Your SlideShare is downloading. ×
Aacsb report
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Aacsb report

2,244
views

Published on

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,244
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
47
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. AACSB TABLE OF CONTENTS UM is located in Missoula, which has a variety of outdoor, leisure, and cultural attractions that appeal to prospec- tive students and faculty members; this environment allows for success, balance, and quality of life. TABLE OF CONTENTS I. Executive Summary...............................................................................................1 II. Situational Analysis...............................................................................................6 III. Mission Statement...............................................................................................11 IV. Strategic Management Planning Process..............................................................13 V. Assessment Tools and Procedures........................................................................15 VI. Financial Strategies..............................................................................................25 VII. New Degree Programs.........................................................................................29 VIII. Faculty Tables......................................................................................................29 IX. Policies for Faculty Management.........................................................................32 X. Appendices.........................................................................................................A1 A. List of Acronyms B. Annual Maintenance Report, 2004-2005 C. Annual Maintenance Report, 2005-2006 D. Annual Maintenance Report, 2006-2007 E. Annual Maintenance Report, 2007-2008 F. Annual Maintenance Report, 2008-2009 G. Progress Report to AACSB (responding to issues identified by Continuing Review Team), January 2006 H. SoBA Enrollments (Undergraduate, MBA, and MAcct, 2004 – 2009) I. SoBA Organizational Chart J. SoBA Strategic Plan K. SoBA Faculty Hires for Past Five Years
  • 2. AACSB TABLE OF CONTENTS L. Faculty Incentives/Research (Professorships, Distinguished Faculty Fellowship and Faculty Fellowships, Competitive Research Grants, and Sabbaticals) M. SoBA Center for Student Excellence Proposal (presented to UM’s Retention Committee in August 2009) N. Presenters/Byrnes Accounting & Finance Research Seminar Series (2004 – 2009) O. Presenters/Visiting Scholars and Preeminent Experts P. Presenters/Gilkey Executive Lecture Series (2004 – 2009) Q. Awardees/Pioneer in Industry Awards (2004 – 2009) UM’s School of Busi- R. SoBA Internship Program ness Administration S. Business Advisory Council Membership (2004 – 2009) (SoBA) is the largest T. Faculty Awards for Past Five Years professional school U. Number of SoBA Graduates by Major on campus, awarding V. SoBA Assessment Sample Template 350 undergraduate W. SoBA Assessment Writing Rubrics degrees during the X. “Academically Qualified” and “Professionally Qualified” Faculty Policy 2008 – 2009 academic Y. “Participating” Faculty Policy year. Z. Excerpts from the Collective Bargaining Agreement between The University of Montana University Faculty Association and the Montana University System (effective July 1, 2005 through June 30, 2009) regarding faculty policies (retention, development, evaluation, reward, etc.) AA. Table 2-1 BB. Table 2-2 CC. Table 9-1, 2008-2009 DD. Table 10-1, 2008-2009 EE. Table 10-2, 2008-2009 FF. Table 10-2 A, 2008-2009 GG. Table 10-2B, 2008-2009 HH. Table 10-2, Fall 2009 II. Table 10-2A, Fall 2009 JJ. Table 10-2B, Fall 2009
  • 3. AACSB EXECUTIVE SUMMARY I. EXEcUTIVE SUMMAry1 BAckgroUND INForMATIoN/oVErVIEw The University of Montana (UM), a comprehensive liberal arts institution that receives par- tial support from the state of Montana, was founded in 1893. UM ranks 17th in the nation and 5th among public universities in producing Rhodes Scholars. UM has been profiled in recent editions of The Princeton Review as one of the nation’s “Best 371 Colleges” (2010), “Best 368 Colleges” (2009), and “Best Value Colleges” (2007). UM has produced 10 Tru- The SoBA, which man Scholars, 14 Goldwater Scholars, 36 Udall Scholars, and 40 Fulbright Scholars. Several has been singled UM programs are ranked among the nation’s best, including programs in Creative Writing, out as one of UM’s Wildlife Biology, Journalism, and Pharmacy. standout programs in recent editions UM is located in Missoula, which has a variety of outdoor, leisure, and cultural attractions of The Princeton that appeal to prospective students and faculty members; this environment allows for Review (2009 and success, balance, and quality of life. Abundant year-round recreational opportunities exist, 2007), formally including skiing, fishing, hunting, hiking, and biking. Glacier National Park and Yellowstone offered its first pro- National Park both are in close proximity. The campus occupies 200 acres with more than gram in business in 60 buildings and a 25,000-seat football stadium – and has been described by Rolling Stone 1918. magazine as the “most scenic campus in America.” The scope of UM’s operations is substantial for Montana. The university’s budget for 2008 – 2009 was nearly $225 million (Missoula only) and was nearly $290 million when taking into account all UM campuses (Butte and Dillon). The market value of UM’s endowment at June 30, 2009 was nearly $94 million. During 2008 – 2009, nearly 16,000 donors contrib- uted more than $22.5 million. UM collectively offers 62 degrees at the bachelor’s level, 58 degrees at the master’s level, and 22 degrees at the doctorate level. During the 2008 – 2009 academic year, UM awarded 2,768 degrees (2,210 undergraduate and 558 graduate). UM’s School of Business Administration (SoBA) is the largest professional school on campus, awarding 350 under- graduate degrees during the 2008 – 2009 academic year. The SoBA, which has been singled out as one of UM’s standout programs in recent edi- tions of The Princeton Review (2009 and 2007), formally offered its first program in busi- ness in 1918. Programs in the SoBA were first accredited by AACSB in 1949 – making us one of the first fifty schools to earn AACSB accreditation. The SoBA’s MBA program first earned accreditation in 1982, and the SoBA first earned separate accounting accredita- tion in 2001. The SoBA granted its first undergraduate degree in 1918, its first MA degree in 1933, its first MBA degree in 1967, and its first MAcct degree in 1993. (Copies of the SoBA’s annual reports for the past five years are attached as Appendices B – F, respective- ly; a copy of our progress report to AACSB dated January 2006 is attached as Appendix G.) Please refer to Appendix A for a list of acronyms used in this report. 1 School of Business Administration Fifth Year Maintenance Report Page 1
  • 4. AACSB EXECUTIVE SUMMARY The SoBA offers a Bachelor of Science degree in Busi- system, and must deal with university bureaucracies not ness Administration (with majors in Accounting, Fi- uncommon to similar schools, our faculty and staff have nance, International Business, Information Systems and access to our own technology support staff that works Technology – newly named Management Information on information technology issues throughout the GBB. Systems effective with the 2009 – 2010 academic year, Management, and Marketing). The SoBA also offers cUrrENT coNDITIoNS Master’s of Accountancy (MAcct) and Master’s of Busi- General ness Administration (MBA) degree programs. The MBA Because we are one of only two flagship universities program is offered both in the traditional format and in in the state, and because we have chosen to engage in an off-campus format; nearly all MBA students pursue outreach to the academic and professional community solely an MBA degree, but several have pursued joint through numerous activities and roles, we believe that JD/MBA or MBA/PharmD degrees. Enrollment informa- we have a special relationship with the local business tion for the SoBA for the 2008 – 2009 academic year is community. Our graduate programs fill a need for ad- presented in Appendix H. vanced management education in Montana: Our MAcct program is one of two state graduate accounting pro- The SoBA is organized into three departments: (1) grams, and we offer the only MBA program supported Accounting & Finance (A&F); (2) newly named Man- by the state of Montana. agement Information Systems (MIS); and (3) Manage- ment & Marketing (M&M). The dean is assisted by an Mission and Strategic Management Process administrative team consisting of one associate dean, The SoBA is guided by its mission statement, which three departmental chairs, the MAcct director, the MBA states: The University of Montana’s School of Busi- director, a director of information technology, a devel- ness Administration is a collegial learning community opment/alumni relations officer, and directors of three dedicated to the teaching, exploration, and application affiliate centers: American Indian Business Leaders of the knowledge and skills necessary to succeed in a (AIBL), the Bureau of Business and Economic Research competitive marketplace. The mission is placed into (BBER), and the Montana World Trade Center (MWTC). action by a strategic plan, a copy of which is attached Appendix I is a SoBA organizational chart. as Appendix J. Making everything possible is our most valuable resource – a dedicated and committed group of We are extremely fortunate to be housed in the beauti- qualified faculty members constantly striving to advance ful Gallagher Business Building (GBB). Thanks in large the quality of instruction, intellectual contributions, and part to a partnership forged with Microsoft Corpora- service outreach provided by the SoBA. tion and Hewlett-Packard Company (facilitated through several alumni), we enjoy state-of-the-art technology Throughout all of these efforts, the SoBA has involved in the GBB (with software updated every other year numerous stakeholders, both formally and informally, as by Microsoft at essentially no cost to us and hardware it has revised its mission and strategic plan, encouraged updated every third year by Hewlett-Packard at steeply increased scholarly efforts, and implemented its Assur- reduced costs). The GBB incorporates network, comput- ance of Learning (AoL) plan. In the spirit of continuous er, presentation, and distance learning technology and is improvement, we have sought input from students, networked and connected to The University of Mon- alumni, employers, faculty, staff, administration, and tana Wide Area Network and the Internet. The building members of the Dean’s Business Advisory Council and uses interactive videoconferencing technology to allow the departmental advisory boards. two-way interactive instructional television signals to be routed to the appropriate rooms in other Montana cit- Assessment and AoL ies. Although we are part of a sometimes slower-moving Prior to AACSB issuing its AoL standards, the SoBA had School of Business Administration Fifth Year Maintenance Report Page 2
  • 5. AACSB EXECUTIVE SUMMARY an effective assessment program based on indirect or family reasons.2 Please see Appendix K for a listing of measures. During the past five years, we have devel- the SoBA’s faculty hires during the past five years. oped and implemented a comprehensive AoL program based on direct measures. This effort – which was led The past decade has seen the quantity and quality of by a SoBA Assessment Committee, the chair of which intellectual contributions from our faculty grow signifi- has attended several AACSB assessment conferences – cantly. Never before has such a wide required significant “buy in” from our faculty members cross-section of faculty members published so much – and is beginning to yield meaningful and helpful results, and in so many quality journals. We expect that the next as discussed more fully in Section V. of this report. This five-year period will see even greater research produc- AoL process has led to positive changes and enhance- tivity by our faculty members, and we attribute this in- ments in our curriculum and overall climate and has crease in productivity, in part, to additional mechanisms advanced the culture of assessment at the SoBA. now in place to reward and motivate faculty members to be productive scholars. These mechanisms include Faculty Deployment and Intellectual Contributions three professorships, one distinguished faculty fellow- The SoBA recognizes that effective faculty recruitment, ship, eight fellowships, competitive summer research selection, and development are central to our mission of grants, and sabbatical leaves (and are described in more providing a high-quality business education. Individual detail in Appendix L). Faculty members who benefit faculty members are evaluated in a number of ways, from these programs/designations make “brown bag” including annual performance reviews, promotion and presentations on Fridays. tenure reviews, and post-tenure reviews. Our faculty members generally teach 3/3 loads. Reductions in the Students and Curriculum number of courses taught may be granted in certain The quality of our students is demonstrated in various situations (e.g., because of significant involvement in ways, including placement success, pursuit of advanced administrative activities, because of significant research degrees, and performance on nationally normed exams. output, etc.). (Please see the discussion of the ETS Major Field Test in Business and the CPA exam in the “Accomplishments Our faculty members are accomplished educators and and Effective Practices” section below.) In the past five researchers, receiving numerous national, state, and years, many of our students have continued their educa- campus awards in their respective fields. One of our tions at the master’s and doctoral levels at some of the marketing professors was named UM’s Distinguished nation’s finest schools of accounting, business, and law Scholar in 2004 and recently was named a Montana (e.g., University of Arkansas, University of Oregon, Uni- University System (MUS) Regents’ Professor – making versity of South Carolina, University of Utah, University her the first female and first SoBA professor to earn that of Washington, and Washington State University). Our prestigious honor. experience shows that many of these students become loyal and generous SoBA alumni as they become suc- Our faculty are generally skewed toward higher rank. cessful in their careers. Specifically, for 2008-2009, we had 36 tenured or tenure-track faculty, and 24 of them were tenured, 2 For example, an associate professor of management left in spring 2009 to become the Endowed Chair in Entrepreneur- with 14 of those who were tenured being promoted to ship and Leadership at Washington and Lee University in Lex- the highest rank possible (full professor). Retirements ington, VA; a marketing assistant professor left in spring 2009 have been rather steady, and other turnover has been to join the faculty at Queen’s University in Kingston, Ontario, relatively low. Faculty members who have left for posi- her alma mater; the former chair of the A&F Department left in spring 2006 to become the dean at another institution; and tions at other institutions often do so for advancement a marketing assistant professor left in spring 2006 to join the faculty at the University of Arkansas. School of Business Administration Fifth Year Maintenance Report Page 3
  • 6. AACSB EXECUTIVE SUMMARY We assess trends in business and business educa- implementing the concept. Appendix M is a copy of tion when evaluating the curriculum. Monitoring and the proposal. improving curricular processes begins with individual • The Byrnes Accounting and Finance Research members of the faculty, who typically are involved in Seminars sponsored 35 presenters during the past departmental, school, and sometimes university curricu- five years. Appendix N lists these presenters, and lum committees. We also seek input from students and Appendix O lists some of the other visiting scholars members of our various advisory councils/boards with and preeminent experts who have visited the SoBA respect to curriculum design. and conducted “brown bag” and research presenta- tions to our faculty. Instructional Resources/Other • Government and industry leaders presented at the Excellence in teaching is of paramount importance to Gilkey Executive Lecture Series during the past five us. The allocations that we receive from UM are not years, providing opportunities for students and adequate to support our instructional mission and our members of the community to learn from individu- educational initiatives. Supplemental funding, therefore, als in high-level positions. Appendix P lists these was put in place in 2002 through “program tuition,” a presenters. differential tuition assessment that provides significant • The Pioneer in Industry Awards (spearheaded by the revenue generated from SoBA graduate and upper-divi- Montana Academy of Distinguished Entrepreneurs, sion undergraduate courses. or MADE) honored nine business leaders during the past five years. Appendix Q lists these awardees, We also are ambitiously seeking substantial gifts to fund eight of whom were able to interact with our more student scholarships, educational centers, physi- students in classes and small-group settings. cal expansion, and supplemental programs. We recently • MADE (www.business.umt.edu/made), which was have placed requests with central UM administration formed in late 2002, generally meets in the GBB to increase support for our accounting, entertainment twice each year and has fully embraced its mission management, and management programs. These sourc- of promoting and projecting the spirit of entrepre- es, if secured, will enable us to grow and to continue to neurship to the SoBA and its students through vari- achieve excellence in business education. ous educational opportunities and special events. • Our entertainment management program AccoMPlIShMENTS AND EFFEcTIVE PrAcTIcES (www.umtentertainment.org) is unique in that it The SoBA has several practices/proposals in place and was designed and assembled by top names in the has achieved various accomplishments that demon- entertainment industry from Montana. These pro- strate leadership, high quality, and continuous improve- fessionals appreciate receiving their “starts” at UM, ment of our programs. and they are now in positions to “give back” and provide students in the program networking/intern- Organization/Structure ship/employment opportunities. • In late August 2009, the concept of a SoBA Cen- • The BBER is the pre-eminent business research or- ter for Student Excellence was presented to UM’s ganization in the state of Montana. Over its 60-year Retention Committee. We think that our proposal existence, it has established a record of timely and would take our career development function (ex- insightful research, nationally recognized publica- plained in Section II.B.) to an even higher level. A tions, and in-depth seminars and presentations on follow-up meeting with UM’s Retention Committee all aspects of economic outlook. It has grown in size is scheduled for mid-September, and we are await- and stature to become one of the most successful ing word from the Provost’s Office as to what extent research units of its kind in the country. The BBER resources will be made available to us to begin has had an active leadership role with the national School of Business Administration Fifth Year Maintenance Report Page 4
  • 7. AACSB EXECUTIVE SUMMARY Association of University Bureaus of Economic • Our MAcct students score well above national aver- Research (AUBER) organization, hosting national ages on the CPA exam. Please see the Accounting AUBER meetings in Missoula and twice (once in the Accreditation Report for further information. past five years) having the BBER director serve as • A MAcct graduate (2008) was recently selected for AUBER’s national president. one of the highly competitive FASB Post-Graduate • The MWTC is one of more than 300 world trade Technical Assistant positions. centers on a global basis, but one of only three lo- • Beta Alpha Psi (BAP) has received “superior” status cated on a college campus (and, to our knowledge, from the national organization for six consecutive the first to be so situated). In addition to providing years. a rich hands-on learning environment for students, • The Dean’s Student Advisory Council meets at least it offers executive-education opportunities and con- once each semester, providing administrators with a sulting engagements to our faculty members. direct ear to student voices and concerns. • The GBB serves as the national headquarters for • In 2007, one of our management professors agreed American Indian Business Leaders (AIBL), which has to initiate and direct an International Program been in existence for sixteen years and has 72 within the SoBA for the benefit of our students (and chapters nationwide. faculty members). The director chairs the SoBA’s • The SoBA Internship Program, the largest on UM’s International Programs Committee and primarily campus, has been in existence for 28 years. Appen- supports and oversees international exchanges of dix R contains a brief description of the program. various kinds. • In 2006, we began stringently enforcing course prerequisites and implemented a requirement that Teaching and Research Quality students could not enroll in upper-division SoBA • Our faculty members are committed educators and courses without first having earned at least a “C” scholars have received a number of national, state, (2.0) in all lower core courses. As a result, faculty and campus awards. See Appendix T for a listing of have observed a marked increase in the readiness of these awards and honors for the past five years. students in upper-division courses. • We are proud to have an active and engaged Dean’s CONCLuSiON Business Advisory Council (BAC) that meets twice Overall, we feel that we are achieving our mission and each year (see Appendix S for a listing of the mem- have the processes in place to achieve continuous bers of our BAC for the past five years); we also have improvement in terms of teaching, research, and ser- advisory boards for each of our three departments vice/outreach – though we face certain challenges not and for each of our affiliated centers (BBER, MWTC, uncommon to similar institutions. Our dedicated faculty and AIBL). and staff strive to constantly improve and, as a result, SoBA graduates are positioned to meet the challenges Student Learning/Student Engagement of today’s dynamic business world. We have numerous • Our students scored in the 85th percentile nation- and varied strengths, including a faculty that has been ally (spring 2009) – with 15% of our students taking more intellectually active during the past decade than the exam scoring at or above the 90th percentile – at any other time in the SoBA’s history and, therefore, and in the 80th percentile nationally (summer 2009) has improved its reputation within the national and on the ETS Major Field Test in Business. international academic communities; a contemporary • The John Ruffatto Business Plan Competition (man- curriculum that we regularly review and modify; state- aged by MADE) is one of the oldest in the country; of-the-art technology for teaching and learning; and more than 50 businesses presented at the competi- well-developed integration of programs with the busi- tion have since been launched. ness community. School of Business Administration Fifth Year Maintenance Report Page 5
  • 8. AACSB SITUATIONAL ANALYSIS II. SITUATIoNAl ANAlySIS A. what historical, national, local, and other factors shape the applicant’s mission and operations? UM has a student body of more than 14,000, with nearly 12,500 of those students being undergraduates. It employs approximately 550 full-time faculty members and more than 200 part-time faculty members. Because UM is one of only two flagship universities in the we are a collegial state, most UM students (approximately 75%) come from Montana. learning commu- nity that ensures With demographic trends projecting a decrease in the number of high school students that we are serving in Montana, UM President George M. Dennison has placed a priority on increasing en- the specific needs rollments in graduate education (which efforts, thus far, have been directed mainly at of our local com- launching new graduate programs as opposed to growing enrollments in existing graduate munity and region, programs). The SoBA’s graduate students at the Missoula campus tend to continue with but we also strive graduate study within three years of completing their undergraduate work, while students to interact with and in our off-campus programs typically have been in the workforce for approximately eight involve constitu- years and employed on a full-time basis while furthering their graduate education. The ents outside our SoBA is one of only two state schools to offer a MAcct degree (with MSU – Bozeman the geographic loca- other). The SoBA is the only business school in Montana with separate accounting accredi- tion... tation, which we earned in 2001. The UM College of Technology (COT), also in Missoula, is a separate academic unit that offers a variety of two-year programs. We have requested that the COT and its programs be excluded from the scope of our accreditation review. We are a collegial learning community that ensures that we are serving the specific needs of our local community and region, but we also strive to interact with and involve constitu- ents outside our geographic location (e.g., 2007 and 2008 training of Chinese and African business leaders and managers; increased focus on recruiting international students for our undergraduate and graduate programs; encouraging faculty exchanges or teaching as- signments in other states and/or countries). We are part of a supportive community and, therefore, we are able to offer our students experiential exercises and learning in a variety of areas. Because Montana has a limited amount of financial resources to devote to higher education (see Section II.B.), we make the most of what state monies we do receive by efficiently deploying resources without sacrificing effectiveness in delivering high-quality education. B. what are the applicant’s relative advantages and disadvantages in reputation, resources, sponsors, and supporters? rEPUTATIoN We enjoy a strong reputation within Montana and the immediately surrounding region, with some of that reputation attributable to the quality and affordability of UM, but we are not well known by the business communities outside of that geographic area. • In response to feedback from members of the Dean’s Business Advisory Council and School of Business Administration Fifth Year Maintenance Report Page 6
  • 9. AACSB SITUATIONAL ANALYSIS from our senior students, we hired a director of • The SoBA faculty members generally reflect the career development in late 2005. She has worked population of the surrounding region and of UM to change the culture at the SoBA in terms of our and, therefore, those profiles demonstrate relatively students’ preparedness for professional employ- little diversity. During the 2008 – 2009 academic ment, and she has collaborated with our faculty to year, 7 of our 36 tenured or tenure-track faculty (ap- ensure that students participate in resume critiques, proximately 19%) originated from countries other “mock” interviews, and presentations/workshops than the United States, which provides some inter- aimed at such critical concepts as professional eti- national diversity, but none of our current faculty quette and networking. members is African-American or Hispanic. Similarly, • SoBA graduates are highly competitive with gradu- although UM and the SoBA have appreciable enroll- ates from leading business schools in the area and ments of Native American students (3.23 % and 3.80 in the nation. Employers value the strong work ethic %, respectively), our student population reflects and willingness to learn demonstrated by our stu- relatively little diversity. dents. For more information, please see • UM has a somewhat “open” admissions policy. www.business.umt.edu/career. Please see www.umt.edu/plan for demographic • Our faculty members have received numerous na- information relating to the 2008 entering class at tional, state, and campus awards, as demonstrated UM. The SoBA’s programs do not currently have by the achievements shown on Appendix T. GPA requirements for entrance. To ensure that SoBA • Close ties with our award-winning BBER contribute majors are prepared for upper-level coursework, to our understanding of the local, state, regional, the SoBA began stringently enforcing prerequisites and national economies; the MWTC provides ex- for all SoBA courses and instituted a policy in 2006 periential learning opportunities for students with that prevented students from taking upper-division global interests; and the national headquarters of SoBA courses without having earned at least a “C” AIBL is located in our GBB (with our dean serving on (2.0) in every lower-core course. These measures AIBL’s advisory board). contributed to overall quality enhancement, but • According to UM’s Davidson Honors College, during UM’s administration is unlikely to look favorably the past five years, the SoBA has typically had more on a quantitative GPA threshold as a “gatekeeping” than 40 students, on average, enrolled in the UM mechanism for entrance into upper-division SoBA honors program – representing approximately 6% of courses, which we think is the most efficient and the total honors students enrolled at UM. effective way to further enhance quality. • The SoBA has student organizations that develop • MBA enrollment (on campus and off-campus) has leadership/followership, organizational, and com- been difficult to grow because of a rather finite munications skills. Recent accomplishments include: (Montana residents) and saturated target market. Beta Alpha Psi has earned “superior” chapter rating • We have a need for more scholarships, particularly for six consecutive years; Montana Information at the freshmen and graduate levels, to assist our Systems Association recently awarded scholarships students in making their educational experience not to its president and vice president (courtesy of only enriching but affordable. contributions from MIS alumni); and AIBL is the only national American Indian non-profit organization in rESoUrcES the United States dedicated solely to empowering The SoBA faces certain competitive disadvantages and business students. challenges with respect to resources. First, according to the study, “Trends in College Spending: Where Does Some of our reputational disadvantages include the fol- the Money Come From? Where Does It Go?,” released lowing: by the Delta Cost Project in January 2009, Montana is School of Business Administration Fifth Year Maintenance Report Page 7
  • 10. AACSB SITUATIONAL ANALYSIS ranked 50th in the country in terms of state spending per 26 percent. Many faculty candidates, therefore, student at a public research university. According to the encounter substantially higher housing costs than same study, the national average for students’ share expected for a rural area – exacerbating our con- of costs for education and related expenses at public cerns regarding our future competitiveness in terms research institutions (2006) was 51%. Montana ranked of compensation. last at 74%. SPoNSorS AND SUPPorTErS Contributing to Montana’s ranking in terms of state Our current dean has guided the SoBA for nearly a spending per student, the Montana Board of Regents quarter-century and, as a result, we reap numerous followed the recommendation of Governor Brian Sch- benefits associated with his longevity and effectiveness weitzer (as detailed in his “College Affordability Plan”) – and enjoy the support of businesses and individuals in 2007 and determined that no tuition increases would (particularly those with a presence in Montana and/or take place on campuses within the MUS for the 2007 – the Pacific Northwest). Although our alumni tend to be 2009 biennium. In May 2009, the MUS Board of Regents very loyal and generous, we are constantly challenged – despite a recommendation against tuition increases to ensure that our operations remain “within budget.” from Governor Schweitzer – determined that UM and Please see Section VI., “Financial Strategies,” for addi- MSU – Bozeman could raise tuition 3% for resident stu- tional information regarding our financial resources and dents and 8.5% for nonresident students for the 2009 strategies. – 2011 biennium. c. what internal, environmental, or competitive These resource constraints directly affect the SoBA in forces challenge the applicant’s future? the following ways: • Our faculty must bear relatively high teaching loads The SoBA faces various internal challenges. First, we are (typically 3/3). experiencing some difficulty in competing with other • UM’s Collective Bargaining Agreement (CBA) con- schools for faculty members because of the relatively strains what our dean can do with respect to aug- high teaching load (generally 3/3) with below-average menting base salaries for our faculty members. Our base salaries and benefits. Second, an upcoming (with dean has supplemented the salaries of our more the date not yet determined) change in leadership is productive faculty members with “soft” monies imminent, with our dean entering his 24th year in that raised from cultivating relationships, but it has been position. The inevitable transition of leadership to a new increasingly difficult to maintain these relationships dean will provide many challenges and opportunities. and establish new ones in the current economic en- Third, we need to engage in a marketing/web-devel- vironment. Because we compete nationally for new opment campaign to more effectively compete for and faculty members, we are finding that some excellent successfully recruit students from outside of Montana. faculty candidates accept offers from other schools As part of this effort, we have begun to develop and – based primarily on our compensation/benefits implement a branding strategy for the SoBA (with able packages. assistance from a Disney Company executive, an emeri- • We face salary-inversion issues in that the starting tus member of our BAC); however, we have much work salaries of new faculty members typically are higher to do in this regard. Fourth, a significant amount of time than the salaries of our current tenured professors. and energy has been consumed by our intensive focus • Housing in the Missoula area is relatively expensive. on fundraising for the Gilkey Center for Leadership, According to a recent study by the BBER, over the Entrepreneurship, and Executive Education – meaning past 20 years, the average price of a Montana home that we have not been able to devote priority attention grew 96 percent, but per capita income grew only to other needs, initiatives, and projects School of Business Administration Fifth Year Maintenance Report Page 8
  • 11. AACSB SITUATIONAL ANALYSIS requiring “soft” support. (For more information on the ing less monies to fulfill our mission (despite increased Gilkey Center, please see section II.D.) Fifth, administra- costs incurred in delivering an outstanding educational tive infrastructure – especially human capital – to sup- experience to our students). port the programs planned by the SoBA is insufficient. Program initiatives envisioned that will require more The delivery of the off-campus MBA program through- administrative infrastructure include our entertainment out Montana consumes a great deal of resources management program, our entrepreneurship program, despite lower enrollments. Many of our MBA faculty and expanded career and internship opportunities for members travel by car at least once each semester to our students (including international opportunities). two or three locations in Montana, often to instruct Finally, our entertainment management program, entre- only a handful of students at each location. With our preneurship program, and Small Business Institute cap- MBA program being the only one supported by the stone course offer myriad benefits to our students, but state of Montana, we likely cannot meaningfully scale we also face certain challenges in administering these it down; however, we are using new technologies (e.g., two programs and this course and how we should most Mediasite, Elluminate) and considering different deliv- effectively balance the involvement of professionals ery models in an effort to mitigate the stresses on our who enrich the educational experience of our students. faculty members. As is the case with many units in higher education, We recognize the competitive pressures of online pro- environmental forces present challenges for us. For grams. This increasing competition, in addition to other example, the Montana Board of Regents (BOR) recently challenges, has contributed to a failure to steadily grow mandated a transferability initiative in response to the enrollments in regional state-supported universities Montana Legislature’s concern about ease of transfer- such as UM during the past several years. The resource ability for students. The initiative requires all courses constraints mentioned above have prevented us from across the MUS to be evaluated by faculty with respect exploring the offering of high-quality online degrees. to learning outcomes so that similar or equivalent courses may be assigned common numbers and new, In addition, a respected competitor, Montana State standardized course rubrics. This process – which has University – Bozeman (MSU – Bozeman), is less than 200 the potential to decrease our enrollments because stu- miles to our east – in a scenic part of Montana in close dents can take courses at less expensive colleges – has proximity to many of the amenities that our faculty, required our faculty to participate in lengthy meetings staff, and students enjoy. We directly compete with MSU and discussions. Although this work is critical work, it – Bozeman in terms of attracting students, placing them demands that faculty spend substantial extra time upon graduation, and hiring quality faculty. Both UM completing these tasks. and MSU – Bozeman have business programs accredited by AACSB – International; both offer undergraduate Although the current state of the economy means that majors in accounting, finance, marketing, and manage- some students will decide to continue to pursue their ment; both offer graduate degrees in accounting; and education and perhaps earn graduate degrees – we both have reputable entrepreneurship specialties. Some presently are projecting a modest increase in enroll- of the major differences include our separate account- ments, but our data is unofficial for another two weeks ing accreditation and our MBA program. In addition, – it also undoubtedly means that some will decide to we offer undergraduate majors in two areas that MSU delay their schooling (even on a part-time basis). Be- – Bozeman offers as minors: international business and cause our funding is dependent to a large extent on our management information systems. MSU – Bozeman also enrollments, we face the prospect of lower institutional offers minors in entrepreneurship and small business – and possibly SoBA – enrollments, and thus receiv- management; we offer no minors. School of Business Administration Fifth Year Maintenance Report Page 9
  • 12. AACSB SITUATIONAL ANALYSIS D. what opportunities exist for enhancing the campus in further developing these programs; and applicant’s degree offerings? her ideas for moving forward with improvements to the programs, curricula, and marketing strategies. Given our resource constraints, we are particularly sen- • Our successful programs in entertainment manage- sitive about adhering to our “core competencies” and ment and entrepreneurship are certificate programs not overextending into other areas that might exacer- only. We think that, with resource assistance, these bate our situation. However, we feel that several initia- programs could contribute to enrollment growth for tives would allow us to enhance our degree offerings. UM (in terms of entertainment management) and Some of these are the following: the SoBA (in terms of entrepreneurship). • We are positioned in several ways to work across campus for more integrated instruction. First, we To grow and flourish and provide additional opportu- have new management in UM’s Technology Transfer nities for our students, the SoBA is embarking on the office, which should allow more cooperation among construction of the Gilkey Center for Leadership, Entre- faculty in other units interested in the commer- preneurship, and Executive Education. The Gilkey Center cialization of their intellectual property – creating will form the hub of a thriving regional business environ- more opportunities for entrepreneurship instruc- ment, providing a venue for business development and tion, including accounting, finance, and market- new opportunities in leadership, entrepreneurship, and ing. Second, the increasing internationalization of executive education. The MUS Board of Regents autho- campus – including the new International Studies rized us to spend $5.1 million to construct the Gilkey major beginning in 2010 – should strengthen our Center. We have raised approximately $4.2 million thus International Business major at the SoBA. Third, a far and, after value-engineering analyses and construc- joint master’s degree – resulting from a partnership tion drawings to be finalized during 2009 – coupled with between UM’s Computer Science Department and willingness from benefactors for in-kind contributions our Management Information Systems Department (e.g., cement and steel) – we expect to be able to break – would encourage greater cooperation between ground by fall 2010 (with completion estimated to take the two departments (the antithesis of the relation- at least one year). ships typically found between computer science and MIS). Because the Provost has been unable to E. what degree programs are included in the provide appropriate funding assurances to date, we accreditation review, and what is the number of have not been able to admit our first class into the graduates in the previous year for each program? MS in IS program (which would, if it moves forward, be housed in the Computer Science Department). The SoBA offers the B.S. degree in Business Administra- • With resources to replenish funding for an exist- tion with majors in Accounting, Finance, International ing faculty line, more accounting electives could be Business, Management, Management Information offered at the undergraduate and graduate levels. Systems (newly named), and Marketing. Also offered In addition, our A&F Department is studying the are the MBA degree without emphasis and the MAcct possibility of a “3+2” program option, combining the degree. baccalaureate and master’s degrees. • With a leadership change fully implemented as Appendix H lists the SoBA’s undergraduate, MBA of summer 2009, our MBA programs (on-campus (combined), and MAcct enrollments for the past five and off-campus) are poised to collectively explore years. Appendix U contains information relating to the new opportunities. We are excited about the new 2008 – 2009 academic year in terms of numbers of SoBA director’s vision for our programs; her enthusiasm graduates in each of the SoBA’s degree programs. and propensity to collaborate with entities across School of Business Administration Fifth Year Maintenance Report Page 10
  • 13. AACSB MISSION STATEMENT III. MISSIoN STATEMENT The University of Montana’s School of Business Administration is a collegial learning community dedicated to the teaching, exploration, and application of the knowledge and skills necessary to succeed in a competitive marketplace. We are confident that this statement accurately reflects who we are and what we do, what initiatives are brought forth, and what decisions are made. The SoBA’s mission and opera- The SoBA’s mission tions are shaped by our location, the economic-development focus of the community and and operations are state in which we are situated, the political climate in Montana, the grand history of UM, shaped by our loca- the current economic conditions facing Missoula, Montana, the United States, and the tion, the economic- world. In particular, the SoBA’s mission emphasizes our status as a collegial community. development focus Time and again, we are reminded – generally by faculty colleagues and students – that of the community we are a special place because of the camaraderie, respect, and friendship shared. Our and state in which community encompasses various stakeholders, including our students, alumni, and friends we are situated, the – all of whom are interested and involved in our fundamental priority of learning. Within political climate in the SoBA community, faculty, students, staff, and administrators strive to work together Montana, the grand toward common goals. Decisions are made with a focus on the potential impact on that history of UM, the community and its culture. current economic conditions facing In addition, we believe that the term “dedicated” accurately describes the passion and Missoula, Montana, commitment with which members of our community approach their roles. The mission the United States, statement makes clear that teaching excellence is our major focus (in our degree and non- and the world. degree programs as well as the faculty and center outreach efforts), along with “explora- tion and application” of critical knowledge and skills. This language means that students in our community have opportunities to explore through traditional class research and also a variety of experiential opportunities, while faculty and centers in our community explore a variety of issues in their quantitative, qualitative, and pedagogical research as well as outreach initiatives. The term “application” here suggests that students can apply and practice what they have explored using case studies, research projects, internships, and simulations, to name a few. Members of our faculty and centers apply what they have explored through consulting, application-based research, and outreach efforts. Finally, we are focused on helping our community members to compete and to succeed – a challenge that we take very seriously. Specifically, we are focused on our students succeeding as managers and professionals, but do not ignore the success goals of our other constituents. In general, our mission reflects the broad scope of our activities and programs and the open-mindedness of our community. The SoBA is but one component of a state institu- tion, which allows us to be more flexible with whom we serve and how we serve them. The SoBA communicates its mission visually in a wide variety of ways, including printing it in UM’s undergraduate catalog, displaying it on the SoBA’s home page of its Internet website (www.business.umt.edu), displaying it on the SoBA’s LCD screens in the lobby of the Gallagher Business Building, ensuring that it appears on the syllabi for every business course, and including it in various promotional (e.g., newsletters/Dean’s Report) and School of Business Administration Fifth Year Maintenance Report Page 11
  • 14. AACSB MISSION STATEMENT advising documents (e.g., “check sheets” relating to our Montana – Missoula pursues academic excellence as in- six undergraduate majors). The SoBA also communicates dicated by the quality of curriculum and instruction, stu- its mission orally at faculty and staff meetings, in addi- dent performance, and faculty professional accomplish- tion to meetings of the Business Advisory Council and ments. The University accomplishes this mission, in part, the Dean’s Student Advisory Council. by providing unique educational experiences through the integration of the liberal arts, graduate study, and During our last AACSB review (2000, with continuing professional training with international and interdisci- review until fall 2002), the SoBA’s mission statement plinary emphases. Through its graduates, the University was as follows: “The faculty and staff of the School of also seeks to educate competent and humane profes- Business Administration at The University of Montana sionals and informed, ethical, and engaged citizens of – Missoula are committed to excellence in innovative local and global communities. Through its programs and experiential learning and to professional growth through the activities of faculty, staff, and students, The Univer- research and service.” A discussion started about poten- sity of Montana – Missoula provides basic and applied tial revisions to the mission statement in 2003, following research, technology transfer, cultural outreach, and which individual faculty and administrators discussed service benefiting the local community, region, state, the mission with a variety of stakeholders and brought nation, and the world.” back feedback. The faculty went through an exercise during a retreat to define the organization (led by two We serve a larger state institution and, therefore, most faculty members in Management) in spring 2005, again of our student population is drawn from the state and followed by feedback from stakeholders. First attempts the region. When appropriate, the program-specific at drafting a new statement were conducted during a re- mission statements indicate this phenomenon. For treat in spring 2007. Several faculty members compiled example, the MBA mission (adopted in April 2007) is as and reviewed data and notes from the previous mission follows: “Serving our region by educating ethical lead- discussions and, during the next retreat in fall 2008, a ers who are effective in managing organizations in the robust discussion led by two of our strategy professors global environment.” This statement demonstrates that was held regarding the mission statement. Faculty ap- our MBA program is regionally focused. proved this mission statement in December 2008. The MAcct program prepares students to become CPAs. The mission statement is reviewed and revised at our Its mission is as follows: “The Master’s of Accountancy faculty retreats. However, we also collect input from program provides breadth and depth in accounting, external stakeholders (e.g., alumni and members of our taxation, and business to develop a high level of under- Business Advisory Council), students, and staff members standing, skill, and leadership capability for advance- periodically. ment in the accounting profession and other related business careers.” Our current mission statement directly relates to the mission statement of The University of Montana – Mis- soula through a focus on students and faculty, their exploration and application within their fields, and overall success as the ultimate goal: “The University of School of Business Administration Fifth Year Maintenance Report Page 12
  • 15. AACSB STRATEGIC MANAGEMENT PLANNING PROCESS IV. STrATEgIc MANAgEMENT PlANNINg ProcESS STrATEgIc PlAN The SoBA’s strategic-planning process is driven by faculty. The strategic plan centers on processes to strengthen the curricula (undergraduate and graduate) and improve instruc- tion, develop faculty and enhance intellectual contributions, and strengthen outreach activities to the local area, state, and region. It also focuses on internal areas critical to our success and to our continuous-improvement efforts, including staff development, succes- sion planning, technological resources, and communications initiatives. Because the SoBA is part of a larger In fall 2008, the SoBA – led by the Accreditation Committee and two of our strategy pro- institution, we fessors – discussed and eventually adopted a revised strategic plan. This particular retreat recognize that our was an important launching point for us, and we leveraged off of the excitement, enthu- strategic plan must siasm, and creativity demonstrated by our faculty members to move forward in a positive be congruent with fashion. the strategic plan that guides UM. As is the case with the mission statement, the strategic plan is reviewed and revised at our faculty retreats, but we also collect input from external stakeholders (e.g., alumni and members of our Business Advisory Council), students, and staff members. General propos- als for changes to the strategic plan, which first took place during a faculty retreat in Au- gust 2002, were evident; more concrete discussions took place in spring 2005 and spring 2007. In fall 2008, faculty broke into four groups (by plan section with which they most identified or were most involved). Four group leaders revised each section based on that group’s discussion. The four main sections that still form the cornerstone of our strategic plan are the following: (I) Undergraduate Education, (II) Graduate Education, (III) Intel- lectual Contributions, and (IV) Outreach and Service. All four sections then were brought together and discussed as part of the complete group, with this discussion led by the same two faculty members (primarily for editing purposes). This strategic plan was adopted by the SoBA faculty in November 2008. With the departure of one of the above strategy professors this past summer (he joined Washington and Lee University in Lexington, VA as the Endowed Chair in Entrepreneur- ship and Leadership), we asked another management/strategy professor to help us add a fifth section, “Administration and Infrastructure,” to the strategic plan. With the addition of the fifth section, we revised the other four sections (focusing primarily on eliminating redundancy, ensuring consistency, and making similar changes). All of these changes and, therefore, the strategic plan in its current version, were approved by SoBA faculty mem- bers this past summer. The strategic plan is formatted similarly to the previous SoBA strategic plan, with differing section goals supported by strategies and action plans – with each of these delineating ex- pected timeframes and person(s) or entity(ies) responsible. A majority of the timeframes listed in our strategic plan are described as “ongoing” or “annually.” It is important to note that every director, program, center, and initiative is included in the strategic plan, but School of Business Administration Fifth Year Maintenance Report Page 13
  • 16. AACSB STRATEGIC MANAGEMENT PLANNING PROCESS enough flexibility exists that we can add other compo- For more information regarding our financial resources nents as necessary or appropriate. (As noted earlier, a and strategies, please refer to Section VI., “Financial complete copy of our strategic plan is included as Strategies.” Appendix J.) SoBA STrATEgIc PlANNINg AND BUDgET Because the SoBA is part of a larger institution, we COmmiTTEE recognize that our strategic plan must be congruent with the strategic plan that guides UM. A UM commit- We make SoBA committee assignments on a calendar- tee, the Academic Strategic Planning Committee – which year basis. For 2010, we have determined to form a has one of our marketing professors as a member – has SoBA Strategic Planning and Budget Committee (SPBC). been analyzing and proposing changes to UM’s strategic We had a similar committee in place approximately five plan for the past fifteen months. A copy of the current years ago and, although it was disbanded, our strategic- version of UM’s strategic plan can be found at planning efforts continued in full force – under the http://www.umt.edu/asp. The SoBA’s strategic plan oversight of our SoBA Administrative Team. For the past dovetails with UM’s strategic plan and, based on infor- five years, this team has met every other week during mation to date, we expect it to dovetail with any revised each semester and is comprised of the dean, associate strategic plan adopted by UM. We will monitor the dean, three departmental chairs, three program direc- progress made by UM’s Academic Strategic Planning tors (MAcct, OCMBA, and on-campus MBA), director of Committee and work to ensure congruence between information technology, senior director of development our strategic plan and UM’s strategic plan. and alumni relations, fiscal officer, and center (AIBL, BBER, MWTC) directors. During that time, and on the rESoUrcES alternating weeks, the dean and associate dean each has met with the departmental chairs. It is our position The SoBA resources include faculty, staff, facilities, and that a SPBC will be able to focus more keenly on issues finances. The SoBA manages these resources in a man- of strategic and budgetary importance to the SoBA and ner intended to maximize their efficient and effective help to more closely monitor our progress on various use. Guidelines and policies for faculty development, strategic and budgetary initiatives. We plan to deter- reward, and support are outlined in UM’s Collective mine the composition of the SPBC during fall 2009. Bargaining Agreement (CBA) as well as the SoBA Faculty Handbook. The CBA also includes provisions addressing promotion and tenure criteria, as well as FEC guidelines. The SoBA has a fiscal officer, who has worked in that ca- pacity for more than fifteen years. She assists the dean on all financial and budgetary matters. The dean has held his position for more than twenty-four years and, as a result, the SoBA enjoys a sense of stability, continu- ity, and predictability not found at many schools. The dean plays an active role in the budgeting process, and he works closely with the fiscal officer in this area. School of Business Administration Fifth Year Maintenance Report Page 14
  • 17. AACSB ASSESSMENT TOOLS AND PROCEDURES V. ASSESSMENT ToolS AND ProcEDUrES Because learning is so key to the SoBA’s mission, we are committed to improving our teaching through direct and indirect means of assessment, integration, and application of knowledge. The SoBA’s assessment process, which involves a broad cross-section of our stakeholders, provides us with the opportunity to identify what our students are learning and allows us to improve the learning environment through our curricula. Faculty members Our faculty designed Assurance of Learning (AoL) processes for each of the three pro- engage in diagnosing grams in the SoBA: Bachelor of Science in Business Administration, MAcct, and MBA. We root causes of any focus primarily on direct measures of learning, multiple modalities, and benchmarking. problem areas and Although we use course-embedded exercises to the extent possible, much of our assess- work, through the ment activity is at the program level. Faculty members engage in diagnosing root causes committee structure, of any problem areas and work, through the committee structure, to identify effective and to identify effective cost-efficient solutions. We follow through with additional measurements to confirm that and cost-efficient the desired improvements occur after curriculum changes. solutions. SoBA provided support for AoL committee leaders, both undergraduate and graduate, to attend a variety of assessment training conferences, including AACSB meetings, discipline- specific meetings, and other conferences aimed at a more general university audience. Based on these training opportunities and available assessment articles, our approach to AoL activities has evolved over time. UNDErgrADUATE ProgrAM The Undergraduate Curriculum and Assessment Committee, with representatives from each department, brainstormed learning outcomes for the B.S. in Business Administration program. After identifying a large number of possible goals and using affinity diagrams to consolidate like goals, committee members prioritized the top five desired outcomes and identified measureable objectives for each: 1. SoBA graduates will possess fundamental business knowledge and integrated busi- ness knowledge. 2. SoBA graduates will be effective communicators. 3. SoBA graduates will possess problem solving skills. 4. SoBA graduates will have an ethical awareness. 5. SoBA graduates will be proficient users of technological skills. The detailed objectives and their metrics can be found on campus in the AoL binder. The Undergraduate Curriculum and Assessment Committee then determined that the core curriculum, taken as a whole, adequately addressed all five learning goals. In fall 2008, the School of Business Administration Fifth Year Maintenance Report Page 15
  • 18. AACSB ASSESSMENT TOOLS AND PROCEDURES Undergraduate Assessment Committee (UAC)3 again UNDErgrADUATE ProgrAM chANgES polled instructors of core classes to identify the levels rESUlTINg FroM Aol ProcESS of Bloom’s Taxonomy of Learning used in teaching the material at various places in the core curriculum. (The Over the past five years, the SoBA faculty made a num- Undergraduate AoL binder, available on campus, con- ber of changes to the undergraduate program based on tains the Curriculum Map and supporting documents.) both direct and indirect measurements. These changes included completing major changes in prerequisites to The UAC decided to use a Six Sigma DMAIC (Define, the upper core, supporting student writing, more effec- Measure, Analyze, Improve, and Control) approach for tively addressing business ethics, implementing career AoL. Committee members approved an assessment development activities, and student advising. template that includes reducing variation, seeking root causes for identified deficiencies, finding effective and Fundamental Business Knowledge. Early during our re- cost-efficient solutions, and, through follow-up mea- view period, the committee members focused on ensur- surements, confirming that the changes actually im- ing that our graduates possessed fundamental business proved the learning outcomes. The steps employed for knowledge. In April 2005 and August 2005, two samples each assessment activity follow: of students from the capstone course took the ETS Major Field Test in Business. The committee members 1. Identify goal and objective for activity. expected that our students would perform at or above 2. Develop appropriate metrics. the national average for the test. In each case, students 3. Choose a sample of “authentic” work. performed slightly above the national average, with the 4. Measure the work. summer school group performing better than those who 5. Diagnose difficulties and identify opportunities took the test in the spring semester. Except for finance, for improvement. students scored above the national averages for the 6. Develop and analyze alternative solutions. combined scores from the two samples. In the spring 7. Choose solution(s). sample, however, scores for upper-division classes gen- 8. Implement solution(s). erally lagged behind the national average, with finance 9. Measure to see if improvement is achieved. surfacing as a problem area. In subsequent meetings, the Undergraduate Curriculum and Assessment Com- (See an example template in Appendix V.) As the com- mittee and the SoBA faculty diagnosed a problem in mittee collects sufficient data over time, it will construct the preparation of students taking the finance course. control charts to verify that the students have held on In some cases, students had not completed the math to the gains achieved. The matrix on pages 17 and 18 sequence prior to taking FIN 322 (Principles of Finance). summarizes completed and planned assessment activi- The faculty members teaching the class reported that ties for the undergraduate core (with the undergraduate they did a considerable amount of remedial work during AoL binder containing complete details of all assess- the class on material that should have been covered ment activities). in prerequisite core classes. These faculty members thought that the level of material taught in the class would be enhanced if the instructors could be confident 3 In 2006, we split the Undergraduate Curriculum and Assess- that students had already completed the lower core ment Committee into two committees to ensure that both prior to taking FIN 322. Instructors of other 300- and charges received adequate attention. The committees work 400-level classes reported similar experiences. In a fac- together for curricular changes brought about by AoL activi- ulty meeting, the SoBA faculty agreed to require that, in ties. order to enroll in any 300/400 level class, students must complete each of the lower core classes with a “C” (2.0) School of Business Administration Fifth Year Maintenance Report Page 16
  • 19. AACSB ASSESSMENT TOOLS AND PROCEDURES BAchElor oF ScIENcE IN BUSINESS ADMINISTrATIoN LEARNING OUTCOMES Fundamental/ Problem Ethical Communication Technological Satisfactory Semester Integrated Solving/Creative Awareness/ Other ACTION Skills Skills Result? Knowledge Thinking Decision Making Designed 2002-03, 2006 WPA (Direct) No SOBA Writing Assessment Decided to use SOBA Test Spring 2005 No the ETS Major (Direct) Field Test Changed prerequisites for upper-division Spring 2005, core classes (C MFT (Direct) No Summer 2005 or better in lower core); Preliminary metrics show improvement. Hired Director of Career Senior Survey 2002-04 No Advancement; (Indirect) Survey shows improvement MGMT 320 becomes Gen. Spring 2007 DIT-2 (Direct) No Ed. Course; add’l metrics pending Proposal to Dean: Initiative for Excellence Essay Eval. in Business Spring 2007 No (Direct) Communication; Pilot Spring ’09; Implementation in Fall ’09 Mock Interview Spring 2008 Yes None (Direct) Essay Eval. Spring 2008 Yes None (Direct) Initiated Group Advising for Sophomores and Senior Survey Spring 2008 No Juniors/Seniors (Indirect) to standardize advising; Revised web page Process Analysis Spring 2008 Yes None (Direct) Lockheed Martin Fall 2008 Yes None (Direct) Mock Interview Fall 2008 Yes None (Direct) Table continued on page 18... School of Business Administration Fifth Year Maintenance Report Page 17
  • 20. AACSB ASSESSMENT TOOLS AND PROCEDURES BAchElor oF ScIENcE IN BUSINESS ADMINISTrATIoN, coNTINUED LEARNING OUTCOMES Fundamental/ Problem Ethical Communication Technological Satisfactory Semester Integrated Solving/Creative Awareness/ Other ACTION Skills Skills Result? Knowledge Thinking Decision Making None for undergrad program. MIS students will now Intern Employer Intern Employer Intern Employer Intern Employer Intern Employer Fall 2008 Yes see chairperson Survey (Direct) Survey (Direct) Survey (Direct) Survey (Direct) Survey (Direct) to ensure a match between skills and job requirements Spring 2009 MFT (Direct) Yes None Mock Interview Spring 2009 Yes None (Direct) Strategy/Policy Spring 2009 Case Analysis Results pending (Direct) Oral Spring 2009 Presentations Results pending (Direct) Strategy/Policy Spring 2009 Case Analysis Results pending (Direct) Spring 2009 Web Page (Direct) Results pending Intern Employer Intern Employer Intern Employer Intern Employer Intern Employer Spring 2009 Yes None Survey (Direct) Survey (Direct) Survey (Direct) Survey (Direct) Survey (Direct) Planned Activities Fall 2009 MFT Senior Survey Spring 2010 (Indirect) Spring 2010 MFT Strategy/Policy Strategy/Policy Strategy/Policy Spring 2010 Case Analysis Case Analysis Case Analysis (Direct) (Direct) (Direct) or better. It was our hope that the new prerequisites Writing Proficiency. A second area of concern centered would reduce the variation in student abilities for those on our students’ ability to write coherent and persua- enrolled in upper-division classes. sive business documents. As a requirement of gradu- ation, all UM undergraduate students working toward In spring 2009, the committee repeated the ETS Major their first bachelor’s degree must take and pass the Field Test in Business for our first graduates under the Writing Proficiency Assessment (WPA). It was imple- new prerequisite rule. When compared to all of the mented to help to ensure that “all graduates of the institutions administering the test, our students scored University possess the ability to write with clarity of at the upper end of the category that included the 85th thought and precision of language.” Please see www. to 89th percentiles. Our students improved dramatically umt.edu/writingcenter/upperdivisionwritingproficien- in the area of finance, scoring at the 90th percentile. cyexam.htm for more information on the WPA. Based They also scored at the 90th percentile in accounting and on university guidelines, advisors encourage students international issues. In fact, each subject area was at to take the exam after completing 45 credit hours of or above the 75th percentile, a significant improvement academic work, but many students wait until their last over the 2005 administrations of the test. semester to do so. Based on data from 2002 – 2003 School of Business Administration Fifth Year Maintenance Report Page 18
  • 21. AACSB ASSESSMENT TOOLS AND PROCEDURES and 2005 – 2006, the UAC observed that SoBA students more complex writing assignments in the upper division failed the WPA at a higher rate than students from the core classes. Writing evaluators will grade a variety of rest of the campus. Members of the committee hypoth- written assignments, giving written and numeric feed- esized that the type of writing students were asked to back. All students will receive the writing rubric. They will do on the WPA was not reflective of the type of business all have on-line access to resource materials on business writing that our students would be expected to do upon writing, including grammar rules and sample business graduation. After discussion, the committee decided to documents. Early in fall 2009, the SoBA faculty will act on conduct its own assessment. a new proposal to require students to successfully com- plete UM’s WPA prior to being admitted to the SoBA’s In spring 2007, the UAC collected a sample of essays upper-division business classes. written by students applying for scholarships. Commit- tee members selected this particular essay for assess- Ethical Awareness. All students at UM take an ethics ment because it was a high-stakes piece of student course as part of the university’s “General Education” work, and the students were encouraged to revise their program. Prior to this year, none of our business courses essays before submitting them to the Scholarship Com- had been approved as ethics courses, despite repeated mittee. Because students applying for scholarships are attempts to receive the designation. To complete the generally our better students and the essays were im- requirement, students took a variety of classes from portant for receiving scholarships, the faculty wished to all over campus. The SoBA faculty expressed concern see averages of 3 or better on a 4-point scale for each of that the students did not receive adequate conceptual the rubrics used. Students did not perform adequately. foundations to equip them to make ethical decisions in After discussion of the assessment results at a faculty business environments. retreat, members of both the Undergraduate Curricu- lum Committee and the UAC brainstormed a variety of In spring 2007, samples of students from Accounting potential solutions. The faculty ultimately decided to 201 (Financial Accounting) and a senior accounting class focus on a program that encourages writing across the piloted the Defining Issues Test for moral reasoning (DIT core curriculum, with frequent and consistent feedback 2), an instrument developed by the Center for the Study on writing skills. of Ethical Development. We expected our students to perform at or above the national average for the test. In spring 2009, the UAC piloted the program, using two SoBA sophomores generally performed slightly better writing evaluators to support faculty. The graders scored than the national average for sophomores, but SoBA each of four essays from five sections of MIS 270 (Man- seniors scored slightly lower than the national average agement Information Systems) according to a common for seniors. After presenting the results at a SoBA faculty rubric. (See Appendix W for the rubric and results.) Two retreat, it was determined to do an additional assess- sections of the course received numeric scores from the ment that would sample from all business majors. rubric as feedback, while two sections received numeric scores and written feedback. One section, a control An instructor for MGMT 340 (Management and Organi- group, received neither numeric nor written feedback. zational Behavior), a core course, assigned background As expected, the control group did not improve over the material on Lockheed Martin’s ethical principles, its ethi- four essays. Both of the other groups improved signifi- cal decision-making model, the company’s commitments, cantly, with the group receiving written feedback show- and the hierarchy for addressing ethical concerns. The ing most of the gains in just one feedback opportunity. instructor asked students to assume they were employ- ees of Lockheed Martin, and she gave them ten ethical The program will be implemented across the core cur- situations for response. The students scored well above riculum during the fall 2009 semester, with progressively our pre-determined cutoff for acceptable performance. School of Business Administration Fifth Year Maintenance Report Page 19
  • 22. AACSB ASSESSMENT TOOLS AND PROCEDURES Concurrently, university faculty reviewed the “General Student Advising. For many years, a combination of pro- Education” program and approved new guidelines for fessional advisors and faculty members helped students each category of courses. Under the new guidelines, navigate program requirements. University advisors saw the university committee approved MGMT 320 (Busi- freshmen, but SoBA professional advisors, with help ness Ethics) for General Education credit. While we do from trained student peer advisors, met one-on-one not currently offer enough sections of the course for all with sophomores. At the junior and senior levels, faculty business students, we plan to move in that direction. members worked with our majors to help them under- Another administration of the DIT 2 test should provide stand career opportunities. Advising personnel designed data on the effectiveness of the course. a myriad of handouts to explain university and school requirements, and a web page provided much of the Career Development. For years, the associate dean same information. conducted a senior survey (an indirect assessment) dur- ing the spring semester. In addition to other topics, the Although the university recognizes our system as a survey focused on students’ satisfaction with UM Career model for advising, our graduating seniors typically Services. In spring 2002, we found that only 4.1% of stu- rate the service as barely adequate. In the 2008 senior dents said that they were very satisfied with UM Career survey, more than half of the students responding ex- Services. A total of 66.8% of students said they were not pressed concern with advising for general education and satisfied or marginally satisfied. The dean worked with elective selection. More than 40% were unhappy about his Business Advisory Council and raised money to hire the help they received in selecting a major, although a SoBA career development director. In November 2005, 88% of them stated that they understood their major our career development director joined us and began requirements. Students were unhappy with their faculty working with faculty members to prepare students to advisors (44%), the peer advisors (55%), and the SoBA find jobs. Advising Office (28%). They rated the advising web page unfavorably (63%). Two-thirds of the students admitted The 2008 senior survey included questions about the that they did not see their advisors regularly. Student SoBA career development activities. When asked about comments varied widely, but a theme emerged concern- students’ overall satisfaction, 75% were satisfied. In ad- ing the quality and timeliness of the information that dition, 78% were satisfied with the resume critique and the students received. the mock interviews, 74% were satisfied with employer panels and workshops, and 78% were satisfied with During the 2008 – 2009 academic year, the SoBA added networking functions. group advising to the advising opportunities available to students. We held “mandatory” meetings, by stu- The evidence also indicates that career development dent classification, to place targeted information into activities changed the culture of the undergraduate student hands. We explained changes in university and program and impacted our learning goals. Rather than school requirements in a general session and then broke waiting until after graduation to look for jobs, most out into sessions for each major. Faculty members and students now prepare for job opportunities during their peer advisors, sufficient in numbers to minimize stu- junior and senior years. We found that the career de- dent waiting time, worked individually with students to velopment activities also helped students improve their answer questions and prepare schedules for the upcom- interpersonal skills (Learning Goal 2). Employers now ing semester. We assured students that they could still complete an assessment of students’ interpersonal skills see their faculty advisors for one-on-one sessions and during mock interviews. that they were welcomed to visit the advising office. In addition, an MIS intern recently revised the SoBA advis- ing web page. By the time of the 2010 senior survey, School of Business Administration Fifth Year Maintenance Report Page 20
  • 23. AACSB ASSESSMENT TOOLS AND PROCEDURES enough students will have been advised under the new admission. Since the change, only one student has fallen approach for us to receive an indication on the effective- into the probation category. As expected, MAcct enroll- ness of the changes to the advising program. ments went down immediately after the change, but they have since returned to pre-change levels. mAcct ProgrAM Writing Proficiency. The MAcct CA&AC annually as- Accounting faculty members developed the following sesses student writing using the written portion of the learning goals for the MAcct program: MAcct exit exam. Results from the spring 2008 written exit exam were unsatisfactory. After further study of the 1. MAcct students will obtain a deeper mastery of results, the committee determined that international technical accounting competencies. student performance was a large part of the issue. As 2. MAcct students will understand the role of a result, international students now have additional the accounting profession in business and the requirements regarding English skills. In addition, the economy, along with the importance of profes- written assessment of the exit exam has been moved to sionalism and ethics in carrying out this role. the fall semester to allow sufficient time for remedia- 3. MAcct students will be effective communica- tion, should a student have a serious deficiency. In ad- tors. dition, MAcct courses have included heavier emphases 4. MAcct students will apply critical thinking skills. on writing. The Accounting Program Assessment Binder 5. MAcct students will be prepared for certification contains further information on assessment and AoL at as a CPA. the MAcct level. The Accounting Accreditation Maintenance Report MBA ProgrAM contains more detailed information about the metrics used to measure each of the goals. The matrix on page The MBA Curriculum, Admission, and Assessment 22 summarizes completed and planned AoL activities for Committee (MBA CA&AC) developed desired learning the MAcct program. outcomes for the MBA program based on the program’s mission. MBA students will demonstrate: mAcct ProgrAM chANgES rESUlTINg FroM Aol ProcESS 1. Integrated knowledge and understanding of various business functions Entrance Requirements. The accounting faculty ob- 2. Strong communication skills supportive of their served that a number of students were placed on proba- leadership abilities tion after being admitted to the MAcct program. The 3. Integrity and ethical behavior in individual and MAcct director conducted a five-year study of all MAcct collective work students to determine the cause of poor performance. 4. Analytical and critical thinking in decision mak- She found that the GPA in upper-division accounting ing courses was the best predictor of MAcct success, but 5. An understanding of emerging trends in infor- that metric was not used in the admissions process. mation technology and the interplay between Subsequent to the study, the MAcct Curriculum, Admis- information technology and organizational sion and Assessment Committee (MAcct CA&AC) voted strategy to require a 3.0 or better GPA in upper-division account- 6. An understanding of the implications of the ing courses, with the change going into effect in 2006. globalized business environment The committee members also voted to require, rather than prefer, a minimum GMAT score of 500 for School of Business Administration Fifth Year Maintenance Report Page 21
  • 24. AACSB ASSESSMENT TOOLS AND PROCEDURES MASTEr’S oF AccoUNTANcy LEARNING OUTCOMES Role of the Deeper Mastery Profession / Communicate Certification Satisfactory Semester of Accounting Critical Thinking Other ACTION Professionalism Effectively Preparation Result? Competencies / Ethics Self-reported, CPA Exam Pass CPA Exam Pass CPA Exam Pass CPA Exam Pass CPA Exam Pass Compared to All Years Yes Rates Rates Rates Rates Rates national average for grad students Placement Administered All Years Yes Survey (indirect) by CS Free-response student Program Eval All Years Yes evaluation of (indirect) MAcct at end of program Spring 2007 Exit Exam Exit Exam Exit Exam Exit Exam Exit Exam Yes None Adv Board score Fall 2008 Yes None exit essay Present to local Fall 2008 Yes None CPAs Assistance needed for Spring 2008 Exit Exam Exit Exam Exit Exam Exit Exam Exit Exam No foreign student writing skills Written Portion of Fall 2008 Yes None Exit Exam Present to local Fall 2008 Yes None CPAs Spring 2009 Exit Exam Exit Exam Exit Exam Exit Exam Yes None evaluating Spring 2009 Exit Survey TBD responses Fall 2008/ Employer evals Employer evals Employer evals Employer evals Employer evals Yes None Spring 2009 for interns for interns for interns for interns for interns Planned in AY10 Present to local Fall 2009 CPAs Written portion of Fall 2009 exit exam Fall 2009, Employer evals Spring 2010 for interns Spring 2010 Exit Exam Exit Exam Exit Exam Exit Exam School of Business Administration Fifth Year Maintenance Report Page 22
  • 25. AACSB ASSESSMENT TOOLS AND PROCEDURES The MBA AoL binder contains more detailed information learning goals/objectives should continue. If not, a new on metrics used to measure the above goals. The matrix mission and learning goals and objectives will be drafted below and on page 24 summarizes completed and as appropriate. planned AoL activities for the MBA program. MBA ProgrAM chANgES rESUlTINg There has recently been turnover in the leadership of FroM Aol ProcESS the MBA program. While not all records of assessment activity prior to fall 2007 are available, the new MBA di- Communication. The MBA CA&AC took writing samples rector is making assurance of learning a priority for both and scored them using the writing rubric in Appendix programs (on-campus and off-campus). Both programs W. Based on marginally satisfactory results, the MBA currently share the mission statement and learning CA&AC identified writing as an area for potential im- goals/objectives. The MBA CA&AC will be provement. In the 2009 –2010 academic year, the MBA working in 2009 – 2010 to determine the direction of CA&AC will submit a proposal to the faculty to require both programs and whether a sharing of mission and a communication skills course of all MBA students. To measure the effectiveness of the change, the MBA MBA ProgrAM LEARNING OUTCOMES Functional knowledge Analytical Global Semester Communication Ethics Technology Other Result ACTION and skills business integration Change in sequence Exit Survey and Need for of courses; Spring 2008 Exit Interviews improvement Foundation (Indirect) course redevelopment Listening Road Fall 2008 Satisfactory Map (Direct) Case Assign Fall 2008 Satisfactory (Direct) Case Assign Fall 2008 Satisfactory (Direct) Change Integr. Project Need for in course Spring 2009 (Direct) improvement curriculum and format Case Assign Spring 2009 Satisfactory (Direct) Implementing and encouraging students to Writing Eval Need for take Business Spring 2009 (Direct) improvement Writing App. course in fall; Committee to determine if required Need for Spring 2009 Present (Direct) Same as above improvement Exit Survey and Spring 2009 Exit Interviews Pending (Indirect) Table continued on page 24... School of Business Administration Fifth Year Maintenance Report Page 23
  • 26. AACSB ASSESSMENT TOOLS AND PROCEDURES MBA ProgrAM, coNTINUED LEARNING OUTCOMES Functional knowledge Analytical Global Semester Communication Ethics Technology Other Result ACTION and skills business integration Plan for 2009-2010 Fall 2009 Pre-test Case Assign (Direct) Case Assign (Direct) Exit Survey and Exit Interviews (Indirect) Internship Interviews (Indirect) Integr. Project Spring 10 (Direct) Writing Eval. (Direct) Post-test (Direct) Case Assign (Direct) Alumni Survey (Indirect) Exit Survey and Exit Interviews (Indirect) Internship Interviews (Indirect) CA&AC will perform another writing assessment after with Extended Learning Services on the UM campus the new course is in place. The MBA AoL binder contains to redesign the foundation courses to have a common additional information on the assessment. look, feel, and delivery method. The effectiveness of the changes will be determined by additional questions on Foundation Courses. Based on student input on exit the exit survey and interviews after the redevelopment, surveys and interviews, the faculty decided to update as well as integrated course evaluations in the founda- the on-line delivery of the foundation courses taken by tion courses themselves. students who have little undergraduate course work in business. Prior to the change, instructors relied solely on Sequencing Finance and Accounting Courses. Due to asynchronous delivery. Students interacted with faculty student responses on the exit surveys and interviews, primarily through the use of email and on-line discus- as well as departmental needs, the sequence of ac- sion boards. Beginning in fall 2008, several instructors counting and finance courses within the MBA program augmented on-line delivery using Elluminate, web-con- was changed in fall 2008 and a new finance course was ferencing software designed for e-learning. The software added to the curriculum as an elective. The MBA CA&AC enables students bound by place to interact with their is considering adding another accounting elective course professor and other students, enriching their experience to the spring schedule after indirect feedback in spring and allowing them to participate much as they would in 2009 regarding graduates’ preparation and certain a classroom setting. Beginning in fall 2009, all instructors deficiencies in MBA business plans in the John Ruffatto teaching in the foundation program will work as a group Business Plan Competition. School of Business Administration Fifth Year Maintenance Report Page 24
  • 27. AACSB FINANCIAL STRATEGIES VI. FINANcIAl STrATEgIES SoUrcES oF FUNDS As part of a state institution, the SoBA receives its major funding from the state of Mon- tana. For fiscal year 2009, the SoBA’s state budgets totaled $5,583,840, which includes $450,000 from program tuition. For fiscal year 2010, we estimate the SoBA’s state budgets to total approximately $5,646,000, and we expect this estimate to include approximately $475,000 from program tuition. while UM’s gen- Although state funding in dollars has increased since 2005 (when it was $4,955,969), the eral funds budget following chart shows that support as a percentage of the university’s budget has actually increased approxi- decreased, even though SoBA enrollments have remained relatively steady and programs mately 26% from have been added. While UM’s general funds budget increased approximately 26% from Fy05 to Fy09, the FY05 to FY09, the SoBA’s general funds budget increased at less than half of that rate, or SoBA’s general approximately 12.7%. The result is that SoBA general funds as a percentage of UM general funds budget in- funds was reduced from 4.6% to 4.1% during this period, representing nearly $700,000. creased at less than half of that rate, or approximately FY05 FY09 12.7%. The result is UM General Funds $106,801,580 $134,692,549 that SoBA general SoBA General Funds $4,955,969 $5,583,840 funds as a percent- SoBA Funds as a % of UM Funds 4.6% 4.1% age of UM general funds was reduced from 4.6% to 4.1% Total student enrollment by headcount in fall 2008 at UM was 14,207. In fall 2008, there during this period, were 1,879 SoBA students, which is about 13% of total enrollment. At that time, total FTE representing nearly enrollment for the university was 12,435, and SoBA students made up 847 FTE, or nearly $700,000. 7%, of that total. By neither measure does state support to the business school equal the percentage of business school student enrollment. In FY09, personnel costs, including payroll benefits, comprised $5,400,380, or 97%, of the total state general fund budget. Although the majority of state funding covers payroll costs, the SoBA is understaffed. Two years ago, for FY08, the Provost’s Office requested more involved operating plan information than had been prepared in previous years. At that time, we listed the need for clerical staff as the highest priority issue. To meet UM’s average staffing ratio at that time, the SoBA would have needed 8 new clerical staff lines, as well as funding for 2.21 FTE staff lines approved but not funded by the state of Mon- tana. The SoBA has not received any increase in state dollars for staff funding. In addition to general funds from the state of Montana, the SoBA also receives special allo- cations from student computing fees, which are distributed centrally. In FY09, for student employment in our computer lab and help desk – an extraordinarily popular lab used by students from across UM, but staffed only by SoBA – we received $36,242. For equipment School of Business Administration Fifth Year Maintenance Report Page 25
  • 28. AACSB FINANCIAL STRATEGIES for the building and for computers for faculty and staff, • student salaries; the allocations totaled $62,900. These central alloca- • assessment materials; tions remain fairly steady from year to year, although • faculty recruiting; the trend has been a slight decrease. • professional membership dues for faculty; Another revenue source is our designated accounts • databases for faculty and students; and (which provided approximately $222,000 in FY09). Some • office supplies and repairs. examples are the following: • $23,600 from printing in the computer lab. This FINANcIAl STrATEgIES money is used to help cover the salaries for As is evident, the SoBA continues to receive support students working in the lab, as well as some of from businesses, alumni and friends. As stated in an ex- the technology needs for the computer labs and cerpt from the UM Foundation Fiscal Year 2008 Annual the SoBA. Report for Campus-Wide Invest in Discovery Campaign • $31,700 from event revenue charged to groups Statistics: who use the Gallagher Business Building. The GBB continues to be a much-used meeting area The SoBA raised $12.4 million during the cam- for the community. The most vivid example of paign period (2002 – 2007) of The University of this is the Regional Training Institute offered Montana’s Invest in Discovery Campaign (which by the U.S. Forest Service each year during the surpassed its target of $100 million). The follow- week of spring break. ing is a breakdown of that support: (i) Student • $71,600 from Off-Campus MBA program Support: $1.15 million, going toward estab- charges which come from the distributed learn- lishment or enhancement of thirty endowed ing fees paid to Extended Studies (formerly scholarships (in addition to annual scholar- Continuing Education). These fees help support ships); (ii) Faculty Support: $3.5 million, going distance learning in the SoBA, and especially toward establishment or enhancement of ten MBA operational costs. faculty awards (including professorships and fel- lowships); (iii) Program Support: $4.24 million, Because only approximately 3% of the general fund is going toward establishment or enhancement of available for operational costs, the SoBA looks to its seven “Opportunity Fund” endowments ($2.8 donors and supporters for help. Private gifts are by far million), start-up of Career Development pro- the largest non-state source of financial support for the gram ($0.25 million), and support for restricted SoBA. The business school’s total budget in FY09 was programs such as BBER, AIBL, and Entertain- $7,232,374. This includes all state revenues as well as ment Management ($1.18 million); and all donations. Total expenses paid from private sources (iv) Facilities: $3.5 million, including fundrais- were $1,389,392, or 19% of the total budget. Donated ing launched for Gilkey Center for Leadership, funds were used for the following: Entrepreneurship, and Executive Education. • unfunded and under-funded staff lines; • faculty fellowships, professorships, and research Our fundraising priorities for 2009 – 2010 follow: grants; • student scholarships; Gilkey Center • special programs support, such as entertain- Raise an additional $1.2 million to complete the Gilkey ment management; Center, initiated during the 2002 – 2007 Invest in • travel expenses for guest speakers; Discovery campaign. We have raised nearly $4.2 million of • travel expenses for faculty and administrators; the $5.1 million authorized for expenditure. We received • student travel; School of Business Administration Fifth Year Maintenance Report Page 26
  • 29. AACSB FINANCIAL STRATEGIES nearly $500,000 from generous donors during fiscal year Unrestricted Funding 2009. Raise $200,000 in support of the SoBA’s FY10 and/or FY11 operating budget to provide for faculty profes- Faculty Awards sional development, student experiential learning, and Raise $250,000 to endow a ninth faculty fellowship as part other opportunities. of a long-term goal to increase faculty support through pro- fessorships, fellowships, and chairs. Because assessment is vitally important, the SoBA has increased its financial support for this effort. During Career Advancement spring and summer 2009, the SoBA administered the Raise $300,000 to support the Career Advancement pro- ETS Major Field Test in Business to graduating seniors. gram over three fiscal years, including FY10, FY11, and FY12. The SoBA spent approximately $5,500 on these adminis- Initially funded with $250,000 raised and contributed by the trations. In addition, faculty and administrators regularly Dean’s BAC, this privately funded program has dramatically have attended AACSB conferences. For example, the changed the student mindset relating to career develop- SoBA sent four faculty/administrators to the May 2008 ment and strategies for entering the workforce. AACSB accreditation conference in Denver, and it sent four faculty/administrators to the Orlando annual meet- Entertainment Management ing in April 2009. Raise $100,000 in support of the Entertainment Management program A rich schedule of industry guest lec- In the SoBA strategic plan, the financial goals and strate- turers and experiential learning opportunities require more gies are included in the Administration and Infrastruc- funding than is available through the SoBA’s institutional ture section (pages S16-23). budget. FINANcIAl STrATEgIES TABlE FINANcIAl SUPPorT For ADMINISTrATIVE AND INFrASTUcTUrE STrATEgIc AcTIoN ITEMS Action Plan FY09 Cost FY10 Cost Continuing Annual Cost Source of Funds Strategy 1a, Adequately staff and support SoBA offerings, programs, and initiatives $100,823 (Shay) $93,500 $96,000 1a1, fill vacant faculty lines $107,802 (Campbell) State general funds (Premuroso) (Swift) $90,640 (LaBarge) Approx. $85,000 to fill current 1a1, improve staffing ratios $0 $0 State general funds & donors unfunded lines 1a2, adding faculty line $0 $0 $116,230 (including benefits) State general funds Strategy 1c, Support faculty teaching: Dependent on # of faculty 1c1, fund summer curriculum applications and availability $0 $2,500 Donors grants of funds; each award approx. $2,500 In FY09 this was a shared expense 1c3, support faculty on $17,885 $0, at this time Dependent on faculty requests by central administration & exchanges donors 1c6, maintain support in int’l. $19,675 $2,800 Approx. $3,000 Donors exec. education 1c9, support faculty attendance Anticipated to continue at approx. Anticipated to continue at approx. $98,900 Donors at conferences FY09 amount of $98,900 FY10 amount of $98,900 Table continued on page 28... School of Business Administration Fifth Year Maintenance Report Page 27
  • 30. AACSB FINANCIAL STRATEGIES FINANcIAl STrATEgIES TABlE FINANcIAl SUPPorT For ADMINISTrATIVE AND INFrASTrUcTUrE STrATEgIc AcTIoN ITEMS, coNTINUED Action Plan FY09 Cost FY10 Cost Continuing Annual Cost Source of Funds Strategy 1d, Support and facilitate faculty research Dependent on # of faculty 1d1, fund summer research applications and availability $31,000 $31,000 Donors grants of funds; each award between $2,500 - $4,000 1d3, support professional Anticipated to continue at approx. Anticipated to continue at approx. $3,700 Donors memberships FY09 amt. of $3,700 FY10 amount of $3,700 Anticipated to continue at approx. Anticipated to continue at approx. 1d3, support travel to meetings See above, 1c9 State travel budgets & donors FY09 amount FY10 amount 1d5, recognize faculty for Anticipated to continue at approx. Anticipated to continue at approx. $155,000 Donors publishing FY09 amount FY10 amount Strategy 1f, Support faculty and staff professional development 1f2, Maintain support for staff Anticipated to continue at approx. Anticipated to continue at approx. Approx. $600 State travel budgets & donors professional development FY09 amount FY10 amount Strategy 1h, Provide outstanding support to students 1h2, Director of Career $52,500 $52,500 $52,500 Donors & state budgets Advancement Strategy 1i, Support student experiential learning activities 1i5, Grow Business Plan $20,150 $25,000 Approximately $25,000 Business contributors Competition Strategy 2a, Raise money for SoBA operating funds and student financial aid assistance opportunities 2a4, increase funding for Anticipated to continue at Anticipated to continue at $200,000 Donors scholarships approximately $200,000 approximately $200,000 Strategy 2b, Increase potential funding for programs $108,230 (Not including faculty Anticipated to continue at approx. 2b1, MBA program Approximately $110,000 State budgets & program users salaries) FY10 amount plus faculty salaries Anticipated to continue at approx. State budgets, donors & program 2b2, UMEM program $153,175 Approximately $165,350 FY10 amount users 2b3, MADE & Entrepreneurship $37,450 (Not including faculty Anticipated to continue at approx. State budgets, donors & program Approximately $40,000 Program salaries) FY10 amount plus faculty salaries users Strategy 3a, Provide adequate office & teaching technological resources 3a1, install new computers on State special allocations, state $52,350 Approximately $55,000 Approximately $55,000 per year 3-yr. rotation faculty rollover funding, donors 3a2, support in providing Approximately $18,500 Approximately $22,400 Approximately $23,000 State special allocations, donors software 3a6, support in upgrading Approximately $500 Approximately $1,000 Approximately $1,000 State special allocations, donors equipment for graduate assts. Strategy 5b, Construct the Gilkey Center 5b, construct the Gilkey Center $60,300 Approx. $400,000 Approx. $170,000 Donors School of Business Administration Fifth Year Maintenance Report Page 28
  • 31. AACSB FACULTY TABLES VII. NEw DEgrEE ProgrAMS No new degree programs have been introduced since the SoBA’s previous accreditation re- view and, as of the date of this report, no definitive actions have been taken with respect to new programs being contemplated. VIII. FAcUlTy TABlES we recognize that Tenure-track faculty members are hired on the recommendation of a search committee intellectual contri- that generally includes all tenure-track faculty members within the department in which butions enhance the the new faculty member will be housed, after conducting national searches. In accordance quality of classroom with MUS policies, non-administrator faculty members may not be hired with tenure, instruction and although up to three years of service credit may be brought forward to UM for purposes of improve business promotion and tenure. theory and practice. Adjunct instructors are hired on the recommendation of the applicable departmental chair. Adjunct instructors can be hired using term contracts of not more than one aca- demic year. Most of our adjunct instructors teach on a part-time basis and hold full-time positions in the private sector. Courses taught by adjunct instructors are assigned “master” teachers. A “master” teacher is a tenured or tenure-track faculty member who assists the adjunct instructor with course content and management. The “master” teacher typically reviews the syllabus, consults on exam content and format, and advises on dealing with sensitive student issues. We have elected to use the new standards and present the new tables that AACSB will require for site visits beginning in 2010 (as approved at the Annual Meeting in Orlando in April). Faculty are classified as either “academically qualified” (AQ) or “professionally qual- ified” (PQ) and as either “participating” or “supporting” based on applicable SoBA policies (as set forth in Appendix X and Appendix Y). Appendix Z contains excerpts from UM’s CBA regarding policies addressing retention, development, evaluation, and reward of faculty. We recognize that intellectual contributions enhance the quality of classroom instruction and improve business theory and practice. Table 2-1 (Appendix AA) shows the portfolio of intellectual contributions generated by SoBA faculty over the past five years. The portfo- lio of intellectual contributions is dispersed across all three kinds of contributions, with discipline-based being most prominent (262), followed by learning and pedagogical (77), and contibutions to practice (15). (Please note that, in situations involving more than one author from the SoBA, we have listed each author as having made an intellectual contribu- tion – thus resulting in multiple counts for the same scholarly product.) These results are consistent with the SoBA mission, particularly given that we are predominately focused on undergraduate education and career preparation – and especially considering that our mission emphasizes “teaching, exploration, and application of . . . knowledge.” In addi- tion to publishing in peer-reviewed journals listed in Table 2-1, our faculty members are School of Business Administration Fifth Year Maintenance Report Page 29
  • 32. AACSB FACULTY TABLES engaged in peer-reviewed presentations and faculty academic year 2008 – 2009. In addition, as shown in research seminar presentations, both of which serve Table 10-2A and Table 10-2B (Appendix FF and Appendix to foster the scholarship process. Table 2-2 (Appendix GG, respectively), both the MBA program (80.4%) and BB) shows in which peer-reviewed journals our faculty’s the MAcct program (58.8%) exceeded this requirement scholarly works have appeared during the past five for academic year 2008 – 2009. Please see the Account- years (and how many times). ing Maintenance Report for further information on the MAcct program. As reflected in Table 10-2 (Appendix Table 9-1 (Appendix CC) shows the composition of EE), the SoBA as a whole also met this requirement for faculty members who “participate” in the SoBA’s mis- academic year 2008 – 2009 (64.1%). sion versus those who “support” the mission. Faculty members are classified as “participating” if they teach As indicated in Table 10-2 (Appendix EE), the AQ + PQ and contribute to the management of the SoBA (e.g., percentage for the SoBA as a whole was 83.6% for aca- through advising students, through committee service, demic year 2008 – 2009 – or 6.4% below the standard. etc.). Table 10-2 (Appendix EE) and Table 10-2B (Appendix GG) show that none of our three departments nor the Using Student Credit Hours (SCHs) as the metric for MAcct program met the 90% standard during academic academic year 2008 – 2009, Table 9-1 (Appendix CC) year 2008 – 2009, while Table 10-2A (Appendix FF) shows that all three of the SoBA’s departments exceed- reflects that the MBA program did meet the 90% stan- ed the minimum requirement for “participating” faculty dard for academic year 2008 – 2009. Please see the (60%) – with the A&F Department at 78.6%, Informa- Accounting Maintenance Report for further information tion Systems and Technology at 99.2%, and the M&M on the MAcct program. Department at 73.6%. The sufficiency ratio for the SoBA as a whole was 82.1% for academic year 2008 – 2009, Significantly, for fall 2009, Table 10-2 (Appendix HH) which exceeded the minimum requirement of 75%. The shows that – as a result of recent efforts with respect SoBA had approximately 60 faculty members (including to our AQ/PQ deficiencies – the SoBA as a whole meets tenured, tenure-track, and adjunct) who taught in the the 90% standard (90.5%). In addition, both the MBA SoBA’s degree programs during academic year 2008 – (Table 10-2A, Appendix II) and MAcct (Table 10-2B, 2009, resulting in approximately 43 FTE faculty members. Appendix JJ) programs meet this standard for fall 2009 (at 92.4% and 100%, respectively). Tables 10-1 (Appendix DD) and 10-2 (Appendix EE) sum- marize faculty qualifications for SoBA faculty members During the past couple of years, we have worked dili- teaching during the 2008 – 2009 academic year. The gently to raise our AQ/PQ percentages. Naturally, these data in Table 10-2 (Appendix EE) show the SoBA’s calcu- percentages have fluctuated to a degree over the years. lations relative to deployment of its faculty for aca- Our faculty is comprised of educators and scholars who demic year 2008 – 2009 and demonstrate that all three possess a tremendous amount of pride in their work departments exceeded the minimum requirement for and their reputations; they all appreciate the impor- AQ faculty of 50%, with the A&F Department at 65.4% tance of staying active and current with their research. for academic year 2008 – 2009, the Information Systems The confluence of a number of factors helped us to raise and Technology Department at 74.7% for academic year our AQ/PQ percentages from fall 2008 to fall 2009 to 2008 – 2009, and the M&M Department at 58.5% for the point that we exceed the standard on a school-wide School of Business Administration Fifth Year Maintenance Report Page 30
  • 33. AACSB FACULTY TABLES basis, and we are confident that the trend is even more positive on a go-forward basis.4 First, publications are, in part, a function of timing; we had several faculty members who were neither AQ nor PQ who earned acceptances during spring and summer 2009. Signifi- cantly, several of these faculty members collaborated on research projects. Second, a couple of our senior faculty members who had not been active with their research retired or went on leave and were replaced by either AQ or PQ faculty members. Third, in the spirit of continu- ous improvement, departmental chairs began to visit with faculty members who were not actively publishing about ways in which these faculty members could gen- erate research. The procedures used were varied; some faculty members were placed on formal “plans” by their departmental chair and some were periodically asked about their progress in less formal ways. In any case, the message that we fully expect our faculty members to remain current through their intellectual contribu- tions, professional activities, or a combination thereof resonated with the faculty members who had not been actively publishing. Finally, we became more focused on hiring only adjunct instructors who met the require- ments for PQ classification as outlined in our policy. 4 Three of our faculty members – two of whom fall within the “other” category as of the date of this report – are awaiting confirmation as to whether a peer-reviewed piece has been accepted without the need for further revisions. Once that revise-and-resubmit process is fully completed (it was de- layed due to editor’s travel schedule, but is expected to occur at any time), then the acceptance will raise our AQ/PQ stand- ing by several percentage points. It is worth noting that this work earned a “best paper” award at a national conference. School of Business Administration Fifth Year Maintenance Report Page 31
  • 34. AACSB POLICIES FOR FACULTY MANAGEMENT IX. PolIcIES For FAcUlTy MANAgEMENT The SoBA’s policy for “Academically Qualified” and “Professionally Qualified” faculty members is attached as Appendix X. The SoBA’s policy for “Participating” faculty members is attached as Appendix Y. Excerpts from the Collective Bargaining Agreement between The University of Montana University Faculty Association and the Montana University System (effective July 1, 2005 through June 30, 2009) with respect to certain policies for the retention, evaluation, devel- opment, evaluation, and reward of faculty members are attached as Appendix Z. Please see www.umt.edu/hrs/recruitment.html for UM’s policies regarding faculty recruitment. School of Business Administration Fifth Year Maintenance Report Page 32