to: ilene harris, chair - office of programs and...

Academic Program Development 2614 University Hall (MC 103)

601 South Morgan Street Chicago, Illinois 60607-7126

December 20, 2017 TO: Ilene Harris, Chair

Senate Committee on Educational Policy FROM: Dana Wright, Director of Academic Program Development I am submitting for the review and action of the Senate Committee on Educational Policy the attached Proposal to Establish the Master of Science in Supply Chain and Operations Management. The proposal was approved by the Department of Information and Decision Sciences on September 15, 2017; the College of Business Administration’s Graduate Academic Program Committee on October 4, 2017; and the college’s faculty on November 1, 2017. In addition, the proposal was approved by the Graduate College Executive Committee on December 15, 2017. ATTACHMENT

*Map: http://www.ibhe.state.il.us/Academic%20Affairs/Applications/public/materials/CRegionMap **CIP 2010: http://nces.ed.gov/ipeds/cipcode/

Notice of Intent, New Degree Campus: University of Illinois at Chicago Degree Title: Master of Science in Supply Chain and Operations Management Level of Proposed Program: Graduate Region*: 10 (Chicago) Zip Code of Proposed Location: 60607 Requested CIP Code**: CIP Code 52.1399 Management Science and Quantitative Methods CIP definition: Any instructional program in business quantitative methods and management science not listed above. Proposed Date for Enrollment of First Class: Fall 2018 / August 27, 2018 (first day of instruction) Description of Program Objectives: This program is directed at meeting the growing demand for supply chain and operations professionals. It provides foundational knowledge in supply chain and operations functional areas such as logistics, transportation, forecasting, warehouse and distribution management, production, quality, risk and decision analysis; use of analytical modeling techniques with data analysis and business intelligence; information analysis methods using enterprise resource and related systems; leadership skills such as project and supplier management; and the understanding of supply chain and operations strategies within a global context. Students graduating from this program: will have foundational knowledge in supply chain and operations and be able

to apply concepts within logistics, transportation, forecasting, warehouse and distribution management, production, quality, risk and decision analysis within a global context;

will have knowledge of and be able to use information analysis methods,

models and enterprise systems related to functional areas within supply chain and operations;


will be able to effectively lead operation and supply chain related projects and processes and communicate with, qualify and manage professionals working in this field;

understand requirements, methods, results, and broader business issues for

deriving business value from supply chain and operations functions; will have knowledge of industry best practices and governance approaches

related to supply chain and operations management in organizations. The distinguishing feature of the proposed program is in the combination of operations, supply chain with statistics, information systems and analytics in different business contexts related to goods and service industries, with the emphasis on fusing information systems and models and applying these to different functional areas in supply chain and operations. Description of Target Demographics: The program is targeted both at students with undergraduate degrees from engineering, business and other disciplines who seek specialized knowledge and training to work in enterprise supply chain operations, as well as working professionals looking to enhance their skills and capabilities in this field. Description of Delivery Modes: The courses will be delivered in a regular face-to-face setting. Some content can be offered online or in hybrid mode. Projected Enrollments:

STUDENT ENROLLMENTAND DEGREE PROJECTIONS FOR THE PROPOSED PROGRAM

Year One

5th Year (or when fully implemented)

Number of Program Majors (Fall Headcount)

15

60

Annual Full-time-Equivalent Majors (Fiscal Year)

12

50

Annual Number of Degrees Awarded 6 50 Contact Information: Name: Matthew Liotine Title: Clinical Associate Professor Department: Information & Decision Sciences


Address 1: 601 South Morgan St. Address 2: Room 2119 City/State/Zip: Chicago, IL 60607 Phone: 312-413-2360 Email: [email protected]

Public Universities’ In-Region New Degree Program Application to the Illinois Board of Higher Education (IBHE)

Approved November 19, 2010 Part 1 [Page 1 of 26 ]

Master of Science in Supply Chain and Operations Management

Recent years have seen an explosive growth in supply chain and operations challenges, arising from globalization, big data, e-commerce, social media, mobile technologies, and automation. Developments in information technologies, analytical and quantitative techniques have enabled the processing and analyses of vast troves of transactional data to provide enterprises with greater visibility of their supply chain operations. This trend has fueled a demand for people with requisite technology and analytical knowledge and skills for managing supply chain operations.

This program is directed at meeting the growing demand for supply chain and operations professionals. It provides foundational knowledge in supply chain and operations functional areas such as logistics, transportation, forecasting, warehouse and distribution management, production, quality, risk and decision analysis; use of analytical modeling techniques with data analysis and business intelligence; information analysis methods using enterprise resource and related systems; leadership skills such as project and supplier management; and the understanding of supply chain and operations strategies within a global context. It is targeted both at students with undergraduate degrees from engineering, business and other disciplines who seek specialized knowledge and training to work in enterprise supply chain operations, as well as working professionals looking to enhance their skills and capabilities in this field.

The distinguishing feature of the proposed program is in its blend of technical and analytical skills, systems knowledge, business and functional skills, leadership capabilities and global orientation. It is designed to prepare students for varied systems and data focused work roles from analyst or manager within the aforementioned functional areas, as well as executive roles leading to chief sourcing officers, chief supply chain officers, and chief operations officers, among other roles. Over the last decade, strategic management of supply-chain issues has become critical in the success and competition of businesses and public agencies. Enterprises are seeking individuals who have the skills to analyze problems and improve control of their supply base, create continuous performance improvement, and identify and alleviate supply bottlenecks and liabilities.

The proposed program will also prepare students for further education and doctoral programs related to supply chain and operations management. It provides a strong background and suitable preparation for further education and research in broader areas with emerging interest in supply chain and operations opportunities in industries such as manufacturing, transportation and logistics, retail, distribution, pharmaceutical and personal products, health and medical, food and software systems.

1. Degree Program Title and Overview What is the specific title of the proposed degree program as it would be listed in the IBHE Program Inventory? The name should be what typically is used for similar programs nationally. Provide a short description of the program, including highlights of the program objectives, and the careers, occupations, or further educational opportunities for which the program will prepare graduates.



CIP Code 52.1399 Management Science and Quantitative Methods Definition: Any instructional program in business quantitative methods and management science not listed above.

This program qualifies for a science, technology and mathematical (STEM) designation since it entails the integration of STEM skills which are necessary for today’s supply chain analysts and managers. Quantitative and management science methods are embodied throughout the curriculum, as they are required and used by today’s enterprises to optimize their operational and supply chain functions.

2. Classification of Instructional Program (CIP) Code Recommend the University’s preferred six-digit CIP code for this program.



Table 1

Enrollment numbers for the fully implemented program by the 5th year are based on anticipated strong demand and comparable with enrollment in other MS programs in the UIC College of Business Administration.

3. Enrollment and Degree Projections for the First and Fifth Years of the Program In the Excel table below, summarize enrollment and degrees conferred projections for the program for the first and the fifth years of operation. If possible, indicate the number of full-time and part-time students to be enrolled each fall term in the notes section. If it is not possible to provide fall enrollments or fall enrollments are not applicable to this program, please indicate so and give a short explanation. The degree projections should encompass the fiscal year as reported to the IBHE.

STUDENT ENROLLMENTAND DEGREE PROJECTIONS FOR THE PROPOSED PROGRAM

Year One

5th Year (or when fully implemented)

Number of Program Majors (Fall Headcount)

15

60

Annual Full-time-Equivalent Majors (Fiscal Year)

12

50

Annual Number of Degrees Awarded 6 50



The knowledge and skillset for supply chain and operations management is comprised of:

(1) a global orientation with an understanding of global transactions, risks and transportation modes;

(2) systems thinking with analytical skills in modeling, optimization and data and information analysis;

(3) leadership skills in negotiation and project and supplier management;

(4) technical savvy in enterprise, information, database and automation systems;

(5) business and functional skills in operations, logistics, transportation, supply chain, forecasting, warehouse and distribution management, production, quality, risk and decision analysis.

The Information and Decision Sciences (IDS) department is defined around and contributes to the College of Business Administration’s teaching and research in the areas of information systems, business statistics, and operations and supply chain management. These areas form the defining elements for the program. The proposed program combines existing coursework with enhanced material and new courses to offer an integrated program that ties together the different elements of a supply chain and operations curriculum with relevant business knowledge and problem-solving skills, communication capabilities, and hands-on competency with current software and tools. It combines IDS coursework with courses in broader business areas where supply chain and operations play significant and transformative roles.

The IDS department currently offers a graduate Campus Certificate in Operations and Supply Chain Management which requires 12 credit hours for completion. In addition, MBA students have the option to choose at least 12 semester hours of 500-level elective courses towards a concentration in Operations and Supply Chain Management, as part of their MBA course requirements.

While certain courses will be primarily for students in this proposed Master of Science in Supply Chain and Operations Management program, some courses are common to the MS in Management Information System, MS in Data Analytics and MBA programs.

4. Background Briefly describe the historical and institutional context of the program’s development. Include a short summary of any existing program(s) upon which this program will be built and of any existing administrative unit(s) and program(s) that will share resources with this program. (Note: Student and occupational demand for the program is addressed in #6, below.)



The proposed program addresses a widely recognized market need for individuals with the capabilities necessary to work in increasingly complex operational environments. The ability to effectively leverage operational systems and data has become critical in the success of both private and public enterprises. Successful entities are able to control their supply base, create continuous performance improvement, and identify and alleviate supply bottlenecks and liabilities. To this end, firms must specifically address manufacturing, transportation, and logistics management issues in an effort to reduce cost and improve the efficiency of their supply chains. Since many support supply chains and engage logistics operations, organizations need access to adequately trained talent to take on work in this multi-faceted field. There is a growing and unmet need for such professionals.

The program supports three facets of UIC’s mission:

(1) To provide a wide range of students with the educational opportunity only a leading research university can offer. The proposed program will bring opportunities for education in a field with increasing market demand to a broad range of students. The program will appeal to those with undergraduate training in different disciplines and working professionals looking to develop their knowledge and training for high-paying supply chain and operations related jobs in a range of organizations across business and government. A program like this, which needs to provide functional training, together with systems, data domain knowledge and understanding of varied and emerging technology applications, is well situated in a leading research university like UIC. The program will make a focused effort to recruit women and minority students and take advantage of federal funding opportunities in a STEM discipline for their joining this promising field.

(2) To address the challenges and opportunities facing not only Chicago but all Great Cities of the 21st century, as expressed by our Great Cities Commitment. The proposed program is focused on developing the talent pool to help address such new opportunities and challenges, and relates directly to the UIC’s Great Cities Initiative and its commitment to address the needs of Chicago-area and Illinois business and organizations. It also ties in with the City of Chicago’s effort to develop an expertise pool in technology and analytics. Graduates of the program will bring the much-needed knowledge and skillset vital for fostering innovation in an emerging area of work, and maintaining an attractive and compelling business environment.

5. Mission

Illinois Administrative Code: 1050.30(a)(1): A) The objectives of the unit of instruction, research or public service are consistent with the mission of the college or university; B) The objectives of the unit of instruction, research or public service are consistent with what the unit title implies.

Briefly describe how this program will support the University’s mission, focus, and/or current priorities. Demonstrate the program’s consistency with and centrality to that mission.



(3) To train professionals in a wide range of public service disciplines, serving Illinois as the principal educator of health science professionals and as a major healthcare provider to underserved communities. The management of various public services and healthcare is increasingly looking to supply chain and operations practices to bring better process and cost efficiencies, improved and innovative services and more effective outcomes. Recent initiatives arise from a focus on supply chain.

The State of Illinois Department of Public Health aims at providing access to vaccines and related medical supplies as part of the State’s preparedness plans to respond to epidemic and health related events (Illinois Department of Public Health, 2014). This plan characterizes the need for supply chain planning efforts to cost effectively manage the ordering and inventory of vaccines and medical supplies. Similarly, in the past several years the Illinois Emergency Management Administration (IEMA) has been instituting public-private planning efforts to respond to regional catastrophic events. Part of this effort recognized the need for supply chain readiness and logistics planning to aid in region-wide recovery efforts (U.S. Department of Homeland Security, 2010). Additionally, the State has also been in need of staffing professionals with transportation and logistics skills, in light of its recent public-private partnerships (Metropolitan Planning Council, 2011). To support such programs, professionals with supply chain and operations skills will be required for successful planning and implementation.

References Illinois Department of Public Health. (2014). Vaccine Management Plan for Illinois Vaccines for

Children Program Providers. State of Illinois. Metropolitan Planning Council. (2011). Illinois approves Public-Private Partnerships for

Transportation Act. www.metroplanning.org. U.S. Department of Homeland Security. (2010). IN-IL-WI CSA Regional Catastrophic Incident Plan.

City of Chicago.



The US Bureau of Labor Statistics projects steady demand for operations managers and other supply chain related jobs with significant growth between 2010 and 2020 (Marchese & Dollar, 2015). With the growing focus on e-commerce, automation and globalization, enterprises must re-engineer their sourcing, warehouse, distribution and transportation capabilities to handle widely diverse demand patterns and fulfillment needs. To this end, they are increasingly looking for individuals with the knowledge and capabilities for functional management, business intelligence, enterprise systems, and operational data analysis, among other related areas. Such individuals must have a combination of functional capability and technology skills with business domain knowledge and understanding of how to effectively plan and manage supply chain operations.

The following conveys the project outlook for supply chain and operations skills:

A recent report by the Material Handling Institute (MHI) (Fisher, 2014) notes that the logistics business will be looking to fill about 1.4 million jobs, or roughly 270,000 per year, by 2018. Numerous recent articles in the popular press emphasize this growing demand for supply chain and operations professionals (DC Velocity, 2011) (Bisk, 2017).

Demand for supply chain managers is expected to increase, with an expected 621,040 new jobs filled by 2018. This represents an increase of 22.64 percent annually over the next several years (Recruiter, 2017).

The talent qualified for these positions is scarce, with some observers believing the demand for supply chain professionals could exceed supply by a ratio of six to one (Marchese & Dollar, 2015).

Supply chain graduate placement rates are between 85% and 100% and salaries are up roughly 10% over 2011. Top university programs face a shortage situation as more corporate recruiters want access to the best and brightest (Gartner Group, 2014).

6. Need for the Program and Future Employment and Additional Educational Opportunities for Graduates Illinois Administrative Code: 1050.30(a)(6): A) The unit of instruction, research or public service is educationally and economically justified based on the educational priorities and needs of the citizens of Illinois.

Explain how the program will meet the needs of regional and state employers, including any state agencies, industries, research centers, or other educational institutions that expressly encouraged the program’s development. (If letters of support are available, include them in the appendix as an Adobe Acrobat (pdf) document.)

Discuss projected future employment and or additional educational opportunities for graduates of this program. Compare estimated demand with the estimated supply of graduates from this program and existing similar programs in the state. Where appropriate, provide documentation by citing data from such sources as employer surveys, current labor market analyses, and future workforce projections. (Whenever possible, use state and national labor data, such as that from the Illinois Department of Employment Security at http://lmi.ides.state.il.us/ and/or the U.S. Bureau for Labor Statistics at http://www.bls.gov/).



Worldwide, 71% of executives with multi-national firms reported difficulty in recruiting supply chain leadership (Marchese & Dollar, 2015).

In response to this demand, total enrollment in the top 25 advanced degree programs has grown 16% from 3,225 full- and part-time students in 2014. (Stiffler, 2016).

Traditional business programs like the MBA and MS-MIS do not bring the functional depth required for such work roles. Degree programs in other disciplines also do not bring the combination of knowledge and skills necessary for effective supply chain and operations management. The distinguishing feature of the proposed program is in the combination of data management and systems knowledge with understanding of business functional areas and role of data and systems and their application in business contexts.

To address the unmet demand in this area, several universities have started specialized programs in supply chain and operations management in recent years. Some universities that have introduced Master’s programs in this and related fields include:

‐ Purdue University: Krannert School Management ‐ Arizona State University: W.P. Carey School of Business ‐ Michigan State University: Eli Broad College of Business ‐ University of Michigan: Ross School of Business ‐ Ohio State University: Fischer College of Business ‐ Pennsylvania State University: Smeal College of Business ‐ Rutgers University: Rutgers Business School ‐ University of Maryland: Robert H. Smith School of Business ‐ University of San Diego

Letters of support from local and regional industry leaders are attached in the Appendix. References Bisk. (2017). Purchasing Manager Career Outlook and Salary. Univeristy of San Francisco, pp.

https://www.usanfranonline.com/resources/supply-chain-management/purchasing-manager-career-outlook-and-salary/#.WLTB9cmZCWN.

DC Velocity. (2011, December 27). Job outlook bright for logistics/supply chain management. DC Velocity, p. http://www.dcvelocity.com/articles/20111227logistics_jobs_outlook_bright/.

Fisher, A. (2014, May 1). Wanted: 1.4 million new supply chain workers by 2018. Fortune, pp. http://fortune.com/2014/05/01/wanted-1-4-million-new-supply-chain-workers-by-2018/. Retrieved from http://fortune.com/2014/05/01/wanted-1-4-million-new-supply-chain-workers-by-2018/

Gartner Group. (2014). Top Supply Chain Graduate Programs - 2014. Stamford: Gartner Group. Retrieved from https://www.gartner.com/doc/2847727?ref=SiteSearch&sthkw=university%20programs%20supply%20chain&fnl=search&srcId=1-3478922254#a74972723

Marchese, K., & Dollar, B. (2015). Supply Chain Talent of the Future: Findings from the Third Annual Supply Chain Survey. DeLoitte Development, LLC.

Recruiter.com. (2017). https://www.recruiter.com/careers/supply-chain-managers/outlook/ Stiffler, D. (2016). Survey Analysis: Top 25 North American Supply Chain Graduate University

Programs, 2016. Stamford, CT: Gartner Group.



Established supply chain and operations-related master’s programs in Illinois include:

‐ Master of Science in Supply Chain Management from the Kellstadt Graduate School of

Business, DePaul University. ‐ Master of Science in Supply Chain Management from the Quinlan School of Business, Loyola

University.

In addition, Western Illinois University offers an Integrated Bachelor of Business in Supply Chain Management/Master of Business Administration (MBA) degree. Northern Illinois University offers a Master of Science in Management Information Systems featuring a specialization in SAP (systems, applications and products) and Business Enterprise Computing Specialization. Northwestern University offers an MBA with a major in Operations.

The proposed program at UIC blends training in operations, supply chain with statistics, information systems and analytics in different business contexts such as goods and service industries. The primary factor differentiating the proposed program from other Illinois programs is the emphasis on fusing information systems, data and analytical modelling methods towards applying to different functional areas in supply chain and operations management. A student in the proposed program will graduate with functional knowledge as well as expertise in data, information systems and modelling as it applies to operational problems and supply chain management. When compared to the two other main Illinois-based programs, the proposed program at UIC shares common core required course content, but differs in the offered electives. It differs from programs like the DePaul Master of Science in Supply Chain Management, that have an emphasis on economic and managerial aspects. The Master of Science in Supply Chain Management from the Quinlan School of Business, Loyola University covers similar material as the proposed program at UIC with regard to required courses, but emphasizes information technology within their electives. Neither of these programs offer courses specific to lean quality management or enterprise resource planning systems. The proposed program is not expected to have any impact on these other programs, and blends broad functional knowledge with operations and supply chain data, modeling and information systems.

7. Comparable Programs in Illinois

Illinois Administrative Code: 1050.30(a)(6): B) The unit of instruction, research or public service meets a need that is not currently met by existing institutions and units of instruction, research or public service.

Identify similar programs and sponsoring institutions in the state, at both public and private colleges and universities. Compare the proposed program with these programs, and discuss its potential impact upon them. For additional information about similar programs, check the Degree Program Inventory on the IBHE website (http://www.ibhe.org/BHEProgramInventory/default.htm) and review the Notice of Intent website for programs being planned (http://www.ibhe.state.il.us/ODA/tracking/NOI/NOISearch.asp).


Approved November 19, 2010 Part 2 [Page 10 of 26

8. The Illinois Public Agenda for College and Career Success Illinois Administrative Code: 1050.30(a)(6): A) The unit of instruction, research or public service is educationally and economically justified based on the educational priorities and needs of the citizens of Illinois Demonstrate how the proposed program will support one or more goals of The Illinois Public Agenda, the Illinois Board of Higher Education’s Strategic Initiative. Each program does not have to contribute to every goal, but it must contribute to at least one . (For more information about each of the four goals of The Illinois Public Agenda, go to the IBHE website: http://www.ibhe.org/masterPlanning/materials/070109_PublicAgenda.pdf) Goal 1. EDUCATIONAL ATTAINMENT. – Increase educational attainment to match the best-performing states. Goal 2. COLLEGE AFFORDABILITY. – Ensure college affordability for students, families, and taxpayers. Goal 3. HIGH QUALITY CREDENTIALS TO MEET ECONOMIC DEMAND. - Increase the number of high-quality post-secondary credentials to meet the demands of the economy and an increasingly global society. Goal 4. INTEGRATION OF EDUCATIONAL, RESEARCH, & INNOVATION ASSETS. – Better integrate Illinois’ educational, research, and innovation assets to meet economic needs of the state and its regions.

Goal 1. EDUCATIONAL ATTAINMENT

Universities in many states have recently started programs in supply chain and operations, similar to this proposed program, to address the growing demand in this area. The proposed program develops education for well-trained professionals in an emerging area that is vital for maintaining a competitive and compelling economic environment.

Goal 2. COLLEGE AFFORDABILITY

The proposed program brings education in a high-value and in-demand area of work at an affordable cost for Illinois residents –as the first such program offered in a Chicago area public university, it involves lower costs than other Chicago-area institutions.

Goal 3. HIGH QUALITY CREDENTIALS TO MEET ECONOMIC DEMAND

The proposed program brings education in a STEM area and will help increase the pool of trained professional with high quality credentials in an in-demand area.

The program develops a pool of trained professionals in an emerging area that is vital for maintaining a competitive and compelling economic environment.


Approved November 19, 2010 Part 3 [Page 11 of 26]

Degree Required: Bachelor’s degree.

Baccalaureate Field: Individuals from all baccalaureate fields are encouraged to apply. The exact course requirements will be determined based on an individual’s baccalaureate field and work experience. All applicants must have had the following background coursework: mathematics through the level of calculus covering integration and differentiation, linear algebra, basic probability, and statistics through regression analysis.

Grade Point Average: At least 3.00/4.00 for the final 60 semester hours (90 quarter hours) of undergraduate studies. Applicants with a master’s degree must have maintained a GPA of at least 3.00/4.00 in that program.

Tests Required: GMAT or GRE taken within five years of entry into the program.

Minimum English Competency Test Score: TOEFL 585 (paper-based); 80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (iBT Internet-based); IELTS Academic overall score of 6.5, with subscores of 6.0 for all four subscores; or PTE Academic overall score of 54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56.

Letters of Recommendation: Two required.

Personal Statement: Required.

Preferred Admissions to MS in Supply Chain and Operations Management: UIC, UIUC and UIS students or alumni (graduated within 5 years of applying) with a cumulative GPA of 3.00/4.00, and a GPA of 3.00/4.00 in selected IDS-related courses will be waived from the GMAT or GRE requirement.

9. Program Description and Requirements

Illinois Administrative Code: 1050.30(b)(1) [applicable only to new units of instruction]: A) The caliber and content to the curriculum assure that the objectives of the unit of instruction will be achieved; B) The breadth and depth of the curriculum are consistent with what the title of the unit of instruction implies; C) The admission and graduation requirements for the unit of instruction are consistent with the stated objectives of the unit of instruction.

1050.30(b)(3): Appropriate steps shall be taken to assure that professional accreditation needed for licensure or entry into a profession as specified in the objectives of the unit of instruction is maintained or will be granted in a reasonable period of time.

1050.50 (a)(2)(C) Requirement for Programs in which State Licensure is Required for Employment in the Field: In the case of a program in which State licensure is required for employment in the field, a program can be found to be in good standing if the institution is able to provide evidence that program graduates are eligible to take the appropriate licensure examination and pass rates are maintained as specified in the objectives of the unit of instruction. If there is no such evidence, the institution shall report the program as flagged for review.

a. Admission Requirements Provide a brief narrative description of the minimum admission requirements for this program. Where relevant, include information about licensure requirements, student background checks, GRE and TOEFL scores, and admission requirements for transfer students.



The proposed MS in Supply Chain and Operations provides foundational knowledge in supply chain and operations functional areas such as logistics, transportation, forecasting, warehouse and distribution management, production, quality, risk and decision analysis; use of analytical modeling techniques with data analysis and business intelligence; information analysis methods using enterprise resource and related systems; leadership skills such as project and supplier management; and the understanding of supply chain and operations strategies within a global context. It is targeted both at students with undergraduate degrees from business and other disciplines who seek specialized knowledge and training to work in operational business environments, as well as working professionals looking to develop business intelligence and analytics capability. The distinguishing feature of the proposed program is in the combination of operations, supply chain with analytical modeling methods, information systems and data analytics in different business contexts such as goods and service industries, with the emphasis on fusing information systems and models and applying these to different functional areas in supply chain and operations management. The program requires a minimum of 32 hours of graduate coursework beyond the program prerequisites. Students with the necessary background can expect to complete the program within 12 months (full time); students requiring prerequisite preparation may take from 18-24 months to complete the program. The coursework consists of 16 hours of required core courses and 16 hours of electives. Electives are defined as supply chain and operations electives and other relevant electives, which can be chosen according to individual career goals and industry-related work interests.

The courses will be delivered in a regular face-to-face setting. Some content can be offered online or in hybrid mode.

Program prerequisites are established to determine adequate preparation for the main coursework, and to allow students from diverse backgrounds to develop the necessary competencies. The prerequisites are IDS 371 (Business Statistics II) or IDS 570 (Statistics for Management), or the equivalent. Knowledge of MS Excel.The program requires students to take four core courses, each for 4 credit hours (* indicates new course, † indicates modified course):

IDS 509† – Data and Prescriptive Analytics (4 credit hours)

IDS 532 – Operations Management (4 credit hours)

IDS 552 – Supply Chain Management (4credit hours)

IDS 555* – Applied Supply Chain Strategy & Practice (4 credit hours)

b. Program Description Provide a description of the proposed program and its curriculum, including a list of the required core courses and short (“catalog”) descriptions of each one. (This list should identify all courses newly developed for the program. The learning objectives on which the curriculum is based are discussed in Section 10)

This section also should discuss: The unique qualities of this program Its delivery method (face-to-face, online, hybrid, etc.) Its curriculum’s alignment with national standards (if applicable)



The first core course (IDS 509) provides a foundational knowledge of data and modeling methods that are used in other courses, both inside and outside this program. Having some exposure to these methods is essential for today’s supply chain and operations manager. The second core course (IDS 532) provides the basic prerequisite knowledge of operations management which includes operations strategy, project management, forecasting, process strategy, capacity planning, location planning, operational layout, quality control, inventory management, sales and operations planning, material requirements planning and just-in-time principles. The third core course (IDS 552) provides deeper understanding and analytical methods in supply chain topics such as network design, demand and supply planning, inventory analysis, aggregate planning, transportation planning, sourcing and revenue management. The fourth core course (IDS 555) is designed to engage students in experiential learning through hands-on application of the concepts presented in the curriculum. Students will work on a real-life case study involving analysis and solution of an operations or supply chain related problem or issue within an actual firm.

Description of required courses IDS 509† - Data and Prescriptive Analytics (4 credit hours) This course covers core concepts in data modeling, analytics and analytical modeling methods used for prescriptive analytics. This course provides foundational knowledge applicable to other courses.

IDS 532 - Operations Management (4 credit hours) The management of operations for the production and delivery of goods and services. Topics include the management of projects, production, supply chain, inventory, and quality.

IDS 552 - Supply Chain Management (4 credit hours) Structure of inventory decision and operating procedures; single event and continuous systems for both single and multiple products; order quantity and periodic review models; demand forecasting. IDS 555* - Applied Supply Chain Strategy & Practice (4 credit hours) This course will utilize projects and case studies to allow students to learn how to apply supply chain and operations concepts developed in the MS in Operations & Supply Chain Management curriculum to practical problems. It will also address related issues in the context of supply chain strategy.

Supply Chain and Operations Electives (at least 12 hours) IDS 451 – Enterprise Operations & Supply Chain Systems (4 credit hours) IDS 544 – Global Sourcing & Logistics (4 credit hours) IDS 551† – Managing Service Operations (4 credit hours) IDS 553† – Supply Chain Analytics and Decision Models (4 credit hours) IDS 571 – Quality Control & Lean Process Management (4 credit hours) IDS 558 – Revenue Management (4 credit hours) IDS 535* – Vendor Management (2 credit hours) - new course IDS 534* – Project Management (2 credit hours) - new course IDS 594 – Special Topics (1 to 4 credit hours) IDS 596 – Independent Study (1 to 4 credit hours)



Other electives: Students can take a maximum of 4 credit hours from related areas with the approval of the program director. Sample courses include: IDS 435 – Optimization models and methods (4 credit hours) IDS 476 - Business Forecasting Using Time Series Methods ACTG 506 – Management Accounting (4 credit hours) IDS 479 – Enterprise Risk Management (4 credit hours) IDS 518 – Electronic Marketing (4 credit hours) IDS 572 – Data Mining for Business (4 credit hours) IDS 575 – Statistical Models and Methods for Business Analytics (4 credit hours) IDS 582 – Business Research and Forecasting (4 credit hours)

The program requires a minimum of 32 hours of graduate coursework beyond the program prerequisites. All applicants must have had the following background coursework: mathematics through the level of calculus covering integration and differentiation, linear algebra, basic probability, and statistics through regression analysis.

Prerequisites: IDS 371 (Business Statistics II) or IDS 570 (Statistics for Management), or equivalent. Knowledge of MS Excel. Required courses IDS 509† - Data and Prescriptive Analytics (4 credit hours) IDS 532 - Operations Management (4 credit hours) IDS 552 - Supply Chain Management (4 credit hours) IDS 555* - Applied Supply Chain Strategy & Practice (4 credit hours)

Electives 16 credit hours chosen from the following list, with at least 12 hours of Supply Chain & Operations electives:

Supply Chain & Operations Electives: IDS 451 – Enterprise Operations & Supply Chain Systems (4 credit hours) IDS 551† – Managing Service Operations (4 credit hours) IDS 544 – Global Sourcing & Logistics (4 credit hours) IDS 553† – Supply Chain Analytics and Decision Models (4 credit hours) IDS 571 – Quality Control & Lean Process Management (4 credit hours) IDS 558 – Revenue Management (4 credit hours) IDS 535* – Vendor Management (2 credit hours) IDS 534* – Project Management (2 credit hours) IDS 594 – Special Topics (1 to 4 credit hours) IDS 596 – Independent Study (1 to 4 credit hours)

c. Graduation Requirements Provide a brief narrative description of all graduation requirements, including, but not limited to, credit hour requirements, and, where relevant, requirements for internship, practicum, or clinical. For a graduate program, summarize information about the requirements for completion of the thesis or dissertation, including the thesis committees, and the final defense of the thesis or dissertation. If a thesis or dissertation is not required in a graduate program, explain how the functional equivalent is achieved.



Other Electives: Students can take a maximum of 4 credit hours from related areas with the approval of the program director. Sample courses include: IDS 435 – Optimization models and methods (4 credit hours) IDS 476 - Business Forecasting Using Time Series Methods ACTG 506 – Management Accounting (4 credit hours) IDS 518 – Electronic Marketing (4 credit hours) IDS 479 – Enterprise Risk Management (4 credit hours) IDS 572 – Data Mining for Business (4 credit hours) IDS 575 – Statistical Models and Methods for Business Analytics (4 credit hours) IDS 582 – Business Research and Forecasting (4 credit hours)

Electives are to be chosen with the approval of the Director of Graduate Studies. Based on student background and interests, other supply chain and operations related courses may be taken with the advice and approval of the Director of Graduate Studies.

Students entering the program with sufficient background in any of the required core courses may, with the approval of the Director of Graduate Studies, take an advanced supply chain and operations elective in its place.

No more than two 400-level courses may be used to count towards degree requirements.

Comprehensive Examination: None

Thesis, Project, or Course Work Only Options: Course work only.

The required capstone course (IDS 555) ties together the technical material in the core courses and electives with discussion and cases to address issues related to supply chain and operations strategy for organizations and effective management practice. This course further integrates this material with project work that involves either detailed study of supply chain and operations strategy and practice in organizations, or development of supply chain related solutions for specific problems. Such projects, organized as part of the capstone course, can be driven by specific client needs, or framed around problems as currently encountered in practice.

No specialized accreditation is applicable for this program. All College of Business Administration programs are accredited through the Association to Advance Collegiate Schools of Business, which requires well defined processes for assessment of student learning and necessary feedback for improvement of learning. The program will follow processes developed in the college for this.

d. Specialized Program Accreditation Describe the institution’s plan for seeking specialized accreditation for this program. Indicate if there is no specialized accreditation for this program or if it is not applicable.



Not applicable.

e. Licensure or Certification for Graduates of the Program If this program prepares graduates for entry into a career or profession that is regulated by the State of Illinois, describe how it is aligned with or meets licensure, certification, and/or entitlement requirements.

Public Degree Program In-Region Application

Part 5 [Page 17 of 26 ]

Student Learning Outcomes:

Students graduating from this program,

- will have foundational knowledge in supply chain and operations and be able to apply concepts within logistics, transportation, forecasting, warehouse and distribution management, production, quality, risk and decision analysis within a global context;

- will have knowledge of and be able to use information analysis methods, models and

enterprise systems related to functional areas within supply chain and operations;

- will be able to effectively lead operation and supply chain related projects and processes and communicate with, qualify and manage professionals working in this field;

- understand requirements, methods, results, and broader business issues for deriving

business value from supply chain and operations functions; - will have knowledge of industry best practices and governance approaches related to

supply chain and operations management in organizations.

The distinguishing feature of the proposed program is in the combination of operations, supply chain with statistics, information systems and analytics in different business contexts related to goods and service industries, with the emphasis on fusing information systems and models and applying these to different functional areas in supply chain and operations.

10. Plan to Assess and Improve Student Learning Illinois Administrative Code: 1050.30(b)(1)(D) Provision is made for guidance and counseling of students, evaluations of student performance, continuous monitoring of progress of students toward their degree objectives and appropriate academic record keeping.

a. List the program’s student learning objectives. Each objective should identify what students are expected to know and/or be able to do upon completing this program.

b. Describe how, when, and where these learning objectives will be assessed. Your description should demonstrate that the assessment will:

be systematic (that is, occur at different points throughout the program, including course- by-course and end-of-program); include multiple, discipline-appropriate measures of student learning; emphasize direct measures (e.g., assessments of learning via capstone courses, internships, portfolios, recitals, exhibits, theses, dissertations; standardized, locally- developed, comprehensive, or professional licensure and certification exams; and so on); and include indirect assessments from key stakeholders such as current students, alumni, employers, graduate schools, etc. These may include job placement/career advancement/graduate school acceptance rates of graduates, graduate/employer satisfaction survey results etc.



Achievement of learning objectives will be assessed through:

- systematic monitoring of performance in the core courses; - case study projects in courses to assess the ability to relate technical knowledge with

business context and issues; - performance on classroom assessments (e.g. periodic exams and homework

assignments) to assess understanding of concepts;

- evaluation of project related communication effectiveness in team projects and presentations;

- performance on the capstone project to assess the ability to effectively address learned concepts to specific supply chain and operations applications and problems;

- indirect assessment of overall competency from faculty or project sponsors (when

applicable).

Regular letter grades will be used for all courses. Students will be required to earn a grade of ’C’ or better on all prerequisite courses. Students must earn a grade of ‘C’ or better on all core and elective courses and maintain a minimum GPA of 3.0 out 4.0 in the program.

Multiple mechanisms will be used to ensure that assessment results are effectively used to improve student learning:

1. Faculty in individual courses will monitor student progress on (a) basic knowledge of course material; (b) hands-on competency with required software and tools; and (c) ability to effectively communicate methods, results and relation to business problem and context.

2. Student performance in class projects will be monitored to evaluate ability to relate technical knowledge with business context, and to effectively manage and communicate on project work.

3. Regular department faculty meetings will discuss student performance in courses, project work, and feedback from project sponsors and employers, and necessary actions to improve student learning, both in individual courses as well as programmatic updates.

4. The program will be accredited through Association to Advance Collegiate Schools of Business which requires well defined processes for assessment of student learning and necessary feedback for improvement of learning. The program will follow processes developed in the college for this.

c. Identify faculty expectations for students’ achievement of each of the stated student learning objectives. What score, rating, or level of expertise will signify that students have met each objective? Provide rating rubrics as necessary.

d. Explain the process that will be implemented to ensure that assessment results are used to improve student learning.



show where any improvements are necessary.The placement of a program in voluntary temporary suspension will not negate the requirement of submitting a third year progress report.

Describe the program’s evaluation plan.*

This plan should identify the methods of program evaluation (e.g., faculty self study, curriculum committee review, external review, feedback from key stakeholders such as current students, alumni, employers, and/or staff at residency/internship/practicum sites) as well as its key elements (e.g., curriculum, teaching, research, public services, diversity, quality, cost effectiveness, employer demand, etc., as is relevant to the program), and the goals that will be set for each one. It also should illustrate the existence of regular review and feedback processes to ensure that results of the evaluation will be used to improve the curriculum, instruction, and the overall quality of the program. Your discussion may include (but is not limited to) the following items: Faculty/student collaboration in research, community service, or other projects; Faculty productivity (in research, scholarship, creative activities, instruction, and

public service); Student engagement in integrative learning activities (internships, practica,

service learning, study abroad, etc.); External funding such as research grants and contracts; Support of one or more of the Goals of The Illinois Public Agenda; Results of student learning assessment; Employer, alumni, and other satisfaction survey results; Percent of students involved in faculty research or other faculty led projects; Percent of graduate students in the program presenting or publishing papers; Pass rate of graduates on the end-of-program, comprehensive, standardized,

and/or certification/licensure examinations; Retention, graduation, and time-to-degree completion rates; and Job placement, career advancement, and/or graduate school acceptance rates.

*This plan may be based on the institution’s process for the submission of a progress report to the IBHE at the end of the 3rd year of operation and the program’s participation in the IBHE’s 8-year program review process or the program’s specialized accreditation review process.

The requirements for accreditation by the Association to Advance Collegiate Schools of Business require that all programs engage in annual and five-year program reviews As part of this process, the following information is collected annually and reviewed by a team of external reviewers every five years to maintain the campus’ accreditation with AACSB for its business programs:

11. Plan to Evaluate and Improve the Program Illinois Administrative Code: 1050.30(a)(2): The design, conduct, and evaluation of the unit of instruction, research or public service are under the direct and continuous control of the sponsoring institution’s established processes for academic planning and quality maintenance.

1050.50 (a)(1) Three years after approval of a new program, the institution shall provide a program progress report to the Board as part of the institution's annual report. The third year progress report shall describe the institution's performance in meeting program objectives and



Survey of graduating student satisfaction and engagement conducted by Educational Benchmarking Institute (collected biannually)

Report of placement data for all graduates at time of graduation, three months after graduation, and six months after graduation (including salaries) in accordance with the standards of the Graduate Management Admissions Council

Report of diversity of the students enrolled in the program

Ongoing assurance of learning program to both assess achievement of student learning outcomes and demonstrate how assessment data is used to modify and/or improve the program

Report on the engagement of instructional staff with students in accordance with AACSB accreditation standards

Report of the qualifications of instructional staff to teach in their respective areas based on their academic and scholarly productivity or active engagement with professional practice in the field in accordance with AACSB accreditations standards.



a. Is the unit’s (Department, College, School) current budget adequate to support the program when fully implemented? If new resources are to be provided to the unit to support the program, what will be the source(s) of these funds? Is the program requesting new state funds? (During recent years, no new funds have been available from the state (IBHE) to support new degree programs).

Both UIC and the College of Business Administration have budget allocation processes that provide funding based on the tuition and differential tuition revenue generated by each individual program. No additional investment of funds beyond tuition revenue generated by the program will be required to support the program when fully implemented.

b. Will current faculty be adequate to provide instruction for the new program or will additional faculty need to be hired? If additional hires will be made, please elaborate.

When fully implemented, it is anticipated that two faculty FTE will be required to serve the students in the program. As the college’s budget model is based on allocating permanent funding based on student demand, as student demand increases, funds for the department to augment the faculty will be available as is necessary. While we project a net gain of two faculty “lines”, the funding mechanism for the program allows for growth to meet demand.

c. Will current staff be adequate to implement and maintain the new program or will additional staff be hired? Will current advising staff be adequate to provide student support and advisement, including job placement and or admission to advanced studies? If additional hires will be made, please elaborate.

The college funds support functions similarly to how academic departments are funded. As student demand grows, funds are allocated to the support units to support students. We anticipate no specific increase in administrative staff associated with this program. But need for additional staff may occur as a result of overall increases in college enrollments, of which this program would be a part. For example, there would not be a student advisor hired to support the MS in Supply Chain and Operations Management per se, but a student advisor may be hired to support an increased number of graduate students.

12. Budget Narrative Fiscal and Personnel Resources

Illinois Administrative Code: 1050.30(a)(5): A) The financial commitments to support the unit of instruction, research or public service are sufficient to ensure that the faculty and staff and support services necessary to offer the unit of instruction, research or public service can be acquired and maintained; B) Projections of revenues necessary to support the unit of instruction, research or public service are based on supportable estimates of state appropriations, local tax support, student tuition and fees, private gifts, and/or governmental grants and contracts.

Budget Rationale

Provide financial data that document the university’s capacity to implement and sustain the proposed program and describe the program’s sources of funding.



d. Are the unit’s current facilities adequate to support the program when fully implemented? Will there need to be facility renovation or new construction to house the program? (Refer to Section #13.1).

No new facilities or renovations are required for this program. The program will require regular investment in computer infrastructure to ensure that students have access to business- relevant technology in their learning experience.

e. Are library resources adequate to support the program when fully implemented? (Refer to

Section #13.2).

Library resources are adequate to support the program given the university already offers a campus certificate and MBA concentration in the field.

f. Are any sources of funding temporary (e.g., grant funding)? If so, how will the program be sustained once these funds are exhausted?

This program will be funded based on the tuition it generates.

g. If this is a graduate program, please discuss the intended use of graduate tuition waivers.

If the program is dependent on the availability of waivers, how will the unit compensate for lost tuition revenue?

The program is not dependent upon tuition waivers to be sustained. While students in this program will have and will develop skills that may make them attractive to units as graduate assistants to support their administrative operations, the intent of the program is to attract tuition paying students.

h. Complete the budget Table 2 below ESTIMATED COSTS OF THE PROPOSED PROGRAM

Category

Unit of Measurement

Year One

5th Year

(or when fully implemented)

Personnel $ $

Faculty (FTE) FTE 0 2

Faculty ($) $ $0 $325,000

Other Personnel Costs $ $0 $65,000

Supplies, Services, Equipment $ $30,000 $6,000

Facility Costs (e.g., rental, maintenance)

$ $0 $0

Other Costs (itemized): $

$ $ $

$ $ $

$ $ $

Total $ $30,000 $396,000



a. Describe the facilities and equipment that are available, or that will be available, to

develop and maintain high quality in this program. Summarize information about buildings, classrooms, office space, laboratories and equipment, and other instructional technologies for the program.

The program requires server equipment and software to provide a business relevant experience for students. An initial investment of $30,000 for equipment will be required to offer the technological infrastructure required for the program. This equipment will be depreciated over five years for an ongoing annual cost of $6000 per year.

No specialized instructional space needs to be created for the program. Existing classrooms and laboratories are sufficient to support the program. When fully implemented, the program will result in three to five additional sections per semester with the remainder of necessary instructional capacity coming from unused seats in existing sections.

b. Summarize information about library resources for the program, including a list of key

textbooks, a list of key text and electronic journals that will support this program, and a short summary of general library resources of the University that will be used by the program’s faculty, students, and staff.

The UIC Library has a range of material to support instruction in the program. Some sample resources useful for the program are:

Databases The UIC University Library subscribes to hundreds of proprietary databases. The following are a few examples of some of the databases that provide current and retrospective coverage of the topics relevant for this course. These include research oriented material, as well as in-the-field material. Sample databases include:

ABI/Inform and Business Source Premier – Both provide full text or citation access to the major business literature, including sources covering supply chain and operations, business logistics, forecasting, management, transportation, risk analysis. Covers about 3,000 journals. Global in scope.

IBISWorld and OneSource – Industry reports relating to supply chain operations in the

U.S. and globally. Covers current conditions, outlook, and competitive information. Includes company reports for financial analysis.

13. Facilities and Equipment Illinois Administrative Code: 1050.30(a)(4): A) Facilities, equipment and instructional resources (e.g., laboratory supplies and equipment, instructional materials, computational equipment) necessary to support high quality academic work in the unit of instruction, research or public service are available and maintained; B) Clinical sites necessary to meet the objectives of the unit of instruction, research or public service; C) Library holdings and acquisitions, owned or contracted for by the institution, that are necessary to support high quality instruction and scholarship in the unit of instruction, research and public service, are conveniently available and accessible, and can be maintained.



IEEE Explore, Engineering Village2, Web of Science, ACM Digital Library – Premier

sources for all aspects of computing, engineering, and technology research. Includes research articles, technical reports, conference proceedings.

Economist Intelligence Unit (EIU) - International economic and market data, with country data and analysis.

Bloomberg –Company and industry analysis. Includes supply chain module.

Wharton Research Data Service (WRDS) Business and Financial Databases Journals The Library has worked with various departments, including IDS, to ensure that there are core journals needed for the discipline. The following are examples of currently available journal titles relevant to this course of study. The Library provides access either through direct subscriptions or through our other proprietary databases. Journals include:

Decision Analysis Decision Support Systems IEEE Transactions on Industrial Information Informs Journal on Computing Interfaces International Journal of Production Economics Journal of Business and Economic Statistics Journal of Financial and Quantitative Analysis Journal of Information Technology Journal of Manufacturing Systems Journal of Operations Management Journal of Product Innovation Management Journal of Productivity Analysis Journal of Supply Chain Management Management Science Manufacturing and Service Operations Management MIS Quarterly MIT Sloan Management Review Operations Research Operations Research Letters Production and Operations Management Review of Financial Studies Supply Chain Management: An International Journal Supply Chain Management Review Technovation Transport and Logistics Transportation Transportation Research Part B and E Transportation Science



Books and Ebooks The UIC Library’s collection includes books useful for the graduate program in supply chain and operations management. The Library will continue ongoing purchases of both e-books and print titles across the areas appropriate for the support of this program. The e-book collections may be most relevant for this program. They include thousands of e-books on all aspects of business, science, and technology. These also include research papers, standards and protocols. Ebook collections are mainly comprised of

SpringerLink Wiley IEEE Online Library Science Direct

There are numerous book titles on this topic, many of which are held at the library. Sample titles include:

Project Management by Lock, Dennis. Gower Pub. 2012.

Linear programming and generalizations: a problem-based introduction with spreadsheets by Denardo, Eric V, Springer Pub, 2011.

Operations management by Stevenson, William J., McGraw-Hill/Irwin, 2012

Strategic supply chain management: the five disciplines for top performance, Second Edition, by Cohen, Shoshanah, and Roussel, Joseph, McGraw-Hill, 2013.

Supply chain management: a logistics perspective, by Coyle, John J., et. al., South-Western Cengage Learning, 2012.

Supply chain management demystified by McKeller, John M., McGraw-Hill Education, 2014.

Supply chain management and optimization in manufacturing by Pirim, Harun, Springer International Publishing, 2014.

Logistics operations, supply chain management and sustainability by Golinska, Paulina, Springer International Publishing, 2014.

Shared Resources The UIC Library is a member of I-Share, a statewide resource-sharing system linking the library collections of 86 Illinois academic institutions. UIC students and faculty can use the online I-Share catalog to identify, locate, and request materials directly from those members, such as University of Illinois, Champaign, and Illinois Institute of Technology. UIC students may use and check out books from the Northwestern Library and may use the University of Chicago library. ILIAD (interlibrary loan) provides access to material world-wide. On-Line Learning Platforms The UIC library also supports Lynda.com, which are a compilation of videos for business topics. It provides good coverage of supply chain management and related areas.



a. Describe the personnel resources available to develop and maintain a high quality program, including faculty (full- and part-time, current and new), staff (full- and part- time, current and new), and the administrative structure that will be in place to oversee the program. Also include a description of faculty qualifications, the faculty evaluation and reward structure, and student support services that will be provided by faculty and staff.

Faculty from the all three IDS areas of Management Information Systems, Business Statistics and Supply Chain and Operations Management will be involved in teaching the different courses in the program. All tenure-track and clinical faculty members have doctoral degrees. All of the faculty are active in research regarding various aspects of supply chain and operations, and clinical faculty bring relevant professional experience for effective program instruction.

A faculty member will serve as Director of Graduate Studies for the program. The program will be managed by the Liautaud Graduate School of Business, which manages graduate programs in the College of Business Administration. The Liautaud Graduate School of Business has a dedicated staff that oversees the student experience from prospective applicant through graduation. Currently the admissions staff consists of two professionals, with assistance from two graduate students. A third full-time professional will be hired in the next month to six weeks to support current needs.

The student services team works with students regarding registration, enrollment, progress through the program, and certifies that requirements are met for graduation. In addition, the student services team supports student organizations and assures that all Liautaud students have opportunities to network with their peers and alumni. The current student services team has two professionals and assistance from two graduate students.

Evaluation and reward structure: faculty annual evaluations are based on a self-assessment, completed by the end of the Spring term. This is reviewed and evaluated by the department advisory committee and department head and scores are assigned for performance on research, teaching and service as relevant to individual appointments. These are further reviewed at the college level, and individual evaluations are reported to respective faculty members. Merit pay increases are based on these evaluations. Promotion and tenure decisions are in accordance with college and university policies.

14. Faculty and Staff Illinois Administrative Code: 1050.30(a)(3): A) The academic preparation and experience of faculty and staff ensure that the objectives of the unit of instruction, research or public service are met; B) The academic preparation and experience of faculty and staff, as evidenced by level of degrees held, professional experience in the field of study and demonstrated knowledge of the field, ensure that they are able to fulfill their academic responsibilities; C) The involvement of faculty in the unit of instruction, research or public service is sufficient to cover the various fields of knowledge encompassed by the unit, to sustain scholarship appropriate to the unit, and to assure curricular continuity and consistency in student evaluation; D) Support personnel, including but not limited to counselors, administrators, clinical supervisors, and technical staff, which are directly assigned to the unit of instruction, research or public service, have the educational background and experience necessary to carry out their assigned responsibilities.



b. Summarize the major accomplishments of each key faculty member, including

research/scholarship, publications, grant awards, honors and awards, etc. Include an abbreviated curriculum vitae or a short description.

Key faculty members for the proposed program:

Boxiao Beryl Chen, Assistant Professor PhD, University of Michigan Boxiao (Beryl) Chen is an Assistant Professor of Operations Management affiliated with the Information and Decision Sciences. Before joining UIC, Beryl did her Ph.D. in Operations Research at the Department of Industrial and Operations Engineering, University of Michigan, Ann Arbor. Beryl's research primarily focuses on developing data-driven algorithms to learn customer demand information only from historical sales data, and then use the learned knowledge to maximize system profit for companies. Beryl worked with Gap Inc. on projects related to online shopping, and with Ford Motor Company on projects related to energy consumption and capacity expansion. Beryl's teaching uses mathematical models and analytics to solve for profit-maximizing business strategies for companies, and Beryl teaches subjects such as Revenue Management and Operations Management.

Thomas Y. S. Lee, Associate Professor PhD, Yale University

Thomas Y. S. Lee is an Associate Professor in the Information and Decision Sciences Department. He is also an associate member of the Society of Actuaries. He teaches courses in risk management, operations management and operations research. His research interest focuses on decision making under uncertainty with applications to risk management, supply chain management, production and operations management, and telecommunication systems. Some of his research work has appeared in such journals as Management Science, Operations Research, Mathematics of Operations Research, Queueing Systems and European Journal of Operational Research. He is currently a member of the editorial board of International Journal of Information & Decision Science, International Journal of Data Analysis Techniques and Strategies and International Journal of Information Systems in the Service Sector.

Matthew Liotine, Clinical Associate Professor PhD, Princeton University

Dr. Matthew Liotine is a clinical faculty member at UIC’s Graduate School of Business. He is the recipient of the 2012-2013 Teaching Recognition Program Award and was recognized as among the top business school faculty in 2004. He teaches courses in supply chain and operations management, enterprise information security and infrastructure, business continuity and project management. His research interests are in cloud computing for business applications, supply chain risk management and information systems and infrastructure protection.

In prior roles, he held a variety of technical and management positions during his years at AT&T Bell Laboratories and later Lucent Technologies. He received the distinguished AT&T Network



Architecture Award for research and the AT&T Quality Award for participating in quality improvement efforts. Prior to this role, he was an industrial engineer for Union Carbide Corporation, where he developed enterprise resource planning systems for chemical production and distribution. There, he developed the Linde Division’s first logistics operations center, which included models and systems to plan and operate the transportation, distribution and production of liquefied gases. He also served as vice president for several technology consulting firms. He was formerly the President of the Chicago Chapter of the Institute for Operations Research and the Management Sciences (INFORMS). He was the recipient of the Department of Navy Superior Accomplishment Award for work pertaining to Navy vessel engineering. He is the author of the bestselling book Mission Critical Network Planning (Artech House). He holds Ph.D., MS, and MA degrees in Engineering from Princeton University, and MS and BS degrees in Engineering from New York Polytechnic Institute. He has several professional certifications that include ASQ Certified Six Sigma Black Belt (CSSB), Certified Business Continuity Professional (CBCP), and a Project Management certification from IBM’s Systems Management Institute.

Selvaprabu Nadarajah, Assistant Professor PhD, Carnegie Mellon University Selvaprabu (Selva) Nadarajah is an Assistant Professor of Information and Decision Sciences at the University of Illinois at Chicago College of Business. Before joining UIC, he obtained his PhD in Operations Research from the Tepper School of Business at Carnegie Mellon University. Selva's research primarily focuses on energy operations and real options and has been involved working with companies in the energy, retail, and high-tech sectors. His research involves modeling dynamic and stochastic decision making problems arising in these areas, developing math programming based approximate dynamic programming algorithms, and benchmarking the performance of these methods on realistic models of uncertainty. Selva's teaching interests lie in operations management, supply chain management, and the intersection of optimization and analytics.

Aris Ouksel, Professor PhD, Northwestern University Aris M. Ouksel is currently full professor at the University of Illinois at Chicago and director of the CISORS (Cooperative Information Systems and Organization Research and Services) Lab. He received his M.Sc. in 1981 and the PhD degrees in computer science from Northwestern University in 1985. He started his career as an assistant professor at Arizona State University. After four years abroad, teaching and consulting in information economics, information technology and strategic planning and technology transfer, he joined the College of Business Administration at the University of Illinois at Chicago, as a professor of management information systems and information economics. He was for several years the Director of the Management Information Systems PhD program and the Director and Founder of the Center for Management of Information Technology and Telecommunications in the same college. Dr. Ouksel also holds appointments at both the Computer Science department and the Information Decision Sciences department. Dr Ouksel's research interests and contributions are in: (i) information economics : business intelligence, big data and social networks analytics, and smart pricing ; (ii) operations and supply-chain management ; (iii) semantic interoperability and dynamic systems and their application to forensics, to cybersecurity, and to virtual inter-organizational information systems ; (iv) mobile computing and wireless sensor networks ; (v) peer-to-peer data management : self-emergent and



self-organizing data structures. He has been invited as a visiting full professor or a research scentist at multiple academic and research institutions, including France, Switzerland, Germany, Sweden, Holland, Italy, and the USA. He has been keynote speaker and panelist at several major international conferences on the above topics. He holds US patents on sensor and mobile computing, and multiple awards including, an innovation award from the US Department of Transportation for his work on ad-hoc Vehicle-to-Vehicle Networks. He was also for several years an associate editor at the Journal of Parallel and Distributed Databases (1999-2008) and the Knowledge Information Systems (2000-2005). He has been associate editor of the Journal of E-Business Research (IJEBR) (2004-2010). He has been general chair of and served in the program committee in numerous national and international conferences. He supervised over 14 completed PhD dissertations, served as a national and an international evaluator in numerous other doctoral theses, and supervised countless MS theses. He has also published over 100 refereed journal and conference articles. Aris has been the recipient of numerous grants from US federal, state, local agencies, and private enterprises on above topics, as well as a grant from the French Government on CyberSecurity.

Unsal Ozdogru, Clinical Assistant Professor PhD, Rutgers University

Unsal Ozdogru is a Clinical Assistant Professor in the Information and Decision Sciences Department, and has been serving as the Director of the IDS Undergraduate Studies since Aug’15. She teaches Statistical Software for Business Applications- SAS, Business Analysis Using Spreadsheets (VBA), Business Model Simulation, Quality Management, Operations Management and Supply Chain Management courses. In 2016, she was nominated for the HOPE (Honoring our Professors’ Excellence) Award and received faculty scholarship from the NRF (National Retail Federation) Foundation. She holds Ph.D. degree in Operations Research and MS degrees in Industrial Engineering and Operations Research all from Rutgers University. She also acquired MS degree in Mathematics from Yildiz Technical University, and BS degree in Mathematics from Mimar Sinan University. She received DIMACS Fellowship across 2 years from Rutgers University, and Graduate Educational Fellowship to pursue her graduate studies abroad from the High Educational Council & Yildiz Technical University. She held Research Analyst and Operations Research Software Engineering positions in Consumer Packaged Goods and Transportation Industries, resp. For Nielsen, she innovated high impact solutions for her clients, enhanced and maintained existing products with high standards of performance ensuring accuracy, efficiency and effectiveness. For Transport Dynamics, she maintained all aspects of feature enhancements of real-time Decision Support Software for Truckload Companies to minimize total mileage traveled by trailers on business. She has several professional certifications that include C++ Object Oriented Programming from Microsoft Inst., Programming III: Advanced Techniques & Efficiencies and Macro Language from SAS Inst., and Category Management and Project Management from the Nielsen Company.



J. Christopher Westland, Professor PhD, University of Michigan

J. Christopher Westland is Professor in the Department of Information & Decision Sciences at the University of Illinois, Chicago. He holds a BA in Statistics and an MBA in Accounting. He received his PhD in Computers and Information Systems from the University of Michigan. Dr. Westland has professional experience in the US as certified public accountant and legal consultant on information technology and patent law in the US, Europe, Latin America and Asia. His current research interests include affective technologies for real-time data acquisition, management and analysis, risk and actuarial modeling, electronic commerce and information technology economics and valuation. He teaches courses in audit and control of information systems, e-business, and innovation management.

Dr. Westland is the author of numerous academic papers and of seven books: Financial Dynamics (Wiley 2003); Valuing Technology (Wiley 2002); Global Electronic Commerce (MIT Press 2000); Global Innovation Management (Palgrave Macmillan 2008); Red Wired: China’s Internet Revolution (Marshall Cavendish, 2010); and Modern Path Analysis & Structural Equation Modeling (iPad / Kindle / CreateSpace 2012), Financial Auditing with Information Technology (iPad / Kindle / CreateSpace 2014). He has served on the editorial boards of Management Science, ISR, IJEC, SSRN, and other scholarly journals, and has served on the faculties at the University of Michigan, University of Southern California, Hong Kong University of Science and Technology, Tsinghua University, Harbin Institute of Technology, China University of Science and Technology, Nanyang Technological University, and other academic institutions. He was conferred the High-level Foreign Expert (1000-Talent Plan / Beihang University) designation by the Chinese government in 2012. Dr. Westland has advised on valuation and technology strategy for Microsoft, Intel, Motorola, V-Tech, Aerospace Corporation, IBM, Pacific Bell, and other technology firms.

Vijay Kamble, Assistant Professor PhD, University of California, Berkeley

Vijay Kamble is an Assistant Professor in the Department of Information & Decision Sciences at the University of Illinois, Chicago. Prior to joining UIC, he was a postdoctoral researcher in the Social Algorithms Lab in the Management Science and Engineering Department at Stanford University. He obtained his PhD in Electrical Engineering and Computer Sciences from the University of California at Berkeley in Dec 2015. His research addresses mechanisms and algorithms for optimizing operations in online platforms, using tools and techniques from machine learning, statistical decision theory, dynamic programming, optimization, and game theory. He is particularly interested in on-demand service platforms, where data-driven decision-making has the potential to bring about significant improvements in efficiency.

Siddhartha Bhattacharyya, Professor PhD, University of Florida

Siddhartha Bhattacharyya’s research is inter-disciplinary and addresses business decision support, data mining, agent modeling, social networks, and evolutionary computation. Some areas that his work examines include data mining in high frequency financial data, marketing, and for credit card fraud; mechanisms to incorporate confidence in predictive models; modeling of electronic auctions, information sharing in supply chains, game-theoretic models for incentive design, information



processing and creativity in social networks, and a large-data approach to study adoption of innovations. His work appears in journals like Decision Support Systems, Journal of Economic Dynamics and Control, IEEE Transactions, Social Networks, INFORMS Journal of Computing, Evolutionary Computation, Decision Sciences, MIS Quarterly and various conferences. His current projects examine social media and text data mining, data intensive applications in business, and analytics governance in organizations. He teaches course in business data mining and project management and has received multiple teaching awards.

Ranganathan Chandraskaran, Professor PhD, Indian Institute of Management C. Ranganathan (Ranga) is a Professor of Information and Decisions Sciences, and Director of Center for Health Information Management and Systems (CHIMS) at the College of Business Administration, University of Illinois at Chicago. His areas of expertise include Healthcare IT, Electronic security and privacy, IT-enabled organizational transformation, Digital supply chain management, information systems strategy and organizational impacts of IT. He closely works with the industry in his research as well as teaching activities. He has published over 50 articles in varied top journals such as Information Systems Research, MIS Quarterly Executive, Decision Sciences, European Journal of Information Systems, IEEE Transactions on Engineering Management, Journal of Strategic Information Systems, Journal of Information Technology, Information & Management, and has presented his work at premier national and international conferences. He was awarded the ICIS Best Dissertation Award for his doctoral thesis on strategic information technology decisions. He is also a three-time winner of the prestigious SIM Paper Awards Competition. His other recognitions include the “Favorite MIS Professor Award”, “Teaching Recognition Program Award” and the “Best Teaching Case Award”. His work has attracted funding from several corporates and agencies including the IBM, Electronic Document Systems Foundation, NSF and Office of Healthcare IT. He has served on the editorial boards of European Journal of Information Systems and the International Conference on Information Systems. Ranga holds a doctorate in management (MIS) from Indian Institute of Management, Ahmedabad, and a Masters in Science, from BITS, Pilani, India.



Appendix

Letters of Support



Dear Prof. Liotine, Thank you for sharing with us UIC’s proposed curriculum for a Master of Science degree in Supply chain and operations Management. I have reviewed the curriculum and I must say that it encompasses a fine blend of learning that is tailored to the needs of companies that need personnel requiring skills in this field. The curriculum reflects the appropriate breadth and depth of the body of knowledge expected of today’s supply chain and operations professional. Nowadays, and even more so in the future, such professionals must possess a global orientation, systems thinking, leadership ability, business and functional knowledge of supply chain and operations, and technical savvy. The curriculum adequately addresses these qualities by providing the right balance of functional knowledge, managerial techniques, information systems, technology, and data and analytics. Furthermore, the broad choice of electives enables the students to customize the curriculum to their career or company interests. Including a practicum in the form of a project capstone course enhances the curriculum even further, since we at SAP America, Inc. always seek candidates that have experiential learning included in their educational background. As a representative of SAP America, Inc., I wholeheartedly endorse this curriculum and commend UIC in its efforts to establish such a program to serve our region. I look forward to continuing serving on the advisory board of UIC’s Center for Supply Chain Management and Logistics, which will enable our firm to provide ongoing oversight of this curriculum and related activities. I sincerely support the future success of this program and welcome any opportunity to provide additional input. Sincerely, Gary A. Nelson Industry Principal, NA Lead Industrial Machinery & Components SAP America, Inc. 3010 Highland Parkway, Suite 900 Downers Grove, IL 60515 M +1 708‐870‐9990 F +1 610‐492‐4733 E [email protected]

to: ilene harris, chair - office of programs and...

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