within FIN 3113 were passed on and continued when a

newly hired finance faculty member took over the responsibility for the course for the Fall

2013 semester.

This finance faculty member generally followed this approach for Fall 2013 and Spring

2014. Based on the same rationale, the finance faculty extended the course modifications by


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building a “self-contained” study guide offered through Blackboard. The purpose of the

study guide is to help students study from home. Also, it may serve as additional course

content if the course is to be offered in an online or blended format. The online contents are

not textbook specific and are not chapter-based, but they are topic-based so that the course is

not tied to a specific textbook. In case the textbook no longer meets our goals or there is a

better choice available on the market, the instructor does not need to reinvent the wheel. The

online content includes a general guideline on each of the topic, where each topic is called a

“Learning Module,” a series of video clips that demonstrate details of solving financial

problems on a financial calculator, and summary PowerPoint slides that help students to

wrap up the “Module.” Each Learning Module also contains the LearnSmart assignments

and several tests. Students may utilize LearnSmart to get familiar with the concepts and

basic problem solving. They then take challenges in the “intermediate” tests to self-assess

their knowledge and skills mastered from the Learning Module. There are one to three

intermediate tests in a Learning Module, depending on the difficulty and the scope of the

topic. Students may take “intermediate tests” as many times as they wish, but the test results

do not count toward their grade. Instead, they need to prove that they have sufficient

knowledge to access the “final test” by scoring at least 70% on each of the intermediate tests

in the module. There is only one “final test” in each module, and it is the only test affecting

the student’s semester grade. This “self-contained” study guide was used in Summer 2014

and was also being used in Fall 2014.

Finance faculty also employed MyFinanceLab, another online supplement website, in Fall

2014. What MyFinanceLab does is very similar to Connect with LearnSmart, which aims to

provide adaptive learning experiences for students. MyFinanceLab has a “Study Plan.”

Students earn a “Mastery Point (MP)” for each of the learning objectives in a chapter

through their practices and completion of the chapter assignments. This performs in line

with the self-contained materials that finance faculty have been building to enhance the

likelihood of student success in this course.

Because this course is a 3000-level course and students do not take the MFT until they are

near graduation, the success of these curricular interventions cannot be immediately

determined. However, this curricular intervention resulted in students’ grade increases. In

the Fall 2013 semester, 23.3% (7 of 30) of students earned a grade of D or F for the course

compared to the 19.5% (9 of 46) of students for the Spring 2014 semester. In Summer 2014

only 7.1% (1 of 14) of students earned a grade of D or F for the course. The initial

measurements using the last three semesters of MFT scores indicate that finance students

have exceeded the national norm. JMSB finance students scored 44 versus the national

norm of 42.8. The combined effort of curricular intervention by close examination of MFT

scores and finance faculty members focusing on means to address student deficiencies in

that area have been successful. We will continue to use a similar approach in other areas

within the JMSB. Please note that historically we have reported MFT data on an annual

basis but are now looking at the data more closely on a semester-by-semester basis.

Additional Areas of Measurement. In addition, the CMAOL committee measured the

following additional areas; however, as student performance met the benchmarks no

curricular interventions were required at this time except for developing the Career

Development Seminar as noted below.

An additional measurement taken was the evaluation of our internship students. This area


15

was selected in part to assess business knowledge as well as communication and problem-

solving skills. Internships were rated by employment supervisors based on their problem-

solving skills as well as their written and oral communications skills. Based upon responses

from employers, 81.8% (9 of 11) of students met or exceeded expectations. One of the

students, who was ranked unsatisfactory in communications, was a foreign student. That

student later completed a second internship and successfully met the communications

standards. As the result of comments on the Student Internship Evaluation forms and in

preparation of the new 2013 standards, the JMSB faculty developed a new course, BUS

4901 Career Development Seminar. The course has been approved and was implemented in

the Spring 2015 as a required course for all majors in the JMSB. The course will better

prepare our graduates with “soft skills” not necessarily covered in traditional business

courses. Topics include developing a professional resume, interviewing skills, and business

etiquette. We believe this new seminar will not only benefit our students but also help us to

integrate more professionals from the business community into our curriculum. The syllabus

for the course can be viewed by clicking HERE.

Another area measured was results from the Senior Exit Survey. The Senior Exit Survey is

now completed and submitted online. The Senior Exit Survey is required for successful

completion of the undergraduate Business Policy course. The Senior Exit Survey asks

graduating seniors to rate the faculty performance and courses regarding preparing students

with job skills as they prepare to enter the workforce. The evaluation includes questions on

the ability of the student to analyze a complex situation, student capacity for critical

thinking, ethical sensitivity, writing skills, oral presentation skills, ability to work effectively

in teams, and technological skills. As results from this survey are based upon student self-

reporting, this should be evaluated in conjunction with other measures, such as the

CompXM and MFT exams. Based upon survey results, no particular curricular interventions

are recommended; however, improvements have been made as to how the data is collected.

The JMSB faculty also measured using the CompXM exam in the Business Policy class. We

examined student ability of management use of information, quantitative learning skills, and

critical thinking skills. This is a relatively new measure for us as an assessment tool. The

CMAOL committee set an initial benchmark of 70 as the standard and, in each category,

students met the standard.

In Spring 2014, all eight BBA objectives were measured. Our communications goal has two

objectives, oral and written. The written communications objective was measured with all

three measures and no curriculum interventions are required at this time. The oral

communications objective was measured with two of three measures and no curriculum

interventions are required at this time. As with the MBA program, oral communication was

not evaluated with the rubric. This was accomplished in Spring 2015.

Our problem-solving goal has three objectives. These objectives were measured using

internships, Senior Exit Surveys, rubrics, and MFT-B scores according to our plan. Our

students met our standards in each area, so no curricular interventions are required at this

time.

Teamwork was measured using Senior Exit Surveys and our students met our standards in

each area, so no curricular interventions are required at this time. As with the MBA

program, there were issues with the peer evaluation process that need to be worked out.

http://homepages.se.edu/bus/files/2013/08/Career-Development-Seminar.pdf


16

This is in progress along with the remedy for the MBA program.

The measurement of our objective in ethics suggests that this continues to be a problem area

for us. As noted earlier, another curricular intervention is being applied in Fall 2014 and will

be measured again. When we have met the standard in this area, we will consider changing

this measurement to using the ethics measure in the CompXM exam as this will allow us to

be measured against a national norm.

Business knowledge was evaluated using MFT-B scores. While changes in the MFT-B

exam preclude comparing scores to last year, we can compare our standing relative to the

national norm for this year. We can also compare our historical standing to the national

norm. Results suggest that our students are below the norm in the following areas:

Economics, finance, marketing, and international.

D. Key changes since the Peer Review Team Visit

Since the 2013 Peer Review Team visit, SE and the JMSB welcomed the University’s 20th

President, Sean Burrage. President Burrage began his new duties on July 1, 2014. He is an attorney

by profession but has played important roles in both higher education and public service (recently

completing his second term as an Oklahoma State Senator for District 2). President Burrage’s

complete bio can be viewed by clicking HERE.

By 2015, major state budget cuts to education required changes to the university organizational

structure. Administrators, staff, and some faculty members were offered early retirement (if

eligible) or contracts not renewed. The most significant of those changes impacting the JMSB was

the position of Executive Dean for Academic Affairs. Under the new organizational structure, the

department chairs report directly to the Vice President for Academic Affairs.

Several retirements have called for hiring replacements in the accounting and finance areas. Dr.

Stevenson Smith and Dr. Theresa Hrncir from the accounting department retired. Dr. Linda Bressler

was hired as Professor of Accounting and the John Massey Endowed Chair in Accounting. Dr.

Rhonda Richards was hired as Assistant Professor of Accounting. In addition, Ms. Stephanie Metts,

Accounting Instructor, is currently pursuing a doctorate in accounting which will further strengthen

the accounting discipline. In the finance area, a search will be initiated to replace Dr. Larry Prather,

Professor and the John Massey Endowed Chair in Finance.

In the Management-Marketing area a search is currently underway for a new faculty member who

would be able to teach in both marketing and management (as of 04/01/2018 two SA faculty

members were hired). In addition, Dr. Martin Bressler was named the John Massey Endowed Chair

in Entrepreneurship. Dr. Kitty Campbell is also now serving as Department Chair for both the

Management-Marketing area, as well as the Accounting-Finance area (Interim).

Under the agreement with Academic Partnerships (AP), AP has assumed primary marketing

responsibility for the JMSB. Enrollment (MBA program only). Undergraduate enrollments continue

to experience slow growth, and beginning in fall, 2018 Academic Partnerships will assume primary

marketing responsibility for the undergraduate program as well. The JMSB continues to market

programs through College Fairs, SE Open House, and other campus events.

The curriculum under the AP agreement was revised to semesters of 7 weeks and 2 days in order to

http://www.se.edu/dept/president/


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allow for six start opportunities during the course of the year. Undergraduate courses are also being

revised accordingly in preparation for the fall, 2018 offering of the undergraduate majors in

Marketing and Management. In the MBA program we developed twelve areas of emphasis in which

the MBA student can choose to focus some of their coursework. Another curriculum revision was

the development of the Career Development Seminar referred to above.

Another major task was to revise and update the JMSB Policy and Procedures manual. The function

of the Policy and Procedures manual is to detail how the JMSB addresses AOL and how faculty

members will meet and maintain faculty qualification standards for AACSB. In addition, the section

regarding faculty rank and tenure was updated to clarify faculty requirements in the areas of

innovation, impact, and engagement consistent with the JMSB and university mission statements.

As needed, the JMSB faculty revises and updates the mission statement and learning objectives.

Revisions to the mission statement have come about primarily from recommendations by AACSB

consultants who we have worked with over the last five years, including Dean Kathryn Martell and

Dean Henry Venta. Updates and revisions to the AOL process have come about largely due to

implementing the Academic Partnerships agreement and also as a result of our continued

measurement and reporting. The biggest change is that rather than manually measuring key MBA

Learning Objectives, we will now be using the Major Field Test as our primary measurement tool,

just as we do for our undergraduates. With all of our MBA students now as online students and an

increasing number of undergraduate students online, we find the Major Field Test as the most

efficient in terms of logistics, while providing us with data that can be compared to national results.

JMSB Marketing Plan

“There are no magic bullets, no overnight results, and very little instant gratification in the

marketing of colleges and universities. But a focus on quality and distinction, the setting of

substantive objectives, the use of sound empirical evidence to guide important decisions, the

integration of efforts, and consistency over the long haul can produce remarkable change.”-

---Richard A. Hesel is a principal of Art & Science Group, a firm in Baltimore and Durham,

N.C., that specializes in strategic marketing and planning for colleges.

Positioning Statement

An AACSB accredited university business degree program at an exceptional value.

Unique Selling Proposition

Southeastern offers an AACSB accredited business degree available face to face, online, or a

combination of online and face to face (undergraduate program).

For the MBA program: Southeastern offers an AACSB accredited business degree at an exceptional

value that can be earned entirely online in as little as 12 months.

Target Market

Geographic-primary market consists of southeastern Oklahoma and north Texas (Texoma). The

primary geographic target area consists of 10 counties and makes up 42% of our current students.

Those counties include, Atoka, Bryan, Carter, Choctaw, Johnston, Love, McCurtain, Pushmataha,


18

Latimer and Marshal. Those 11 counties (Oklahoma counties plus Grayson county in Texas)

account for 54% of our students. Courses are delivered through traditional classroom, several

remote sites, and online course formats. Some courses are blended, or hybrid courses that

incorporate both traditional classroom and online formats.

Demographic-As previously stated, the number of students enrolled in the business school is under-

represented, and a look at the demographics suggests that by gender, the JMSB numbers appear

within the national norm. However, the numbers by race/ethnicity suggest that the JMSB is

significantly under-represented in the number in all ethnic groups, especially Native Americans,

who the university does an excellent job in recruiting. An area of opportunity that can be noted is

with the number of international students whereby we note that 30.2% of all international students

enroll in the business school

In March of 2016, the online program manager Academic Partnerships began marketing MBA

program. Their activities include paid Google advertisements, managing a future student webpage,

video production, alumnae testimonials, and social media marketing. Their services also include

retention services. In fall of 2017, a similar agreement was signed with Academic Partnerships for

the undergraduate programs.

Since the agreement with Academic Partnerships (AP), much of the responsibility for marketing has

been transferred to our partner. Academic Partnerships markets our MBA program (and soon our

undergraduate program). Marketing activities by the JMSB continue through the following

activities:

SE Live! Open House

Native American Visitation Day

Spring Super Saturday

Accounting department high school visits

At these “College Fair” events, JMSB faculty members answer questions regarding academic

programs in the business school, hand out flyers and brochures, and hand out giveaways. Faculty

members also recruit at similar events at our satellite locations in Ardmore and McAlester. We also

work closely with Alan Burton, our Director of Public Relations to prepare press releases on

newsworthy items including new faculty hires, promotions, and other professional

accomplishments. A sample copy of our newsletter is available here in Appendix V & W.

The JMSB Marketing Plan addresses all four key aspects of the marketing mix in the following

ways:

Product-both the MBA program and the undergraduate business program (partially) has been

retrofitted to be delivered in a totally online format. The evidence is clear-the online program

marketed through Academic Partners has significantly increased enrollments and is expected to do

the same in the undergraduate program.

The John Massey School of Business offers undergraduate degrees in accounting, finance,

management (including a Native American business option), and marketing. Minors in these areas

are also available to students majoring in areas outside the school of business. The MBA program is

offered in 7-week semesters and entirely online, allowing the student to complete the program in



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two years or less. Courses are delivered through traditional classroom, Interactive Educational

Television (IETV) at several remote sites, and online course formats. Some courses are blended, or

hybrid courses that incorporate both traditional classroom and online formats.

New concentrations in Management, Accounting, Health Care Information Systems and

Entrepreneurship for the MBA program recently received final state approval, for a total of twelve

areas of emphasis for MBA students to choose from. In addition, a new undergraduate minor in

Small Business Management/Entrepreneurship, specifically designed for non-business majors.

Faculty members in the JMSB providing instruction have excellent business backgrounds, coupled

with significant research and active involvement in their academic disciplines through professional

organizations.

Consistent with our mission, product quality assurance is maintained through AACSB accreditation

assurance of learning.

The JMSB is ranked #7 on the list for Best AACSB online MBA programs. In addition, the JMSB

is ranked second among the Top 25 Best Master’s degrees online in Hospitality Management

(http://hospitalitymanagementdegrees.net/rankings/best-online-masters-in-hospitality-

management/).

Price-SE has been able to hold the line on tuition pricing while other schools have had to increase

pricing. The MBA program is marketed emphasizing the affordability of an MBA degree from an

AACSB accredited university. Likewise, the undergraduate program will be marketed as an

exceptional value---an AACSB business degree at an affordable price.

Estimated tuition for Oklahoma state residents

Guaranteed tuition rate $3,060.00 N.A.

Undergraduate (12 hours) $2,700.00 (semester) $5,400.00 (year)

Graduate MBA $990 per course; total program $11,880

Although cost of attendance is already very reasonable, financial aid and scholarships may reduce

the actual cost to the student. In 2016, 376 of 919 First Time Freshmen Awarded were awarded

institutional aid. In total, Southeastern provided $2,393,974 in Institutional Aid, including Out of

State Aid. For the Fall, 2016 semester we had 3724 Students (including Graduate students) and we

awarded aid to 3218 students for the same semester for a total of 86%. This total amount includes

all Federal, State, Institutional, and outside aid.

In addition, the John Massey School of Business awards scholarships specifically for business

majors. Each spring at the annual Honors and Awards night, the JMSB awards scholarships in the

names of John and Cleta Ortloff, Oscar and Nettie Bele, Linnie Ruth Hall, Ron W. Jenkins, H.C.

Rustin Concrete, Sonic Corporation, Robert Scivally, Joe Wallace Gibson, Freemont Hamilton,

Chief Pyle of the Choctaw Nation, Amanda Whorton Memorial, Leonard Campbell, Justin Ryan

Pittman Memorial, Faculty and Staff Merit, and Dr. C. Henry & Mrs. Jackie Gold, along with in-

state tuition waivers. These additional scholarships demonstrate support for our students by our

internal and external stakeholders.


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Place-SE continues to provide instruction at satellite locations in Ardmore and McAlester. In

addition to traditional face-to-face (FTF) instruction, SE offers courses in a hybrid, or blended

format, as well as via Internet.

Our geographic service area includes 10 counties and makes up 42% of our current students. Those

counties include, Atoka, Bryan, Carter, Choctaw, Johnston, Love, McCurtain, Pushmataha, Latimer

and Marshal. Fifty-four percent of our students come from those ten Oklahoma counties plus

Grayson county in Texas. Courses are delivered through traditional classroom, teaching at remote

sites, and online course formats. Some courses are blended, or hybrid courses, that incorporate both

traditional classroom and online formats.

The rural location/small college setting affords students greater leadership opportunities than a

larger university, as well as personalized attention and a safe learning environment. This is

important, as many of our students come from small schools in small towns and could otherwise be

intimidated in a big-city or larger university environment

Promotion-the JMSB promotes the school and programs through the methods stated above;

including college fairs, public relations, and Homecoming.

The John Massey School of Business employs several key promotional tactics, primarily through

the use of email and social media. These tactics include Facebook and LinkedIn. In addition, our

school newsletter is published twice per year and is sent to both prospective and current students, as

well as alumni and other key stakeholders.

JMSB faculty members take an active part in recruitment at various college fairs, in addition to

visits to key feeder schools such as Grayson County Community College. Finally, every year JMSB

faculty members have a booth in tailgate alley for Homecoming (see photo in fall newsletter).

During these events, we use several types of promotional materials ranging from Fact Sheets to

brochures, and free giveaways.

JMSB also developed a student recognition program comprised of three continuous-run video

screens with PowerPoint presentations of JMSB students, along with a “Wall of Honor” which

recognizes the outstanding student in each major program each year. The student recognition

program will help students better identify with the JMSB, build student spirit, and help increase

school commitment for when students graduate and become alumni of the university.

Personnel-JMSB faculty members continue to provide excellent classroom teaching while maintain

a high profile within their profession and within the community. This is evidenced by the number of

awards for teaching and research, the large volume of quality journal publications, and faculty

impact on the area communities.

Category Strategy

Target Market-Primary market-high school seniors within the Texoma region (many first-

generation college students). Secondary targets are adults seeking undergraduate degree

completion or an MBA degree

Positioning Statement-AACSB accredited degree programs at an exceptional value

Offering to customers-AACSB accredited undergraduate and MBA programs


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Price Strategy-An exceptional value (critical due to our local market)

Distribution-Face-to-face classes, internet, and IETV delivery formats

Sales Strategy-Increase undergraduate enrollments by 2% annually and MBA enrollments

10% annually through increased sales and promotional efforts

Service Strategy-Continue strong academic advising to maintain retention, improve student

recognition

Promotion Strategy-Greater utilization of social media----Facebook and LinkedIn

Marketing Research-Additional student surveys, continue gathering data from Admissions

and Registrar

Internal marketing-Targeting existing students to maintain student retention, convert

undecided students to business majors, and increase student satisfaction after graduation.

Our Career Fair was also open to undecided majors across the university to show students

the range of career opportunities available to business majors and to provide those

undecided students the opportunity to transition to a major in the business school. This is

important because more than 500 SE students are “Undecided” majors.

V. Strategic Management

A. Mission, Vision, Strategic Plan Management Planning Process and Outcomes

i. Strategic Management Planning Process

Strategic planning at the John Massey School of Business(JMSB) is a critical and ongoing

process that provides a basis for decision-making and managing an effective organization.

Continued progress has been made updating the JMSB strategic plan. The current strategic plan

was finalized in October 2016 after a final faculty review and a review and discussion with

stakeholders which included Mr. John Massey, the Student Advisory Council, area business

leaders and University administrators. The plan was disseminated to various internal and

external stakeholders during the year via electronic version of the plan and flow diagram.

The focus of strategic planning process was aligning the JMSB plan with the University Vision

2015 Plan and identifying key planning initiatives.

The process flow for the strategic plan is outlined below and shown in Figure 1 on the following

page.

Strategic Plan drafted by SPC to include vision and mission statements, planning

assumptions, goals and objectives and strategic action plans

Distribution and discussion of the Strategic Plan with faculty members, and

stakeholders.

Revision of the plan based on feedback from internal and external stakeholders.

Dissemination of the revised plan via electronic form and placement of the vision and

mission of the plan in offices and classrooms.


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Figure 1: PROCESS FLOW CHART FOR JMSB STRATEGIC PLAN

The strategic planning process began with a vision statement and a revised mission statement consistent with the University’s stated vision and mission as expressed in Vision 2015.

John Massey School of Business Vision

To be a leader and innovator in higher education in business in the service region and provide an environment of academic excellence that enables business students to reach their highest potential. The current vision of JMSB is to be the premier business program among the state’s regional universities as evidenced by achieving and maintaining AACSB accreditation.

John Massey School of Business Mission

The mission of the JMSB is to develop business professionals who are able to apply their knowledge of business to solve problems effectively as individuals or in a team environment, clearly communicate their ideas to appropriate audiences, and demonstrate an understanding of the process of making ethical decisions. The JMSB recognizes and values a wide range of intellectual contributions with an emphasis on applied knowledge and practice.

Vision and Mission Review Process

The Vision and Mission statements are reviewed on an on-going basis by a number of stakeholders

including faculty, students, administration, alumni, and other stakeholders to keep these documents

up to date and reflective of the needs of the stakeholders the School serves.

The Strategic Planning Committee periodically presents the mission along with the strategic plan to

these stakeholders and reviews comments and recommendations with regard to mission, vision,

values, objectives, and educational tenets. The mission is presented by the SPC and approved along

with the strategic plan by the faculty during a John Massey School of Business faculty meeting.


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John Massey School of Business Guiding Principles

The John Massey School of Business carries out its mission through its commitment to the

following guiding principles and core values:

Excellence

Professionalism

Collaboration

Continuous Improvement

The School is committed to:

High-quality undergraduate and graduate learning and faculty development.

Highest ethical standards of personal and professional conduct for faculty, students and

administrators. Professionalism includes maintaining faculty qualifications and

expertise at levels which support the School's vision and mission and AACSB

accreditation standards.

Cooperative interaction among students and faculty to achieve the School's mission.

A systems approach to continuously improve all aspects of the learning process. This

includes feedback from major stakeholders and a spirit of experimentation.

John Massey School of Business Learning Goals

The learning goals of the School’s degree programs are to develop students' skills in the following

areas:

Communication: JMSB graduates will be effective communicators with the ability to

prepare and deliver oral and written presentations using appropriate technologies.

Problem Solving: JMSB graduates can apply critical thinking skills, quantitative methods

and technology to problem solving.

Ethics: JMSB graduates possess the knowledge and understand the significance of

making ethical business decisions.

Teamwork: JMSB graduates possess the skills necessary to work effectively as a member

of a team.

Business Knowledge: JMSB graduates will understand the functional areas of business

and how they relate to each other.

Strategic Management Process

Due to the threats of competition, the tenuous economic climate, and the conditions of business

industries as a whole, it is necessary that the John Massey School of Business manages its financial

resources and personnel prudently when implementing the strategic plan. Our strategic planning

process is being financially driven at the current time and this situation may continue for several

years. Retirement of several key faculty members will also have to be addressed within the next

year to maintain the proportion of terminally qualified faculty in the JMSB.

Major Shift in MBA Program Delivery and Marketing

Due to the falling price of oil, the state began a series of cuts in 2015 including funding state

agencies like higher education. Each quarter seemed to bring more and deeper cuts to the budgets

of all state agencies. Southeastern Oklahoma State University responded with cuts to travel, non-


24

replacement of exiting faculty, supplies, etc. However, these cuts were not enough to deal with the

budget cuts so 50 faculty and staff were offered early retirement benefits and 35 accepted this offer.

Later 10 other positions were not renewed including 5 tenure track teaching positions. Lastly,

mandatory furloughs were instituted to deal with another round of budget cuts. The only means left

to cut the budget would be to begin to identify and eliminate “low completer programs” where the

number of students graduating did not justify having the program.

In the Spring semester, the university entered into an agreement with Academic Partnerships (AP)

to market the JMSB’s MBA program. AP was founded in 2007 and helps colleges move some of

their professional/vocational programs online. AP currently has 50 U.S. campuses and 20

international campuses and invests approximately $2 million per institution to acquire online

students, digitize lessons, set up back-end administrative and technical support, and tutor professors

in how to teach in the virtual classroom. AP’s revenue comes from a 50% portion of the tuition and

fees revenue. So far, the company as recruited approximately 100,000 students with an 85%

retention rate.

However, to fit the AP model of course offerings, the rotation of courses and the design of courses

had to be altered. AP required 7 “entry” points where students could begin the MBA program and a

change in the course format for each course divided into 7-8-week segments with a template

developed by AP and our own Blackboard administrator.

AP’s marketing of the program has made a significant impact on enrollment but also pushed the

JMSB to its limit of faculty resources available to offer the program. To help with the increases in

individual course enrollment, a sister program to AP provides “coaches” for each instructor to use

to help oversee the work of a larger number of students in each course. It is yet to be determined if

the “coaching” approach will work out satisfactorily.

Previous initiatives such as certificate programs in various areas to be offered to non-degree seeking

individuals have been abandoned. Our current resource base with not support such programs.

Major Initiatives

Initiative 1— Consistent with our Vision and Mission, develop and implement a faculty acquisition

plan and secure funding for five (5) positions to replace faculty who have retired/moved to other

universities over the next five (5) years. These positions would require scholarly academics who are

terminally qualified in their field. A prioritized list of faculty members needed should be developed

and presented to the Vice President of Academic Affairs for funding and permission to advertise the

positions. (Please note that as of 04/01/2018 2 SA Management faculty members have been hired to

start fall, 2018)

Initiative 2— Evaluate an innovative program of offering a BBA program in partnership with

Academic Partnerships (AP). This would be an online program and geared to increase enrollment in

our undergraduate program in management and marketing and perhaps later in accounting and

finance. This program would need the support of the President, Vice President of Academic Affairs

and faculty who teach the general education courses usually taken in a student’s freshman and

sophomore years. Most of these courses are offered in an online format.

(Please note that the BBA online program with AP will begin in fall, 2018)


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Flowing from our vision and mission resulted in the adoption of a Strategic Plan. The Vision and

Mission statements are reviewed on an on-going basis by a number of stakeholders including

faculty, students, administration, and alumni to keep these documents up-to-date and reflective of

the needs of the stakeholders the School serves. The 2014-2019 JMSB Strategic Planning Flow

Diagram is shown in Figure 2.

Figure 2: JMSB Strategic Planning Flow Diagram

B. Financial Strategies

As indicated earlier in the report, finances have been extremely limited due to significant cuts to the

state budget. The JMSB does have a small fund specifically for AACSB activities. This has allowed

JMSB faculty members to attend conferences and present papers without the limitations that faculty

from other areas across the university are subject to. Faculty members (if approved) receive 70%

funding from the university and our Southeastern Foundation AACSB fund will usually pick up the

remaining 30% of cost for the conference.

In response to the rapid program growth in the JMSB, the university has approved several new

faculty positions. For fall, 2018, two new positions have been approved and the searches are near

completion. One position will be in Management, while the second position will be to teach in

Management and Marketing, therefore providing us the needed flexibility to offer courses in both

areas without being overly-dependent on using adjunct faculty members.

In addition, another faculty position in Accounting has been approved for January, 2019 and we are

beginning preparations to begin advertising for that position. As enrollments continue to grow, the


26

JMSB will seek to add additional faculty positions where needed. It is likely that as we continue to

grow our MBA program and the undergraduate program is marketed through Academic

Partnerships, the need for new faculty members will accelerate, so enrollments will need to be

monitored closely, and the plan below updated on a regular basis.

Department Rank/Position Salary Cost

Management/Marketing Assistant or Associate $85,000-$95,000

Management/Marketing Assistant $85,000-$90,000

Accounting Assistant $100,000-$110,000

Please note that should the online BBA and/or MBA program with Academic Partnerships

accelerate growth faster than expected, then these projected faculty needs could change very

quickly.

The JMSB benefits from the generosity of alumnus Mr. John Massey, who the school of business is

named after, in providing funding to endow academic chairs and professorships. Although the

JMSB does not have a significant endowment, there is a small endowment fund raised by a former

dean to enable to the JMSB to facilitate AACSB activities, including funding for conference travel.

Typically, the university will fund 70% of the cost for professional travel and the AACSB fund will

pick up the remaining 30% of funding. The AACSB fund is also used for travel to AACSB

meetings and conferences, for AACSB consultant work, and visitation team expenses. Until the

university hires a business school dean with responsibility for securing funding specifically for the

business school, the JMSB will remain reliant on minimal funding provided through the state

budget.

C. New Degree Programs

Prior to the 2017-18 academic year, all degree areas in the Department of Management &

Marketing were 67-hour major-minors or 18-hour minors. In response to student demand, during

the fall 2016 semester the faculty in the Department of Management & Marketing voted to add two

new 49-hour majors, one in management and one in marketing. The new programs were approved

and became effective with the fall 2017 semester. The purpose was to enable students to major in

one of these areas and minor in something else without adding significant additional coursework

beyond the 124 hours required for graduation. Based on a review of major programs at our peer

and aspirational schools, the decision was made to reduce the business core from 43 to 28 hours,

reduce the concentration courses in management and marketing from 18 hours to 15 hours, and

continue to require 6 hours of upper level business electives.

The Business Core for both majors consists of the following courses:

BIM 3183 Business Information Management

BLAW 3123 Legal Environ of Business

BUS 2633 Business Statistics

BUS 3333 Business Ethics

ECON 2213 Microeconomics

ENG 3903 Business & Professional Writing

MKT 3233 Principles of Marketing


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MNGT 3113 Management & Organizational Behavior

BUS 4901 Career development Seminar

MNGT 4443 International Business

The Management Concentration consists of the following courses:

MNGT 3243 Production & Operations Management

MNGT 3443 Supervisor Management

MNGT 3533 Human Resource Management

MNGT 4353 Management Science

MNGT 4663 Entrepreneurship & New Ventures

The Marketing Concentration consists of the following courses:

MKT 3633 Consumer Behavior

MKT 4333 Marketing research

MKT 4643 Marketing Management

MKT 4453 Marketing Logistics & Supply Chain Management

MKT4123 International Marketing

D. Faculty Intellectual Contributions The JMSB’s most recent AACSB Table 2.1 is presented in Section VIII and summarized below in

Table 2. The data shown in the table captures aggregated research activity by type of intellectual

contribution. AACSB Table 2.1-A lists the Five-Year Summary of Intellectual Contributions and

AACSB Table 2.1 B lists the summary of Intellectual Contributions for the academic years 2014-

2019.

Table 2

Full-time Faculty, By Department

ACCT FIN MNGT MRKT Total JMSB

Professors 2 3

0

5 2 12

Instructors 1 0 2 0 3

Peer-reviewed Journal Articles 7 4 69 13 93

Monographs/Books/Chapters 0 0 28 19 47

Peer-reviewed Proceedings 12 1 52 27 92

Peer-reviewed Paper Presentations 2 5 28 1 36

Other Intellectual Contributions 4 5 34 8 51

Total Intellectual Contributions 25 15 211 68 319

8 Learning & Pedagogical 6 0 71 34 111

Contributions to Practice 5 6 77 8 96

Discipline-Based 14 9 63 26 112

Scholarly Academics 2 3 4 2 11

Practice Academics 0 0 0 0 0

Scholarly Practitioners 0 0 1 0 1

Instructional Practitioners 1 0 2 0 3

Other 0 0 0 0 0


28

Collectively, the JMSB faculty published 93 peer-reviewed journal articles during the five-year

review period and produced a total of 319 intellectual contributions for the same period.

According to the IC tables, the emphasis was on Discipline-based research (35.2%) followed by

Learning and Pedagogical research (34.8%) and Contributions to Practice (30%).

VI. Participants

A. Students According to the Fall 2017 Preliminary Enrollment Report located here SE’s total enrollment has

increased approximately 6.2% since fall 2013 (from 3,840 to 3,956). Of this total, undergraduate

enrollment has decreased 2% (from 3,440 to 3,070), and graduate enrollment has grown 49.7%

(from 400 to 886). The proportion of underclassmen freshman has increased 3.2% while the

sophomores and upperclassman have decreased with the sophomores showing the most dramatic

decrease of 8.3%.

SE’s current student population is diverse, but primarily consists of White/Caucasian (53.5%) and

Native American (29%) students. The largest changes in SE’s student body over the last five

years as per the Fall 2017 Preliminary Enrollment report are the percentage increases in Asian

(69.4%), Black/African American (19.1%), and Hispanic (14.5%) students. Approximately

69.6% of students are Oklahoma residents and 21.6% are Texas residents. Notable changes in

residency status are that residents from other states have increased 126.4%. Consistent with the

growth of the graduate student enrollment, this change is most likely due to SE’s partnership with

Academic Partners and the marketing of the online MBA Program. With respect to gender and

age diversity, women comprise just over half of the student population (52.6%) and the overall

average age is 26.3. Full-time students represent 67.6% of the student body; however, part-time

students account for the largest growth (15.8%).

Table 3: Student Ethnicity Fall 2017

Race University Percentage JMSB Percentage

Caucasian/White 53.50% 49.42%

Native American 29.00% 25.69%

African American 7.30% 9.45%

Hispanic/Latino 5.80% 5.99%

International 2.70% 5.88%

Asian 1.50% 3.46%

Native Hawaiian/Pacific Islander 0.20% 0%

The JMSB enrollment has grown much faster than SE overall with a total growth rate of 52.7%

(from 458 to 868). Of these, 452 (52%) are undergraduate students and 416 (48%) are MBA

students. The JMSB’s student population is diverse, but primarily consists of White/Caucasian

(49.42%) and Native American (25.69%) students.

The following table illustrates the breakdown of the student population with respect to declared

major and degrees awarded (double majors are not reflected in the table).

http://www.se.edu/dept/academic-affairs/files/2013/09/FALL-2017.pdf


29

Table 4: JMSB Degrees Awarded

Degrees Awarded by Academic Year and Major

Programs 2013-

2014

2014-

2015

2015-

2016

2016-

2017

2017-

2018 Total

Percentage

of Degrees

Awarded

during 5-

year period

BBA Awarded Degrees in:

Accounting 30 14 18 17 18 97 23.5%

Finance 8 9 10 9 8 44 10.7%

General Business 11 11 9 14 12 57 13.8%

Management 36 24 29 31 36 156 37.8%

Marketing 10 9 6 14 14 53 12.8%

Hospitality Management 1 0 1 3 1 6 1.5%

Total Undergraduate Programs 96 67 73 88 89 413 100%

MBA (General) 0 0 0 7 7 14 15.4%

MBA (Entrepreneurship) 0 1 1 5 5 12 13.2%

MBA (Finance) 0 0 0 0 11 11 12.1%

MBA (Health Care Info Systems) 0 0 0 1 3 4 4.4%

MBA (HRM) 0 0 0 0 2 2 2.2%

MBA (Management) 2 4 5 12 13 36 39.6%

MBA (Marketing) 0 0 0 0 5 5 5.5%

MBA (Safety) 0 0 0 0 1 1 1.1%

MBA (Native American Leadership) 0 0 0 4 2 6 6.6%

Total Graduate Programs 2 5 6 29 49 91 100%

Total Degrees from John Massey

School of Business 98 72 79 117 138 504

In terms of degrees awarded during the past five years, Management has had the largest percentage

of graduates (38%), followed by Accounting (23%), and General Business (14%). As for current

declared majors, General Business has the largest percentage of declared majors (30%). However,

advisors encourage students to select a specific major; therefore, many of these students are

expected to change their major to a specific field. The next largest majors are Management

(28.7%), and Accounting (22%). It is important to note that while Finance only has 7.8% of

declared majors, it has historically produced a significant percentage of graduates as many

Accounting students double major in order to meet the 150-hour requirement to be eligible to take

the Certified Public Accountant (CPA exam).


30

Table 5: JMSB Enrollment Trends

Student Enrollment (Declared Major) - Fall only data

Programs Fall

2013

Fall

2014

Fall

2015

Fall

2016

Fall

2017

Percentage of Total Enrollment over

5-year period

BBA Enrollment in:

Accounting 94 78 92 94 97 15.52%

Finance 37 36 39 39 35 6.34%

General Business 147 133 139 133 128 23.19%

Management 107 134 132 135 128 21.69%

Marketing 33 38 35 41 58 6.99%

Hospitality Management 0 0 0 6 6 0.41%

Total Undergraduate Programs 418 419 437 448 452 74.15%

MBA

75-General 40 61 60 54 95 10.57%

75-Aero Log 0 0 0 3 7 0.34%

75-Entrepre 0 0 1 12 22 1.19%

75-Finance 0 0 0 26 77 3.51%

75-HIS 0 0 0 14 30 1.50%

75-Hospitality 0 0 0 1 4 0.17%

75-HRM 0 0 0 10 34 1.50%

75-mngt 0 0 6 38 81 4.26%

75-mkt 0 0 0 3 26 0.99%

75-NAL 0 0 0 4 11 0.51%

75-SFTY 0 0 0 7 6 0.44%

75-strat comm 0 0 0 2 14 0.55%

75-Acct 0 0 0 0 9 0.31%

Total Graduate Programs 40 61 67 174 416 25.85%

Total Enrollment in JMSB 458 480 504 622 868 100.00%

i. Student Advising, Career Development and Experiential Learning The Center for Student Success, which reports to the Dean of the Graduate School/E-Programming

and Academic Support in the Division of Academic Affairs, is a one-stop facility that houses the

Academic Advising and Outreach Center, the Native American Center for Student Success, the

Learning Center, the Writing Center and the Office of Freshmen Programs.

The Academic Advising and Outreach Center serves the needs of freshmen (students with less than

24 credit hours), transfer students and students with academic deficiencies. Once a student is

admitted to Southeastern and completes College Placement Testing (if required), the academic

advisors work with undergraduate students to identify academic options, choose appropriate

academic strategies and recognize barriers to academic success. JMSB students who have declared


31

themselves as a business major are assigned a business faculty member as their advisor to work

with through graduation.

The Native American Center for Student Success (NACSS) serves as the hub of student services for

Native American students. The Center provides academic advising and an assorted array of

services to Southeastern’ s Native American students. The main focus of the center is to provide

helpful resources for Native American students to allow them to be productive and achieve their

academic goals at the University. The NACSS offers financial aid assistance for Native American

students and provides opportunities for students to learn more about their Native American heritage. The Career Management Center (CMC) provides resources and services, including deciding on a

major, resume tips, interviewing skills development and other services related to careers. The

Center is housed in the Division for University Advancement. The CMC provides SE

students/alumni with access to employers through on-campus interviews, career fairs and other

events. The CMC works with other university career centers and Workforce offices in both

Oklahoma and Texas (and other states) to provide job search assistance for students/alumni. The

CMC host the following workshops: Dress for Success; Preparing for Your First Interview; Resume

Development Workshop; Interviewing Skills Development Workshop; Business Etiquette; Dining

Etiquette: Having Dinner During an Interview; Sell Yourself: Utilizing Social Media/Websites to

Find a Job.

Experiential learning (Internships) are managed in the JMSB by Dr. Kitty Campbell for

Management and Marketing majors, and by Dr. Linda Bressler for Accounting and Finance majors.

The JMSB works closely with the Career Management Center in securing internships for students,

as well as with the Career Fair, job placements, and other Center activities. ii. Student Input into Shared Governance

There are two primary means in which students participate in the shared governance of the

University. The first is through the Student Government Association and the second is through

student membership in University Committees.

The Student Government Association is the representative organization for all enrolled students at

Southeastern. Elections are held twice a year to elect student senators. The Senate addresses issues

brought forward by students through resolutions and bills. When the University is looking at

changes in tuition, fees or student policies, the support of the Senate is requested. The university

President makes two official visits to the SGA meeting each year to give the “state of the

university” and to respond student questions. SGA can make recommendations for policy changes

to the administration that are carried forward on their behalf by the Vice President for Student

Affairs.

As per the Faculty Handbook, students are to be appointed each year to University Committees.

The appointments are made by the Student Government Association, approved by the President,

and submitted to the Faculty Senate president and chair of the Committee on Committees. Students

are represented on the following University Committees: Academic Appeals, Student Conduct

Appeals, Curriculum, General Education, Graduate Council, Institutional Care and Use of Animals,

Campus Sustainability, Institutional Assessment, Institutional Research Board, Library, Organized

Research and the Distance Education Council.


32

As a regional state university, SE provides a wide array of student support services. These

services existed at the time of initial accreditation and no noteworthy changes have taken place.

More detailed information on the services available to students can be found in Appendix N.

B. Community The JMSB maintains a good working relationship with local business leaders and values their

opinions. This is witnessed by the strong representation of local business professionals on various

advisory boards for the JMSB. Many of our students live and work in the local community and

many participate in various community organizations and service projects.

C. Faculty The JMSB faculty is diverse with respect to ethnicity and gender. Of the current faculty

members, 60% are Caucasian while 20% are Asian, 13.3% are Native American and 6.7% are

Hispanic. With respect to gender, females make up 33.3% of the faculty. With respect to age,

38% of the faculty members are under the age of 60. In addition, Dr. George Collier is Professor

Emeritus and a member of the Choctaw Nation. His dedication to the University is demonstrated

by the fact that he continues to teach and plays an important role as a member of the JMSB

faculty.

AACSB required tables 2-1, 2-2, 15-1 and 15-2 are provided in Section VI of this report.

i. Faculty Sufficiency, Classification, and Recruitment

The JMSB’s policy on the classification of faculty can be found here on the JMSB website. ii. Classifications of Intellectual Contributions There shall be only three classifications of intellectual contributions for faculty members of the

School of Business. These three classifications are 1) Contributions to Practice, 2) Discipline-based

Scholarship, and 3) Learning and Pedagogical Research. The definitions to determine the

appropriate classification of intellectual contributions are as follows:

1. Contribution to Practice- the major emphasis of the intellectual contribution deals with a

topic which influences professional practice in the faculty member’s field. Articles in

practice-oriented journals, creation and delivery of executive education courses,

development of discipline-based practice tools, and published reports on consulting.

Comment: Deals with the real world. 2. Discipline Based Scholarship- the major emphasis of the intellectual contribution deals

with a topic which adds to the theory or knowledge base of the faculty member’s field. Published research results and theoretical innovations qualify. Comment: Deals with the academic world.

3. Learning and Pedagogical Research – the major emphasis of the intellectual contribution deals with teaching-learning activities of the school. Preparation of new materials for use in courses, creation of teaching aids, and research on pedagogy all should qualify. Comment: Deals with instructing or teaching.


http://www.se.edu/dept/bus/files/2018/03/JMSB-Faculty-Qualifications-under-2013-AACSB-standards-approved-2-12-14.pdf


33

Intellectual contributions may encompass one or more of the categories but shall be classified in

accordance with the major emphasis of the intellectual contribution. If the major emphasis cannot be

readily determined, then the intellectual contribution shall be classified in the highest category

provided. iii. Faculty Sufficiency – Participating and Supporting Status

A participating faculty member has an ongoing relationship with the School and has regularly

assigned duties that help the School achieve its mission beyond assigned teaching duties and

include instructional, research and/or service activities. A supporting faculty member only

engages in direct teaching activities: preparing, teaching, grading and holding office hours.

Instructional activities of a participating faculty member may include faculty development,

publishing books and developing other pedagogical materials in the field, and program

development. Examples of research activities of a participating faculty member include conducting

and presenting academic research and participating in academic associations and meetings. A

participating faculty member may perform service activities that include advising students and

student organizations, participating in academic or professional associations, participating in the

governance and curriculum development in the department, School or University, and providing

service to the community as a representative of the School in the discipline. Additional, specific

examples appear here. iv. Faculty Recruitment

In advertising for full-time faculty, position descriptions are written by the respective department

and submitted through the administrative channel for approval. Once approved, these

advertisements are placed in nationally recognized sources such as the AACSB placement service

or listed in the Chronicle of Higher Education. Recruiting part-time faculty is generally based on

contacting local business professionals who are known to possess an expertise needed for a

particular class or set of classes. When search committees are formed to review applications, the search committee members are

required to attend a training program concerning equal opportunity and learn what types of

questions are appropriate to ask a candidate. Ultimately, the search committee selects the

candidate that they believe possesses the strongest skill set for the open position. Background

checks are conducted on all candidates before an offer is made. As a regional state institution of higher education, SE’s hiring policies are guided by the

Oklahoma Board of Regents for Higher Education and detailed in sections 4.1.1 through 4.1.6 of

Southeastern Oklahoma State University’s Academic Policies and Procedures Manual.

Combined, these sections cover important issues such as appointment to regular faculty,

appointment to supplemental faculty, appointments to the summer teaching faculty, full and part-

time appointments, hiring procedures and guidelines, and nepotism, respectively. Section 4.2

covers the Endowed Chair policy.

v. Evaluation System, Promotion, and Tenure

Effective November 2017 a new set of standards for JMSB faculty evaluation, promotion, and

tenure was implemented to ensure that faculty members would be evaluated in part, on the basis of

http://www.se.edu/dept/bus/files/2018/03/JMSB-Participating-and-Supporting-Faculty-policy-approved-2-12-14.pdf


34

innovation, impact, and engagement. This does not replace the university system, but rather

supplements the university requirements. A copy of the new rank, tenure, and promotion policy can

be found in Appendix G of the AACSB CIR Appendices.

All faculty members at SE are subject to annual reviews of performance in the critical areas of

teaching, scholarship, and service. Additionally, faculty members who have significant

administrative duties are evaluated on that facet of performance as well. Details of the SE Faculty

Evaluation System are contained in sections 4.4.1 through 4.4.6 of Southeastern Oklahoma State

University’s Academic Policies and Procedures Manual. These sections introduce the evaluation

process, and explain the faculty evaluations system, the procedural principles and guidelines, the

faculty development evaluation process, provide a faculty evaluation guide, and the faculty

grievance policy, respectively. In addition, each year, the Department Chair sends Endowed Chairs

a letter requesting that they provide a narrative of their activities during the previous academic year.

The Department Chair reviews the report and makes recommendation to the President. Promotion and tenure procedures for all faculty members at SE are detailed in sections 4.5 and 4.6

of Southeastern Oklahoma State University’s Academic Policies and Procedures Manual. Section

4.5 discusses rank, promotion in rank, and outlines the promotion process. Section 4.6 discusses all

aspects of tenure and details the process that SE follows. In 2012, the Dean of Instruction began

meeting with all applicants for promotion or tenure and provided them with specific guidelines to

follow in assembling the promotion and/or tenure package. This process has resulted in more

uniform packages for the review committee to evaluate. Moreover, promotion and tenure policies

were revised in 2013 from a joint effort of the Faculty Senate and University Administration to

streamline the process.

vi. General Faculty Development In the spring of 2010, SE implemented a requirement that all faculty teaching online classes must

achieve online certification (a 40- hour professional development program). All JMSB faculty

members have obtained, or are in the process of obtaining, the required certification. Because all

JMSB faculty teach online courses, this initiative should result in producing better quality courses.

During the fall 2012 semester, SE purchased a subscription to “Quality Matters” – a faculty

centered peer-review process that is designed to certify the quality of online and blended courses.

Full-time faculty who teach online or plan to teach online courses that had not completed their

certification under the prior system were required to utilize Quality Matters to complete their

certification.

In 2011, SE provided an online training class for faculty and staff to prepare them to act in the case

of a disaster (natural or otherwise). National Incident Management System (NIMS) is required and

was completed by all faculty members and staff. The intent was to create a body that could respond

appropriately if a disaster occurred. If a disaster occurs, the response should result in better

protecting our faculty, staff, students, administrators, and property.

Another SE sponsored faculty training initiative was introduced for the summer of 2012 to assist

faculty in identifying at-risk students. The online training course was designed to prepare faculty to

identify students that are exhibiting worrisome signs, assist the faculty member in engaging the

student in a dialog to help identify the source of the problem, and guide the student to a resource

that can assist them in mitigating the problem.


http://lectures.se.edu/academic-affairs/policies-and-procedures/docs/academic-policies-and-procedures.pdf


35

At the beginning of the fall 2012 semester, the Dean of Instruction hosted the first annual SE

Faculty Symposium. The two-day event included multiple workshops presented by 37 presenters

and panelists made up of faculty, staff and administrators. This was repeated in the fall, 2013 and

has become an annual event.

vii. Changes in Faculty Resources and Faculty Professional Development Faculty members have a variety of resources at their disposal to enhance their professional

development. SE has SPSS licenses that permit researchers to access SPSS to use basic statistical

functions in their teaching and research. Additionally, faculty members are granted release time

(teach nine credit hours per semester), have graduate research assistants that are available for

approximately four hours per week, and secretarial assistance is available.

SE has a mini-grant program that provides funds for research, including travel to conferences.

Traditionally, SE would cover 70% of the travel cost (up to established limits) and the faculty

member would cover the remaining 30% (unless covered by the AACSB account). In 2012, minor

changes were made to the program. The JMSB has a small AACSB endowment fund which picks

up the 30% of expenses not covered by the university. This reduces out-of-pocket cost for faculty

that have not been active but increases out- of-pocket cost for faculty that are active presenters at

conferences or serve of boards of professional organizations.

VII. Assurance of Learning

A. Overview

Assurance of learning (AOL) in the John Massey School of Business (hereafter, JMSB) is a faculty-

driven process. Oversight of the process is charged to the Accreditation coordinator and Curriculum

Management/Assurance of Learning Committee (hereafter, CMAoL). The composition of the

committees provides a cross-sectional representation of all disciplines and programs in the School

of Business.

All respective committees work closely with the faculty to ensure that each learning objective is

measured on a systematic basis. The faculty employ a variety of assessment strategies including

major field tests, simulations, rubric analysis of cases, presentations and other course assignments.

In addition, indirect measures such as surveys and employer feedback are included in programmatic

reviews. Analyses of results guide the aforementioned committee and their work with the faculty to

develop and implement appropriate actions to confirm that curricula and pedagogy are managed in a

way that enhances student learning. Figure 3 on the following page exhibits how the AOL process

operates in a continuous improvement mode.


36

Figure 3: AOL Process

i. Redesign of the AOL Process

After the 2013 AACSB maintenance visit, the CMAoL developed an Assurance of Learning

Process Manual. The CMAoL manual details the AoL processes in place to monitor student

progress and make curriculum adjustments when deemed necessary. The following provides a brief

overview of the process:

The BBA program has five goals: communications, problem solving, ethics, teamwork, and

business knowledge. For the BBA Assessment, seven direct measures and one indirect measure is

used to engage faculty, students, the local business community and administration to assess and

continually improve student achievement. Of these measures, seven are internal and one is external.

The seven internal direct measures are the ETS Major Field Test in Business (MFT-B), the Comp

XM exam, the oral communications rubric, the written communications rubric, the problem solving

rubric and peer evaluations. Internships are an external direct measure. Our indirect measure is the

senior exit survey. Copies of rubrics and surveys are presented in Appendix A of the CMAoL

manual.

The MBA program has four goals: communications, analysis, teamwork and critical thinking.

Unlike the BBA program, the MBA program relies heavily on internal direct measures from

internally developed or adopted rubrics. Further information on the MBA program goals and

assessment methods are shown in the CMAoL Assurance of Learning Process Manual.

Define and/or

Reevaluate

Learning Goals

& Objectives

Align

Curriculum

with Goals

through

Mapping

Identify

Instruments &

Measurements

(Assessments)

MFT, Comp XM,

Rubrics, Surveys,

etc. Collect,

Analyze &

Distribute Data

Develop

CMAoL

Committee

Report

(Annually)

Approved

Report

Implemented

for Continuous

Improvement

ASSURANCE OF

LEARNING PROCESS

(AOL)


37

Comparison to national or international benchmarks can be a very important tool in evaluating

students, particularly as graduating students compete for job offers not simply on a local basis, but

on a much larger scale. The new process allows for curriculum intervention in courses and/or

programs when students score below national norms in the tested areas. A new evaluation process

has also been developed for student interns that better evaluates student performance while working

at the internship work site.

While the JMSB has continued to collect assessment data utilizing the aforementioned process

through Fall 2017, over the past year we recognized a need for some modifications. In Spring 2017,

pending the retirement of the CMAoL chair, Dr. Kathryn Martell was contracted to come to the

Southeastern campus and present an AOL training/workshop specifically addressing AOL in the

JMSB and working with new leadership. Since that time, the School has begun efforts to adapt its

assurance of learning (AOL) process to better fit its new environment. To understand the rationale

for this design change it is important to explore the reasons behind it. At the time of the last visit,

the JMSB was primarily focused on face-to-face instruction at the undergraduate level. Since then

the University has contracted with Academic Partnerships to market our MBA. Thus, there has been

a sizeable increase in the size of our graduate program. Further, we have seen an increase in online

students not only at the graduate level, but undergraduate as well.

Dean Martell worked directly with faculty at the Spring visit on campus and virtually thereafter to

transform the AOL process into one supportive of both the university and school’s mission relative

to our new environment. The current AOL modifications in progress include the following:

Revision of the MBA learning goals

New curriculum mapping for the MBA

Elimination of the Student Exit Survey

Better utilization of the Internship Survey

Reduction in the number of times we assess in a five-year period

Reduction in the amount of work on a select group of faculty members

Better utilization of MFT data

ii. Curricula Development

As previously stated, curriculum and assurance of learning merged to form the CMAoL Committee

and is composed of faculty from every department within the school. In addition to the AOL duties

previously mentioned, the committee is charged with reviewing curriculum changes identified by

faculty at the departmental level and making recommendations to the University Committee for

revisions of undergraduate and graduate curriculum for all business majors. In addition, a bi-annual

review of all course descriptions and objectives should be completed to assess appropriateness of

the course and course/objective compatibly. Further, the Curriculum Committee will identify areas

of opportunity within business curriculum and present their recommendations. Department Chairs

will then present the information to their respective departments for faculty input. The committee

will also coordinate with the Assessment Committee for the purpose of assisting in program

reviews.

B. Undergraduate Programs

The following learning goals outline the JMSB undergraduate degree program both face-to-face and

online. Each program has objectives that support each goal. Objectives are tied to the JMSB and


38

University’s Guiding Principles. Additionally, each goal is connected to an assessment.

BBA (Accounting, Finance, General Business, Hospitality Management, Management, Marketing)

Goal 1) Communication: JMSB graduates will be effective communicators with the ability to

prepare and deliver oral and written presentations using appropriate technologies.

Goal 2) Problem Solving: JMSB graduates can apply critical thinking skills, quantitative methods

and technology to problem solving.

Goal 3) Ethics: School of Business students possess the knowledge and understand the significance

of making ethical business decisions.

Goal 4 Teamwork: JMSB graduates will possess the skills necessary to work effectively as a

member of a team.

Goal 5) Business Knowledge: JMSB graduates will have an understanding of the functional areas

of business and how they relate to each other.

C. Graduate Programs

The following learning goals and objectives outline the JMSB graduate degree program online.

Each program has objectives that support each goal. Objectives are tied to the JMSB and

University’s Guiding Principles. Additionally, each goal is connected to an assessment.

MBA (Current Goals- not reflective of changes being implemented Fall 2018)

Goal 1) Communication: JMSB MBA graduates will be able to effectively communicate, orally

and in writing.

Goal 2) Analysis: JMSB graduates will be effective analysts.

Goal 3) Teamwork: JMSB graduates will be able to effectively participate as a member of a team.

Goal 4) Critical Thinking: JMSB graduates will be critical thinkers.

D. Closing the Loop

i. Assessment Results

The following tables provide a summary of the assessment results for two assessment cycles in the

JMSB.

BBA Learning

Goals/Objectives

Assessment &

Evaluation

Instrument

Course Mapping % Students Meeting or Exceeding

Expectations

(Benchmark = 70%)

Communications 2013-14 2015-16 2017-18 Effective Oral

Communicators

Rubric

Senior Exit Survey

Internship

Evaluation

MNGT 4633

MNGT 4633

Internships 4953

100%

91%

93.3%

94.7%

84.7%

100%

100%

100%

Effective Written

Communicators

Rubric

Senior Exit Survey

Internship

Evaluation

MNGT 4633

MNGT 4633

Internships 4953

66.7%

100%

91%

100%

94.7%

84.7%

94%

100%

88.8%


39

Problem Solving 2013-14 2015-16 2017-18 Critical Thinking

Skills

Senior Exit Survey

Internship Eval

CompXM / Rubric

MNGT 4633

Internships 4953

100%

100%

71.8%

94.7%

84.7%

95.6%

100%

80%

Quantitative

Methods

CompXM

MFT

MNGT 4633 71.5%

MFT

Exceeded

Nat’l Norm

58%

MFT

Exceeded

Nat’l Norm

Technology CompXM

MFT

Senior Exit Survey

MNGT 4633

MNGT 4633

71.8%

MFT

Exceeded

Nat’l Norm

100%

60%

MFT

Exceeded

Nat’l Norm

94.7%

100%

Ethics 2013-14 2015-16 2017-18 Ethical Sensitivity Senior Exit Survey MNGT 4633 85.7 94.7% 100%

Teamwork 2013-14 2015-16 2017-18 Effectively work as

team member

Senior Exit Survey

Teamwork Peer

Evaluation

MNGT 4633 100%

94.7%

70.6 %

100%

93.8%

Business

Knowledge

2013-14 2015-16 2017-18

Business

Understanding

MFT MNGT 4633 Met or

Exceeded 9

of 9

Functional

Areas

Met or

Exceeded 8 of

9 Functional

Areas

(Economics

Below Norm)

Met or

Exceeded 6 of

9 Functional

Areas

(Economics,

Management,

Finance

Below Norm)

MBA Learning

Goals/Objectives

Assessment &

Evaluation

Instrument

Course

Mapping

% Students Meeting or Exceeding

Expectations

(Benchmark = 70%)

Communications 2013-14 2015-16 2017-18 Effective written

communicators

Rubric

MNGT 5603 66.7% 96%

Effective oral

communicators

Rubric

MNGT 5603 100% 100%

Analysis 2013-14 2015-16 2017-18 Effective analysts Rubric MNGT 5603 100% 91.2%

Teamwork 2013-14 2015-16 2017-18 Work effectively with

team

Teamwork

Evaluation

MNGT 5603 90.9% 93.8%

Complete individual

assignments in support

of a team

Teamwork

Evaluation

MNGT 5603 90.9% 93.8%

Work with diverse

backgrounds to achieve

team goals

Teamwork

Evaluation

MNGT 5603 90.9% 93.8%

Critical Thinking 2013-14 2015-16 2017-18 Effective critical

thinkers

Rubric MNGT 5603 100% 96% 100%


40

ii. Assurance of Learning

Results from each assessment cycle have been used to identify strategies for closing the

performance gap on learning objectives. JMSB had undertaken several initiatives to close the loop,

which include both pedagogical, process, and curriculum changes. A brief summary of changes in

response to assessment data from the undergraduate and graduate curriculum is presented in the

tables below.

BBA

Related Goal(s) Identified Problem Corrective Action Impact of Action

Business

Knowledge: JMSB

graduates will have

an understanding of

the functional areas

of business and how

they relate to each

other.

MFT international scores

for those students

majoring in accounting,

marketing and

management. Options

discussed at the prior

CMAoL meeting are to:

1. Add a required

international course to

each discipline

2. Create an Intro to

International Business

core course

In Spring 2016, the

CMAoL Committee

voted unanimously to

replace Intro to Business

with MNGT 4443

International Business to

address the

“international” area of

weakness for students

across many disciplines

of the BBA program.

The course was

approved by RUSO in

June of 2016.

International Business

was first offered in the

Fall of 2017. It was

measured via the MFT

in AY 2017-18. While

it is still early in the

intervention process,

scores did improve

from previous years, as

well as exceeding the

national average in AY

17-18.

Problem Solving: JMSB graduates can

apply critical

thinking skills,

quantitative methods

and technology to

problem solving.

Poor overall program

performance and failure

to complete the degree.

Regents approved to

change the graduation

requirements to a “C” or

better in all core

business courses in

2015. In the Fall of

2017, advisors in each

discipline have overseen

this action in their

advisements and

graduation checks for

JMSB students.

Early data including

average years to

graduate and fall to fall

retention rates does not

indicate any negative

impact regarding the

graduation

requirements change.

Indirect data, including

student and faculty

feedback, point to an

increased effort and

understanding on the

side of the student to

perform well in all core

courses.


apply critical

thinking skills,


and technology to

problem solving.

Poor overall program

performance and failure

to complete the degree.

Regents approved

request to add admission

criteria to the JMSB in

2015. JMSB would have

separate admission

criteria and students

would have to apply for

admission their junior

year.

Due to budget issues

arising in 2015 and lack

of administrative

support this initiative is

still awaiting

implementation.


41


apply critical

thinking skills,


and technology to

problem solving.

CompXM scores below

the national average.

In the fall of 2018, the

CMAoL committee will

investigate ways to

improve the use of

CompXM in the

program, including

benchmarks/expectations

and the identification of

potential areas for

improvement.

TBD

Communication: JMSB graduates will

be effective

communicators with

the ability to prepare

and deliver oral and

written presentations

using appropriate

technologies.

Problem Solving:

JMSB graduates can

apply critical

thinking skills,


and technology to

problem solving.

Teamwork: JMSB

graduates will

possess the skills

necessary to work

effectively as a

member of a team.

Internship surveys and

moreover direct

communication with said

stakeholders alerted us to

issues involving career

readiness of JMSB

students.

In 2016, the JMSB

faculty, along with the

supports of the CMAoL

Committee, decided

unanimously to add BUS

4901 Career

Development Seminar to

address career readiness

competencies including:

critical thinking,

professionalism and

work ethic, teamwork,

communication skills,

and leadership. The

course was first taught in

Fall 2017.

Early indirect data from

employers, as well as

student evaluations,

suggests that the course

is assisting in career

preparedness and soft

skills. Faculty are

currently working with

Career Development to

improve the internship

evaluation and

communication

between employers and

faculty regarding

improvement of career

readiness in our

students.

MBA

Related Goal(s) Identified Problem Corrective Action Impact of Action All

Analysis of the oral

communications, written

communications, and

critical thinking rubrics,

as well as, teamwork

evaluations, and student

exit survey all suggest

that JMSB MBA students

met the established goals.

While no curricular

interventions were

required it prompted the

CMAoL committee to

look at the methods of

assessment and determine

how improvements could

be made.

Revision of the MBA

learning goals, new

curriculum mapping,

and implementation of

the MBA Major Field

Test (MFT) as a direct

measure of business

knowledge.

Revision of goals and

mapping is nearing

completion and should

be voted on by the

committee Spring of

2018. The MFT is

scheduled to start Fall

2 of 2018, providing

standardized

comparable data.


42

All

Sizeable increase in the

size of our graduate

program due to alliance

with Academic

Partnerships.

Revision of the MBA

learning goals, new

curriculum mapping,

implementation the

MBA Major Field Test

(MFT) as a direct

measure of business

knowledge all to

improve the program

and make the AOL

process more efficient.

Revision of goals and

mapping is nearing

completion and should

be voted on by the

committee Spring of

2018. The MFT is

scheduled to start Fall

2 of 2018.

VIII. Policies for Faculty Management

As a unit of SE, the JMSB policies and procedures for faculty management must be consistent with

those of the University and its governing bodies - the Oklahoma State Regents for Higher Education

(OSRHE) and the Regional University System of Oklahoma (RUSO). The OSRHE System is the

state’s legal structure for providing public education at the collegiate level and prescribes standards

of higher education applicable to each institution. The RUSO System governs SE and the other five

regional universities in the State through providing guidance in the areas of: (1) Administration; (2)

Finance and Management; (3) Academic Affairs; (4) Student Affairs, and (5) General Policies.

These policies follow the traditional policies commonly employed at public universities in the United States, including faculty recruitment, retention, and development as wells as promotion requirements and mandatory tenure review. The electronic version of the Southeastern Academic Policies and Procedures Manual is available on the SE website here. In addition, the JMSB maintains the policies and procedures for classifying faculty as SA and SPQ as well as participating and supporting. The electronic version of these policies and procedures is available on the JMSB website here. A hard-copy will be available to the AACSB Maintenance of Accreditation Review Team. Effective November, 2017 a new set of standards for JMSB faculty evaluation, promotion, and

tenure was implemented to insure that faculty members would be evaluated in part, on the basis of

innovation, impact, and engagement. This does not replace the university system, but rather

supplements the university requirements. A copy of the new rank, tenure, and promotion policy can

be found in Appendix G.

http://lectures.se.edu/academic-affairs/policies-and-procedures/docs/academic-policies-and-procedures.pdf

http://www.se.edu/dept/bus/aacsb-maintenance/



IX. AACSB Tables – 2-1, 2-2, 15-1 and 15-2

Table 2-1: Intellectual Contributions for the 5-year period 2013-2014 through 2017-2018

Portfolio of Intellectual

Contributions

(Includes refereed and non-refereed;

published and unpublished)

Types of Intellectual Contributions

Percentages of Faculty Producing

Intellectual Contributions

Assigned Discipline BDS AIS TLS PRJ Proc Pres Grant Txbk Case OTM PPS/PP OIC Total Part All

Accounting [7 members, 4.00 FTE] 14 5 6 7 12 2 1 3 25 100.00% 75.00%

Finance [3 members, 3.00 FTE] 9 6 4 1 5 5 15 66.67% 66.67%

Marketing [4 members, 3.00 FTE] 26 8 34 13 27 1 19 8 68 100.00% 66.67%

Management [15 members, 11.00 FTE] 63 77 71 69 52 28 5 28 29 211 87.50% 63.64%

College Totals: [29 members, 21.00

FTE] 112 96 111 93 92 36 6 0 47 0 0 43 319 87.50% 66.67%

Part B: Alignment with Mission, Expected Outcomes, and Strategy

Almost two-thirds (63.5%) of intellectual JMSB contributions fall under the category of teaching or applied research. This is consistent with the JMSB mission which states “The JMSB recognizes and values a wide range of intellectual contributions with an emphasis on applied knowledge and practice.” This is also consistent with the Southeastern mission of emphasizing teaching and service over scholarship (please note that scholarship is recognized and required of faculty members as stated in the university Academic Policies and Procedures Manual”.

Part C: Quality of 5-year Portfolio of Intellectual Contributions

JMSB faculty members account for 23 Conference “Best Paper” awards, plus two named “Honorable Mention”. Google Scholar counts run into the thousands, along with thousands of Reads and Downloads in ResearchGate.net. JMSB faculty members also have produced textbook chapters and more than two dozen business textbooks. Nine faculty members account for 3,358 Google Scholar counts, or an average of 373 per faculty member. JMSB faculty members have also been quoted in Money Magazine, Time.com, American Express Open Forum, corporate websites and newspapers on a wide range of business topics.

Part D: Impact of Intellectual Contributions

Please see impact able on following page.


Google Scholar counts

h-index I10 index ResearchGate

R. Stevens 1594 14 24 Digital Commons 214 downloads

K. Campbell 36 4 1

C. Kernek 45 3 3 68 reads, 17 citations, Digital Commons 214 downloads

C. Von Bergen 763 14 19

M. Bressler 270 10 10 4,052 reads, 74 citations Digital Commons 214 downloads

L. Bressler 170 9 8 1,511 reads, 47 citations

H. Chen

R. Richards 21 2 1

Y. Lin 56 4 2

L. Silver 410 8 10 1,207 reads, 182 citations Digital Commons 214 downloads

Google Scholar Counts

h-index average

!10 index average

Research Gate

Accounting 191 5.5 4.5

Finance 56 4 2

Management 2660 10.5 55

Marketing 455 5.5 6.5 1275 reads, 199 citations, Digital Commons citations 428


45

Table 2-2: 5-Year (2013-2014 through 2017-2018) Summary of Peer Reviewed Journals and Number of Publications in Each

By Assigned Discipline (55 Articles in 43 Unique Peer-Reviewed Journals)

Accounting

Peer Reviewed Journals Number of

Publications Quality

1 CPA Focus 1.00

2 Journal of Business & Entrepreneurship * 1.00

3 Journal of Legal, Ethical and Regulatory Issues * 1.00

4 Journal of Applied Case Research * 0.50

5 Journal of Technology Research * 0.50

6 Journal of the Academy of Legal, Ethics, and Regulatory Issues * 0.50

4.50 Articles in 6 Peer-Reviewed Journals 4.50

Finance



7 Accounting Review, The 1.00

8 Chinese Economy 1.00

9 Journal of International Finance and Economics 1.00


Marketing



10 Mustang Journal of Marketing and Management * 1.50

11 Academy of Educational Leadership Journal 1.00

12 Archives of Business Research 1.00

13 Intersection 1.00

14 Journal of Business & Entrepreneurship * 1.00

15 Journal of Research in Marketing and Entrepreneurship 1.00

16 Atlantic Marketing Journal * 0.50

17 Business Studies Journal * 0.50

18 American Journal of Business and Management * 0.33


46

19 Global Education Journal * 0.33

20 Services Marketing Quarterly * 0.33


Management



21 Employee Relations Law Journal 3.00

22 AABRI Journal of Management and Marketing Research 2.00

23 American Journal of Management Studies 2.00

24 European Journal of Management 2.00

25 International Journal of Development Research 2.00

26 Journal of Legal, Ethical and Regulatory Issues * 2.00

27 Research in Higher Education 2.00

28 Services Marketing Quarterly * 1.67

29 AABRI Journal of Behavioral Studies in Business 1.00

30 AABRI Research in Business and Economics Journal 1.00

31 Academy of Entrepreneurship Journal 1.00

32 Administrative Issues Journal 1.00

33 Administrative Issues Journal: Connecting Education, Practice, and Research 1.00

34 Entrepreneurial Executive, The 1.00

35 Global Journal of Business Disciplines 1.00

36 Global Journal of Entrepreneurship 1.00

37 Health Marketing Quarterly 1.00

38 International Journal of Current Research 1.00

39 International Journal of Strategic Management 1.00

40 Journal of Business Cases and Applications 1.00

41 Journal of Business Strategies 1.00

42 Journal of Organizational Culture, Communications and Conflict 1.00

43 Journal of Social Marketing 1.00

44 Labor Law Journal 1.00

45 Mustang Journal of Business and Ethics 1.00


47

46 University of Tennessee Law Journal 1.00

47 American Journal of Business and Management * 0.67

48 Global Education Journal * 0.67

49 Atlantic Marketing Journal * 0.50

50 Business Studies Journal * 0.50

51 Journal of Applied Case Research * 0.50

52 Journal of Technology Research * 0.50

53 Journal of the Academy of Legal, Ethics, and Regulatory Issues * 0.50

54 Mustang Journal of Marketing and Management * 0.50


Total: 55 Articles in 43 Unique Peer-Reviewed Journals 55.00


Table 15-1: Sufficiency and Qualifications Summary for 2017-2018 (Terms included: 2017-Fall, 2017-Summer, 2018-Spring) Organizational Unit: Discipline Status source: Teaching Schedule Aggregation Unit: Student Contact Hour

Discipline: Accounting [ACCT]

Portfolio Sufficiency * % of Time Devoted to Mission for Each Qualification Group *

Member Name Appt Degree, Year Participating Supporting Responsibilities SA PA SP IP Oth Description

SA: Bressler, Linda 2017 D.B.A., 2001 435.00 UT,MT,ADM,RES,SER 100.00%

Lin, YingChou 2014 Ph.D., 2007 24.00 UT,MT,RES,SER 6.11%

Richards, Rhonda 2017 Ph.D., 2012 717.00 UT,ADM,MT,RES,SER 100.00%

IP: Burrage, Carol 2016 J.D., 1993 126.00 UT 25.00%

Davis, Mike 2016 J.D., 2010 417.00 UT 33.33%

Dixit, Sunil 2017 M.B.A., 2009 414.00 MT,UT 22.70%

Metts, Stephanie 2015 M.B.A., 2008 378.00 UT,SER 79.25%

Ur-Rehman, Kashif 2017 M.S., 2010 201.00 MT 25.00%

Accounting [ACCT]: 1,554.00 1,158.00 FTE: 2.06 1.85

Discipline: Finance [FIN]



SA: Chen, Han-Sheng 2013 Ph.D., 2013 413.00 UT,MT,RES,SER 100.00%

Lin, YingChou 2014 Ph.D., 2007 369.00 UT,MT,RES,SER 93.89%

Liu, Shiang 2017 A.B.D., --N/A--

501.00 UT,SER,RES 100.00%

Finance [FIN]: 1,283.00 FTE: 2.94


Discipline: Marketing [MKT]



SA: Campbell, Lila 1997 E.D.D., 2000 6.00 UT,MT,ADM,RES,SER 0.79%

Flores, Jimmie 2015 Ph.D., 2009 27.00 UT,MT 1.05%

Kernek, Courtney 2014 Ph.D., 2007 1,032.00 UT,MT,RES,SER 100.00%

Rodriquez, Luis 2018 Ph.D., 2011 468.00 UT,MT 75.00%

Silver, Lawrence 2006 D.B.A., 2000 369.00 UT,MT,ADM,RES,SER 100.00%

IP: Hendrick, Katherine (Kathy)

2011 M.B.A., 2007 147.00 UT 25.00%

Marketing [MKT]: 1,407.00 642.00 FTE: 2.77 0.25

Discipline: Management [MNGT]



SA: Bressler, Martin 2010 E.D.D., 1995 372.00 UT,MT,RES,SER 100.00%

Campbell, Lila 1997 E.D.D., 2000 757.00 UT,MT,ADM,RES,SER 99.21%

Flores, Jimmie 2015 Ph.D., 2009 1,896.00 UT,MT 73.95%

Graves, W. 2018 E.D.D., 2005 99.00 UT 25.00%

Stevens, Robert (Bob)

2006 Ph.D., 1971 1,527.00 UT,MT,RES,SER 100.00%


Von Bergen, C. (Von)

1997 Ph.D., 1974 708.00 UT,MT,RES,SER 100.00%

SP: Howard, Robert 2010 M.B.A., 2007 1,713.00 UT,MT,ADM,RES,SER 100.00%

IP: Archey, Sasha 2017 M.B.A., 2004 228.00 UT 37.50%

Dixit, Sunil 2017 M.B.A., 2009 42.00 MT,UT 2.30%

Foster, D 2017 M.B.A., --N/A--

405.00 UT 62.50%

Hampton, Ashley 2015 M.B.A., 2011 882.00 UT 50.00%

Knight, Stephen 2017 M.B.A., 2017 969.00 UT,SER 75.00%

Leird, Rodney (Rod)

2011 M.B.A., 2005 786.00 UT,RES,SER 100.00%

Metts, Stephanie 2015 M.B.A., 2008 99.00 UT,SER 20.75%

Perkins, Skyelar 2015 B.S., 2014 54.00 UT 25.00%

Ridenour, Alisha 2015 M.E., 2004 621.00 UT 41.67%

Oth: Collier, George 1972 Ph.D., 1978 663.00 MT,SER 58.33%

Management [MNGT]: 7,594.00 4,227.00 FTE: 4.98 1.00 4.15 0.58

College Totals [34 members]: 11,838.00 6,027.00 FTE: 12.75 1.00 6.25 0.58


Table 15-1: Sufficiency and Qualifications Summary Benchmarks for 2017-2018 (Terms included: 2017-Fall, 2017-Summer,

2018-Spring)

Organizational Unit: Discipline Status source: Teaching Schedule Aggregation Unit: Student Contact Hour

U n i t S u m m a r y B e n c h m a r k s Faculty Sufficiency Indicators * Full-Time Equivalents Faculty Qualifications

Indicators **

Discipline Participating Supporting Total % Taught by Participating

SA PA SP IP Oth Total SA (40%) SA+PA+ SP (60%)

SA+PA +SP+IP

(90%)

Accounting [ACCT] 1,554.00 1,158.00 2,712.00 57.30% 2.06 1.85 3.91 52.66% 52.66% 100.00%

Finance [FIN] 1,283.00 1,283.00 100.00% 2.94 2.94 100.00% 100.00% 100.00%

Marketing [MKT] 1,407.00 642.00 2,049.00 68.67% 2.77 0.25 3.02 91.72% 91.72% 100.00%

Management [MNGT] 7,594.00 4,227.00 11,821.00 64.24% 4.98 1.00 4.15 0.58 10.71 46.50% 55.84% 94.55%

College Totals: 11,838.00 6,027.00 17,865.00 66.26% 12.75 1.00 6.25 0.58 20.58 61.94% 66.80% 97.17%

Faculty Sufficiency Indicators *

Discipline: P/(P+S) >=60% required to be taught by participating members

College: P/(P+S) >= 75% required to be taught by participating members

Faculty Qualifications Indicators **

Aggregation of the qualifications of participating and supporting

members, based on % dedicated to mission.

Minimum SA: (SA)/(SA+PA+SP+IP+Oth) >= 40%

Minimum SA + PA + SP: (SA+PA+SP)/(SA+PA+SP+IP+Oth) >= 60%

Minimum SA + PA + SP + IP: (SA+PA+SP+IP)/(SA+PA+SP+IP+Oth) >= 90%


52

Table 15-2: Deployment of Faculty by Qualification Status in Support of Degree Programs for 2017-2018

Percentage of SA, PA, IP, SP and Other Faculty by Degree Level and Program using SCH

% Distribution of 17,865.00 Student Contact Hour by Program Level and Qualification Status (pulled from Teaching Schedule)

Terms included: 2017-Fall, 2017-Summer, 2018-Spring

Qualification Status

Degree Program Level SA PA SP IP Oth Row Total

Bachelor's Programs 46.70% 3.50% 47.68% 2.13% 100%

MBA Program 65.98% 18.73% 9.20% 6.09% 100%

Other Master's Programs

Doctoral Programs

Other Programs

Unassigned

Qualification Status Totals: 54.41% 9.59% 32.29% 3.71% 100.00%

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