university of the southwest college of business

University of the Southwest

College of Business Administration

Annual Report for the 2019-2020 Academic Year

Table of Contents Executive Summary ........................................................................................................................ 3

Enrollment....................................................................................................................................... 6

Student Success ............................................................................................................................. 10 Comprehensive Assessment Plan ................................................................................................. 13

Course Coverage ........................................................................................................................... 26

Strategic Plan ................................................................................................................................ 28

Vision Summary ........................................................................................................................... 29

Executive Summary

This report provides a detailed analysis of the metrics used to monitor departmental performance

and effectiveness in the College of Business Administration at USW for the 2019-2020 academic

year. Specifically, this report includes key performance indicators regarding; enrollment, student

success, assessment of student learning, and faculty course coverage. Within the College of

Business Administration (hereafter referred to as the “department”), the aforementioned

indicators are monitored for the online Doctor of Business Administration (online DBA), online

Master of Business Administration (online MBA), online Bachelor of Business Administration

(online BBA), and traditional Bachelor of Business Administration (on-campus BBA) programs.

Key takeaways from the analysis are highlighted in the list below.

• Enrollment in the online MBA maintained a growth trend during the 2019-2020

academic year. Additionally, the online MBA program graduated 49 students during the

2019-2020 academic year.

• Enrollment in the online BBA is presenting a slight decline due to the recent number of

completions. Future enrollment emphasis for the will be placed upon enrolling new

students to replace those graduating.

• The on-campus BBA program enrollment showed a slight decline from the prior year.

With stable enrollment, program emphasis continues to include persistence, retention and

graduation.

• DBA program launched in the Summer of 2018 and has maintained a positive growth

trend during the 2019-2020 academic year. The departmental strategic plan continues

emphasis on DBA growth in the 2020-2020 academic year. Additionally, the online DBA

program graduated 5 students during the 2019-2020 academic year.

• The College of Business continued to maintain a strong focus on student success in the

2019-2020 academic year. With the intent of improving retention, persistence, and

graduation rates across programs, the department continues to utilize the “at-risk”

program. At-risk students are identified at multiple points throughout the term and

provided additional support through a student success coach. Results of the at-risk

program continue to remain positive, as a 90%+ student success rate was reported, and

record completions indicated in the MBA program.

• The department-wide assessment plan has been fully implemented as a system of

program review that includes both program learning objectives and outcomes. The

department now uses the comprehensive assessment plan as the primary driver for

continuous improvement. The plan builds upon the strength of the existing assessment

system in the department but aligns outcomes with industry standards for specialized

accreditation.

• Using the HLC-approved course coverage determination model, all courses in the

College of Business Administration are appropriately covered with current staffing and

an expanded pool of adjuncts.

• Consistent with prior years, total credit-hour production generated by courses

taught in the College of Business Administration contributed approximately one-

third of gross institutional revenue.

• With a total budget of approximately 25% of gross tuition-revenue generated, the

College of Business Administration continues to maintain a very high contribution

margin.

Recommended Actions Steps for 2020-2010

The primary action items for the upcoming 2020-2021 academic year will include the following:

1). Grow/maintain - the strong BBA and MBA programs

2). Nurture/Develop - the new DBA program

3). Seek/Launch - specialized accreditation initiative w/ IACBE

Enrollment

Online MBA Enrollment

Enrollment in the online MBA program saw a slight decline beginning in Fall 2019 due to a

high number of graduates from Summer 2019. The program showed strong growth in Spring

2020 and exceptional retention/graduation numbers overall. In the 2019-2020 academic year,

the MBA program graduated 49 students.

Online BBA Enrollment After a slight incline from the previous year, enrollment in the online BBA program is

beginning to show steady growth for 2019-2020. The additional emphasis for the upcoming

year will be placed upon enrolling new students to replace those graduating. For the upcoming

year, changes will be made to core (non-business) online courses to emphasize adult degree

completions. Additional program changes/enhancements that might drive enrollment are being

implemented with the BBA in Applied Economics launched the 20-21 academic year.

On-Campus BBA Enrollment Enrollment in the on-campus realizes an incline in the Fall 2019 semester and a slight decline in

during the mid-year semester transition primarily due to students graduating mid-cycle. The

program is expected to replace the graduating class with the incoming Fall class of 2020.

Online DBA Enrollment

Enrollment in the online DBA program displays an overall positive linear trend for the 2019-2020

academic year but saw a slight decline in the Summer semesters. The program continues to show

strong growth and exceptional retention. In the 2019-2020 academic year, the DBA program

graduated 5 doctoral students.

Student Success

Online MBA – Student Success

BBA – Student Success

DBA – Student Success

Comprehensive Assessment Plan

Section I: Mission and Broad-Based Goals Mission Statement

Mission of the University of the Southwest – College of Business:

The USW School of Business provides students with the skills necessary to be successful and productive business leaders in a global economy by emphasizing the practical application of knowledge. The School of Business reinforces the “excellence in application” theme through an intense focus on experiential learning, integrated course technology, and real-world learning opportunities.

Broad-Based Goals

Broad-Based Student Learning Goals:

1. Learning Goal 1 – Institutional Student Learning Goal: Communication

2. Learning Goal 2 – Institutional Student Learning Goal: Knowledge

3. Learning Goal 3 – Institutional Student Learning Goal: Critical Thinking

4. Learning Goal 3 – Institutional Student Learning Goal: Academic and Professional Integrity

5. Learning Goal 3 – Institutional Student Learning Goal: Servant Leadership

Broad-Based Operational Goals:

1. Operational Goal 1: Supportive Learning Environment

2. Operational Goal 2: Student Success

3. Operational Goal 3: Excellence in the Application of Knowledge

4. Operational Goal 4: Departmental Effectiveness

Section II: Student Learning Assessment BACHELOR’S-LEVEL PROGRAMS

Student Learning Assessment for (BBA – Bachelor of Business Administration)

Program Intended Student Learning Outcomes (Program ISLOs)

1. Program Learning Outcome 1: Practical Application of General Business Knowledge

Broad-Based Student Learning Goals to which this Outcome is Linked: Knowledge, Communication, Critical Thinking

Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked:

Objective 1 – Demonstrate competency in the core business content areas of Marketing, Management, Finance, and Accounting. Objective 2 – Demonstrate knowledge in specific field of study/major. Objective 3 – Demonstrate the functional capacity to apply this knowledge in a practical business

environment.

2. Program Learning Outcome 2: Use of Information and Data Analysis to Make Decisions

Broad-Based Student Learning Goals to which this Outcome is Linked: Knowledge, Critical

Thinking Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is

Linked:

Objective 1 – Demonstrate the ability to gather relevant data. Objective 2 – Demonstrate the ability to analyze data, draw conclusions, and determine course of action.

3. Program Learning Outcome 3: Communicate Effectively and Creatively Using Technology and Interpersonal Skills

Broad-Based Student Learning Goals to which this Outcome is Linked: Communication


Objective 1 – Demonstrate the ability to deliver effective presentations. Objective 2 – Utilize current technology in presentation delivery. Objective 3 – Clearly articulate a core business message to a live audience.

4. Program Learning Outcome 4: Ethical Principles and Corporate Social Responsibility

Broad-Based Student Learning Goals to which this Outcome is Linked: Academic & Professional Integrity, Servant Leadership


Objective 1 – Identify and address potential ethical conflicts in business operational models. Objective 2 – Demonstrate ability to link business objectives to social responsibility.

Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:

Performance Objectives (Targets/Criteria) for Direct Measures:

1. Direct Measure 1: Capstone Project: Business plan and presentation in MGT 4163 and MGT 4173. Evaluated by BBA learning assessment rubric.

Program ISLOs Assessed by this Measure: Practical Application of General Business Knowledge, Use of Information and Data Analysis to Make Decisions, Communicate Effectively and Creatively Using Technology and Interpersonal Skills, Ethical Principles and Corporate Social Responsibility

Objective (Target/Criterion) for Direct Measure 1: Using the capstone project as the primary measurement tool for this outcome, 80% or more of students will “meet” or “exceed” all expectations with regard to each learning objective.

2. Direct Measure 2: Mindtap Analytics: Student learning evaluated by demonstrating mastery in core business courses (e.g. MGT3103, FIN 3433, ACT 3113, MKT 3103, MGT 3123).


Objective (Target/Criterion) for Direct Measure 2: Using the Mindtap Analytics feature as the primary measurement tool for this outcome, 80% or more of students will demonstrate a 70% cumulative mastery level for the respective Mindtap learning objectives in each core business course.

Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Objectives (Targets/Criteria) for Indirect Measures:

1. Indirect Measure 1: Student Course Evaluation


Objective (Target/Criterion) for Indirect Measure 1: Using the student course evaluation as the primary measurement tool for this outcome, 90% or more of students will provide either a “good” or “excellent” rating with regard to learning outcome achievement.

2. Indirect Measure 2: Post-Graduation Placement and Satisfaction Survey


Objective (Target/Criterion) for Indirect Measure 2: Using the post-graduation placement and satisfaction survey as the primary measurement tool for this outcome, 90% or more of students will agree that the curriculum either “met” or “exceeded” their expectations with regard to achievement of student learning outcomes.

MASTER’S-LEVEL PROGRAMS

Student Learning Assessment for (MBA – Master of Business Administration)


1. Program Learning Outcome 1: Broad Understanding of Core Business Principles

Broad-Based Student Learning Goals to which this Outcome is Linked: Knowledge, Communication, Critical Thinking

Key Learning Outcomes for Master’s-Level Business Programs to which this Outcome is Linked:

Objective 1 – Demonstrate mastery in the core business content areas of Strategic Marketing, Strategic

Management, Managerial Finance, and Managerial Accounting. Objective 2 – Demonstrate executive-level knowledge in specific field of study/major. Objective 3 – Demonstrate the functional capacity to apply this knowledge in an executive-level business environment.

2. Program Learning Outcome 2: Use of Information and Data Analysis to Make Decisions

Broad-Based Student Learning Goals to which this Outcome is Linked: Knowledge, Critical Thinking


Objective 1 – Demonstrate mastery in the design and implementation of processes needed to gather relevant data. Objective 2 – Demonstrate mastery in the oversight of processes used to analyze data, draw conclusions, and determine course of action

3. Program Learning Outcome 3: Communicate Effectively as a Professional Executive

Broad-Based Student Learning Goals to which this Outcome is Linked: Communication


Objective 1 – Master the ability to communicate in a business environment. Objective 2 – Utilize current technology in peer communications. Objective 3 – Clearly articulate a visionary business message.

4. Program Learning Outcome 4: Executive Leadership Incorporating Ethical Principles and

Corporate Social Responsibility Broad-Based Student Learning Goals to which this Outcome is

Linked: Academic & Professional Integrity, Servant Leadership Key Learning Outcomes for

Master’s-Level Business Programs to which this Outcome is Linked:

Objective 1 – Develop organizational strategies to address potential ethical conflicts in business operational models. Objective 2 – Demonstrate mastery in the ability to link business objectives to social responsibility.



1. Direct Measure 1: Capstone and Case Study Projects: Executive leadership scenario case studies and strategic industry analysis reviews in MBA 5513 and MBA 6503. Evaluated by MBA learning assessment rubric.

Program ISLOs Assessed by this Measure: Broad Understanding of Core Business Principles, Use of Information and Data Analysis to Make Decisions, Communicate Effectively as a Professional Executive, Executive Leadership Incorporating Ethical Principles and Corporate Social Responsibility

Objective (Target/Criterion) for Direct Measure 1: Using the capstone project as the primary measurement tool for this outcome, 80% or more of students will “meet” or “exceed” all expectations with regard to each learning objective.

2. Direct Measure 2: Mindtap Analytics: Student learning evaluated by demonstrating mastery in core business courses (MBA5223, MBA5103, MBA5533, MBA5243, MBA5323, MBA5423).


Objective (Target/Criterion) for Direct Measure 2: Using the Mindtap Analytics feature as the primary measurement tool for this outcome, 90% or more of students will demonstrate a 80% cumulative mastery level for the respective Mindtap learning objectives in each core business course.



1. Indirect Measure 1: Student Course Evaluation

Program ISLOs Assessed by this Measure: Broad Understanding of Core Business Principles, Use of Information and Data Analysis to Make

Objective (Target/Criterion) for Indirect Measure 1: Using the student course evaluation as the primary measurement tool for this outcome, 90% or more of students will provide either a “good” or “excellent” rating with regard to learning outcome achievement.

Decisions, Communicate Effectively as a Professional Executive, Executive Leadership Incorporating Ethical Principles and Corporate Social Responsibility

2. Indirect Measure 2: Post-Graduation Placement and Satisfaction Survey


Objective (Target/Criterion) for Indirect Measure 2: Using the post-graduation placement and satisfaction survey as the primary measurement tool for this outcome, 90% or more of students will agree that the curriculum either “met” or “exceeded” their expectations with regard to achievement of student learning outcomes.

DOCTORAL-LEVEL PROGRAMS

Student Learning Assessment for (DBA – Doctor of Business Administration)


1. Program Learning Outcome 1: Advanced Theory Evaluation and Assessment

Broad-Based Student Learning Goals to which this Outcome is Linked: Knowledge, Critical Thinking

Key Learning Outcomes for Doctoral-Level Business Programs to which this Outcome is Linked:

Objective 1 – Assess relevant theories of business and management as applied to existing enterprise challenges. Objective 2 – Demonstrate expertise in the review of modern theories applicable to identified organizational problems. Objective 3 – Identify gaps in the knowledge base, wherein new research could be applied to current business needs.

2. Program Learning Outcome 2: Thought-Leadership in Emerging Business Theory

Broad-Based Student Learning Goals to which this Outcome is Linked: Servant Leadership, Critical Thinking, Knowledge


Objective 1 – Demonstrate mastery of quantitative and qualitative methods of scientific inquiry in the fields of business and management. Objective 2 – Demonstrate an inter-disciplinary approach to solving complex business problems through applied research. Objective 3 – Demonstrate the ability to design and execute a methodologically sound research model to support evidence-based management principles.

3. Program Learning Outcome 3: Emergent Theory Application

Broad-Based Student Learning Goals to which this Outcome is Linked: Communication, Critical Thinking, Knowledge, Academic & Professional Integrity


Objective 1 – Draw conclusions from new research in development of an emerging, evidence-based management theory. Objective 2 – Identify the practical application of the emergent theory. Objective 3 – Disseminate the seminal theory and relevant applications to the appropriate audiences in both academic and practical settings.



1. Direct Measure 1: Dissertation: Evaluated by dissertation committee in conjunction with outcomes rubric.

Program ISLOs Assessed by this Measure: Advanced Theory Evaluation and Assessment, Thought-Leadership in Emerging Business Theory, Emergent Theory Application

Objective (Target/Criterion) for Direct Measure 1: Using the dissertation as the primary measurement tool for this outcome, 80% or more of students will “meet” or “exceed” all expectations with regard to each learning objective and successfully prepare, defend, and publish the dissertation.

2. Direct Measure 2: Milestone Reviews: Evaluated in conjunction with residency requirements (end yrs 1 and 2) and learning objects platform (dissertation process – yr 3).


Objective (Target/Criterion) for Direct Measure 2: Using milestone reviews as the primary measurement tools for this outcome, 80% or more of students will demonstrate timely, successful completion of program milestone requirements (residency - end yr 1, residency - end yr 2, learning objects platform – dissertation process – yr 3).



1. Indirect Measure 1: Residency Exit Survey


Objective (Target/Criterion) for Indirect Measure 1: Using the residency exit survey as the primary measurement tool for this outcome, 90% or more of students will agree that the residency either “met” or “exceeded” their expectations with regard to achievement of student learning outcomes.

2. Indirect Measure 2: Dissertation Post-defense Survey


Objective (Target/Criterion) for Indirect Measure 2: Using the dissertation post- defense survey as the primary measurement tool for this outcome, 90% or more of students will agree that the mentoring process either “met” or “exceeded” their expectations with regard to achievement of student learning outcomes.

Section III: Operational Assessment

Intended Operational Outcomes for the (Name of your Academic Business Unit):

1. Intended Operational Outcome 1: Timely Program Completion

Broad-Based Operational Goals to which this Outcome is Linked: Supportive Learning Environment

2. Intended Operational Outcome 2: Effective Academic Advising

Broad-Based Operational Goals to which this Outcome is Linked: Student Success

3. Intended Operational Outcome 3: High-Quality Learning and Technological Resources

Broad-Based Operational Goals to which this Outcome is Linked: Supportive Learning Environment, Student Success, Excellence in the Application of Knowledge

4. Intended Operational Outcome 4: Innovative Instructional Methodologies

Broad-Based Operational Goals to which this Outcome is Linked: Excellence in the Application of Knowledge

5. Intended Operational Outcome 5: Program Growth, Efficiency, and Institutional Contribution

Broad-Based Operational Goals to which this Outcome is Linked: Departmental Effectiveness

Assessment Measures/Methods for Intended Operational Outcomes:

Performance Objectives (Targets/Criteria) for Operational Assessment Measures/Methods:

1. Operational Assessment Measure/Method 1: Student Course Evaluation

Intended Operational Outcomes Assessed by this Measure: High-Quality Learning and Technological Resources, Innovative Instructional Methodologies

Objective (Target/Criterion) for Measure/Method 1: Using the student course evaluation as the primary measurement tool for this outcome, 90% or more of students will either “agree” or “completely agree” with each evaluation element regarding faculty teaching, the overall learning environment, and program instructional resources.

2. Operational Assessment Measure/Method 2: Post-Graduation Placement and Satisfaction Survey

Intended Operational Outcomes Assessed by this Measure: Timely Program Completion, Effective Academic Advising, High-Quality Learning and Technological Resources

Objective (Target/Criterion) for Measure/Method 2: Using the post-graduation and satisfaction survey as the primary measurement tool for this outcome, 90% or more of students will be either “satisfied” or “completely satisfied” with each survey element regarding program completion timeliness, academic advising services, and program instructional resources.

3. Operational Assessment Measure/Method 3:

Strategic Plan and Budget Performance Analysis

Intended Operational Outcomes Assessed by this Measure: Program Growth, Efficiency, and Institutional Contribution

Objective (Target/Criterion) for Measure/Method 3: Using the departmental strategic plan and budget performance analysis as the primary measurement tool for this outcome, KPIs as defined in the strategic plan will be reviewed annually with regard to program growth, contribution margin, and ROI. This program review will be published in the department’s annual report.

4. Operational Assessment Measure/Method 4: Faculty and Staff Performance Reviews

Intended Operational Outcomes Assessed by this Measure: Effective Academic Advising, High-Quality Learning and Technological Resources, Innovative Instructional Methodologies

Objective (Target/Criterion) for Measure/Method 4: Using the faculty and staff performance reviews as the primary measurement tool for this outcome, both faculty and staff will “meet” or “exceed” 100% of the evaluation criteria in the annual review.

BBA Assessment Data Analytics

MBA Assessment Data Analytics

Course Coverage

Using the HLC-approved course coverage determination model as the primary assessment tool for

the 2019-2020 academic year, all courses in the College of Business Administration are

appropriately covered with current staffing and an expanded pool of adjuncts. Coverage is

verified using a hypothesis comparing the mean course equivalent (Load Factor 1) against the

standard faculty load of eight courses. Additionally, a second metric was introduced to monitor

the number of students for which faculty are responsible (Load Factor 2). This metric will track

the load factor for exceptionally large and small courses. As indicated in the results below, there

is no statistically significant difference between the mean equivalent courses taught by full- time

faculty and the standard faculty load of eight courses per academic year. Furthermore, the one-tail

hypothesis test for Load Factor 2 indicates that faculty, on average, mentor approximately 300

students in an academic year. Results of the test indicate that the College of Business

Administration is appropriately staffed.

Strategic Plan

Vision Summary

university of the southwest college of business

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