ISU COB Student Satisfaction Report

College of Business
Student Satisfaction Survey
Survey: Fall 2014
Analysis: Spring 2015
Researchers: Jessie James and Kristine McCarty
Faculty Advisor: Dr. William Magnus Northington

2
Table of Contents
Executive Summary 3
Background 4
Research Objectives 4
Development of Questionnaire 4
Results 5
Recommendations 35
Future Research 36
What was Learned/Limitations of the Study 37
Conclusion 38
Appendices 39

3
Executive Summary
The College of Business (COB) assigned graduate students in Dr. Northington’s classes to
create, distribute, and analyze a survey for current COB students. This survey was developed and
distributed during the fall semester of 2014, and the results from the survey were analyzed in
January and February of 2015.
The objectives of this survey were to:
 Understand the demographics of the survey respondents.
 Determine how students perceive the College of Business.
 Learn more about how students feel about class offerings.
 Find out how students feel about advising in the COB.
 Learn student opinions about COB clubs.
 Determine what students think about the facility.
 Learn more about what students think of COB involvement on campus.
 Find out student opinions of the Professional Development services and events.
 Determine how students value their degree from the COB.
 Understand why students choose to remain in the COB.
 Learn more about freshmen experiences with the COB.
The analysis of this survey yielded a great deal of information. Recommendations from this
analysis are focused on improving student experiences and making changes that directly respond
to the needs of students. These recommendations include:
 Offer course electives that match student interests.
 Create a framework to provide consistency to online courses.
 Ensure faculty advisors are adequately prepared and provide accurate information.
 Post course syllabi online for students to view.
 Send 4-year plan and advising information to incoming students.
 Create yearly seminars for club leaders.
 Create study areas and printing labs in COB.
 Foster connections with businesses outside of Idaho.
Recommendations for future research are also included. Primarily, the researchers feel it is
important to create an opportunity for students to provide feedback to the College of Business
year-round, not just at the end of the semester through course evaluations. The COB could also
repeat this survey in the future and create detailed exit surveys for undergraduate students.

4
Background
During fall semester 2014, the College of Business served 969 undergraduate students and 184
graduate students, in addition to those from other colleges earning minors. In order to more
effectively serve these students, the COB needs to understand their opinions about the current
state of the College, both the praises and the criticisms. To fulfill that need, a survey was created
and distributed to current students during November and December of 2014 to gauge their
opinions of the COB.
Research Objectives
Dr. Ottaway and Dr. Northington developed a list of information that would be helpful for the
COB to know in order to better serve students (See Appendix A). Some of this information could
be more easily gathered through qualitative studies, such as interviews or focus groups, of
prospective, incoming, and current students. In particular, determining how students and the
community perceive the COB may be gained more effectively and fully in a setting which allows
individuals to talk and share their full opinion.
After reviewing the list, we created a more concise list of objectives:
 Understand the demographics of the survey respondents, including age, gender, and
GPA, among others.
 Determine how students perceive the College of Business, and how their perception has
changed over time since becoming a student.
 Learn more about how students feel about class offerings (types of classes, online classes,
in-person classes) in the COB.
 Find out how students feel about advising in the COB and what could be done to improve
the experience when registering for classes.
 Learn student opinions about COB clubs.
 Determine what students think about the building- classrooms, study areas, etc.
 Learn more about what students think of our involvement on campus.
 Find out student opinions of the Professional Development services and events.
 Determine how students value their degree from the COB and how they believe
employers value it.
 Understand why students choose to remain in the COB and what we can do to retain
them.
 Learn more about how freshmen students view the COB and their experience in being
recruited to ISU and the COB.
Development of Questionnaire
The survey was developed using Qualtrics for distribution online (via email and social media) to
current COB students, both graduate and undergraduate (majors and minors). Many open-ended
questions were included to allow us to receive more complete opinions on the objectives
addressed. While this does make the results more difficult to analyze quantitatively, the
information gained is still valuable to understanding what students think and feel in regards to
the COB.

5
The survey was pretested by faculty and staff members. The graduate students involved in its
creation took the survey several times in an effort to ensure the questions made sense from a
student’s perspective. Based on the pre-test, some changes were made to formatting.
Once the final survey was developed, Dr. Northington requested certain faculty and staff
members distribute it to their students. Heidi Wadsworth sent it via email to graduate students,
John Ney sent it to students in his weekly professional development updates, and it was posted
on Facebook several times during November and December.
Results
The analysis of this survey was completed in January and February of 2015. The analysis has
been divided into 11 sections which match the research objectives above. They are:
demographics, perception, classes, advising, clubs, facility, involvement, professional
development, value, why COB, and freshmen.
Prior to performing the analysis, some responses were removed. The survey received 262 total
responses, but 93 were removed for the following reasons:
 six respondents indicated that they did not agree to participate in the survey,
 eight respondents were not COB majors or minors,
 18 respondents did not answer any questions after whether or not they were a COB
major,
 52 respondents did not answer past the agreement question, and
 freshmen respondents (nine total) were removed from the analysis.
Responses from freshmen students were excluded from the analysis of the first ten sections due
to the small sample size of this demographic, and more importantly, they were excluded because
they have not had as much experience with the College of Business and may not have been able
to answer the questions accurately and honestly. (Remember, for many of those freshmen
students, it was their first semester at the time the survey was distributed.)
Though 169 responses were usable, questions in this survey were not forced, meaning
respondents were able to skip questions.
Demographics
Over 93% of survey respondents were business majors or graduate students and just less than 7%
were minors. This analysis included responses from sophomores, juniors, seniors, and graduate
students. Figure 1 below shows how many of each classification responded.

6
Figure 1: Student Classification
The age of respondents ranged from 19 to 59, but most students (71.2%) fell between 19 and 29,
with the most common age being 20 (16 respondents). The average age for undergraduate
students was 25.8 and the average age for graduate students was 30.8.
During the Fall 2013 semester, 33% of our students were female. In this survey, 47.7% of
respondents were female (see Figure 2), which means that female respondents were slightly
over-represented in this survey when compared to the actual student population. (The percentage
of female students was likely higher in 2014 than 2013, but not by a significant amount.)
Figure 2: Gender of students during Fall 2013 compared to gender of respondents
Most students attended classes in Pocatello, with a small portion attending mainly in Idaho Falls.
A very small percentage took classes in Meridian or only online.
Sophomore, 18, 11%
Junior, 29, 17%
Senior, 50, 30%
Graduate, 70, 41%
Other, 2, 1%
Student Classification
Sophomore Junior Senior Graduate Other
33%
67%
0%
Gender – Fall 2013
Female
Male
Not
Reported
46%54%
Gender – Survey
Female
Male

7
Figure 3: Where students attend classes
No respondents had a GPA under 2.0. 40% were in the 3.5-4.0 range, 40% were in the 3.0-3.49
range, 17.5% were in the 2.5-2.99 range, and only 2.5% were in the 2.0-2.49 range.
Figure 4: GPA of respondents
133
19
1 3
0
20
40
60
80
100
120
140
Pocatello Campus Idaho Falls Campus Meridian Online Only
NUMBEROFSTUDENTS
AXIS TITLE
Where Students Attend Classes
Where Students Attend Classes
4
27
62
62
0 10 20 30 40 50 60 70
2.0-2.49
2.5-2.99
3.0-3.49
3.5-4.0
NUMBER OF STUDENTS
GPARANGE
GPA of Respondents

8
Most students, 78.9%, selected Caucasian or white as their ethnicity. 6.4% were Asian, 3.9%
were Hispanic or Latino, 3.2% were black, and 7.1% selected “other.” A more useful question
may have been whether the students were domestic or international.
Perception
Figure 5: Perception prior to starting at COB
As shown in Figure 5 above, prior to starting at ISU 73 students had a positive view of the
College of Business. Thirty-two of those students changed their view after starting, but only six
changed to a negative view. Of these six, two were graduate students who are displeased with
online classes. Despite negative comments, most respondents seem to have a very positive view
of the COB. Twelve respondents started at ISU with a negative view of the COB. All but one
changed their view, with eight of them having positive experiences.
Positive comments range from discussing the excellent faculty, classes, clubs, and professional
development opportunities. Here are a few examples:
 “The professors are awesome and the programs offered prepare students for the real
world. The amount of professional development offered outshines every other college
within the university. I have shown my critics and others outside the university these
qualities of the program and changed their views as well.” (Male, Senior, age 23)
 “I am amazed at how many of the professors have taken personal interest in my future
and guiding me despite the fact I am a "non-traditional student". I feel like genuinely
want me to be successful.” (Female, Senior, age 29)
 “I have had an amazing amount of opportunities to experience real world application of
what I'm learning in my business classes through my internship, Bengal Solutions, class
projects, and assignment research. This has made my learning experience more
73
81
12
0
10
20
30
40
50
60
70
80
90
Positive Neutral Negative
NUMBEROFSTUDENTS
COMMENT WAS POSITIVE, NEUTRAL, OR NEGATIVE
Perception of COB Prior to Taking Classes
Prior

9
enjoyable and, I believe, made myself that much more competitive in the real job world.”
(Male, Graduate, age 27)
 “I love the COB. The teachers are great and personable. The course work is applicable.
The class schedule works well. Its ran very smoothly. The teachers are easy to
communicate with and to get ahold of. The administration is knowledgeable, kind, and
always helpful. I have learned a lot and grown in my knowledge of the business world.”
(Female, Senior, age 21)
There were trends in the negative comments. Three respondents indicated that professors seem to
have too much going on to give their students the attention they need. Three complained about
email response time from professors and difficulties reaching professors. Three felt that there are
too many business requirements for the CIS degree, and one expressed frustration at the change
to Informatics. In addition, one student complained that professors discouraged the use of laptops
during class. Here are examples of negative comments:
 “I feel that most of the professors that I have had have too much going on to effectively
teach their classes. I pay thousands of dollars to be taught by professionals, I don't think
it's asking too much for them devote most of their time to worrying about teaching rather
than the 1700 boards that they are chairman of. I want professors that are mainly focused
on teaching their students.” (Female, Junior, age 21)
 “I cannot say that I like the online classes so far. I would prefer a traditional class. I learn
better that way. Narrated power points are not a great way to teach me.” (Male, Graduate,
age 28)
See Appendices B and C for a full list of open-ended responses from students concerning their
perception of the COB prior to starting classes at ISU and afterward.
As shown in Figure 6, most students either agree or strongly agree that they “feel good about
their decision to enroll in the COB.” Only one student strongly disagrees with that statement.

10
Figure 6: Responses to perception questions
On whether or not students are happy with the experiences they have had in the COB, 83.4%
strongly agree or agree, and 82.8% strongly agree or agree that they are happy with the
experiences they have had with COB staff and administration. (See Figure 6.)
Classes
As shown in Figure 7, most students are satisfied with the course offerings in the College of
Business. Only 15% are not satisfied.

11
Figure 7: Satisfaction with course offerings
The COB should already have a strong understanding of which classes students like or dislike
from end-of-semester course evaluations. Out of 160 respondents, 57.5% indicated that there
were COB courses they did not like. (61.3% of undergraduates and 52.3% of graduate students.)
The most commonly disliked courses were technical or math related courses, such as accounting,
finance, and CIS classes. See Appendix D for the full list of courses. (Students were also asked
about classes they liked in the COB. Please see Appendix E for a full list of responses.)
55.6% of students said there are new classes they would like to see offered in the COB. Many
ideas for new courses were suggested, including:
 a basic Excel course, so professors do not need to teach it as part of other courses
 international business (including marketing and accounting)
 more accounting electives
 forensic/fraud accounting
 an entrepreneurship/small business track for students to learn how to create and run a
small business
 graphic design courses
 market research and data analytics
See a full list in Appendix F.
When asked how easy or difficult students find their College of Business courses, most selected
“somewhat difficult.” As shown in Figure 8, only 3.75% said they were very easy and only 5.6%
said they were very difficult.
41
76
21 24
1
Strongly Agree Agree Neither Agree nor
Disagree
Disagree Strongly Disagree
NumberofStudents
Level of Agreement
Satisfied with Course Offerings
Satisfied with Course Offerings

12
Figure 8: Difficulty of courses
Respondents were selected to ask how much they agree or disagree with three statements for
traditional classroom instruction classes and online classes. Figure 9 shows that students tend to
like the classes taught via classroom instruction, believe they are high quality, and that they learn
a great deal. Very few respondents disagreed with those statements.
9
104
41
6
0
0
20
40
60
80
100
120
Very Difficult Somewhat Difficult Neutral Somewhat Easy Very Easy
NUMBEROFSTUDENTS
LEVEL OF DIFFICULTY
Difficulty of Courses
Difficulty of Courses

13
Figure 9: Opinions on classes with traditional class-room instruction
As shown in Figure 10, 24.9% do not like online classes in the College of Business. 21.5%
believe they are not high quality, and 29% feel they do not learn a great deal from online courses.
Figure 10: Opinions on online courses
89
73
82
52
62
56
16
23 202 1 10 0 0
0
20
40
60
80
100
Like Classes High Quality Learn a Great Deal
numberofstudents Opinions on In-Person Classes
Strongly Agree Agree
Neither Agree nor Disagree Disagree
Strongly Disagree
Avg: 4.3Avg: 4.4
17
15
13
33
34
27
31
35
36
15 15
17
11
8
14
0
5
10
15
20
25
30
35
40
Like Online High Quality Learn a Great Deal
NumberofStudents
Opinions on Online Classes
Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree
Avg: 3.3 Avg: 3.1

14
Students were asked if they had any additional comments about online classes. Out of 84
responses, 26.2% were positive and 38% were negative. The positive comments expressed
satisfaction with online classes, especially in regards to ease of scheduling and making it easier
to take classes while working. Here are a few examples of positive comments:
 “They are greatly helpful to me because I am working full time and I have a family to
manage so my time is limited. Please keep offering as many online options as possible. I
know I’m not the only one in this situation.” (Female, Senior, age 32)
 “Online courses are the preferred method of learning for me. I prefer to work at my own
pace with broad deadlines and not waste time sitting in the class room. Class room
discussion with other students is basically pointless, as many don't have real world
experience. I would prefer to spend the class discussion time learning from the professor
or delving deeper into the course material at hand.” (Male, Graduate, age 27)
 “I don't think there is any decrease in teaching quality as it is the same information just
presented online. I think personally I learn better in the classroom than in an online
environment. I do think that the professors in COB do a nice job with online courses and
making sure to be available online for student assistance.” (Male, Senior, age 23)
Negative comments addressed many issues including difficulty contacting professors (18.75% of
the negative comments mention this as an issue) and frustration with how infrequently materials
were posted (12.5% of the negative comments mention this). Four negative comments that
capture the essence of many of the complaints are:
 “Some standardization would be nice to see. Currently, it is the wild west with online
courses. As a student I just never know what the pacing will be like. Certain faculty have
bi-weekly due dates for assignments while others are weekly, and when it comes to
exams, the availability window (open period) swings drastically from course to course. If
there was some kind of overarching framework that could guide and inform how
instructors structure their classes, it would be helpful. Part of the allure of online courses
is the ability to work in a more self-guided manner. I feel that component is lacking in
certain courses.” (Male, Graduate, age 34)
 “Some of the online classes are good. However, the reason we take online classes is so
we can fit the work around our schedules. When a professor doesn't post required
assignments, lectures, etc. , until the end of the week he/she said they would be posted in,
it's sometime really hard to keep caught up with the material. Also, Connect for
Accounting is terrible.” (Female, Graduate, age 24)
 “Professors need to be more consistent in their communications with online students. If
the professors are not replying to emails quickly the students get lost more easily, and
some feel as if the professors don't care about their class.” (Male, Senior, age 22)
 “Teachers need to answer within a day for online courses (a week is too long). You don't
have a chance to ask them in a classroom and as a student you rely on that for
clarification on expectations and material.” (Female, Senior, age 25)
See Appendix G for a full list of responses.
Advising
Undergraduate Advising:

15
Eighty-eight percent of undergraduates said they had been advised by someone in the COB,
either the undergraduate advisor and/or a faculty advisor. Over 70% of students are either very
satisfied or satisfied (Figure 11).
Figure 11: Undergraduate student satisfaction with advising
Respondents were asked what would be helpful to them when registering. Some took this as an
opportunity to complain about advising or praise advising in the COB. Some did provide
information on what would be helpful. All of the responses were organized into three categories,
positive, negative, or neutral. Neutral comments gave advice, helpful suggestions, or expressed
no opinion either way; these respondents did not seem to be either upset with the current
advising system or overly pleased with it. Positive comments were glowing comments that either
praised a person or the way we do advising. Negative comments expressed frustration with the
current system or specific advisors- faculty and general.
Of these 52 comments, 36 were neutral, six were positive, and ten were negative. It should be
noted that the negative comments are not necessarily referring to general undergraduate advising,
as some refer to a faculty advisor. Two of the ten are about general undergraduate advising, four
of the ten are about faculty advisors, and the remaining four are about other aspects (desire for an
advisor in Idaho Falls, for example).
Figure 12 shows the GPA of the respondents and whether their comment was positive or
negative. Not all of the negative comments were from low GPA students, and not all of the
positive comments were from high GPA students.
25
33
13
6
4
0
5
10
15
20
25
30
35
Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied
NUMBEROFSTUDENTS
LEVEL OF SATISFACTION
Advising Satisfaction -
Undergraduates
Advising Satisfaction

16
Figure 12: GPA compared to positive and negative open-ended responses
In the responses to this open-ended question (see Appendix H), certain suggestions were
mentioned multiple times, these include:
 a need for more time slots, as the Tuesday/Thursday 11:00-12:15 time slot is common for
many classes, making it difficult to create a schedule when multiple required courses are
offered only at that time (5 respondents mentioned this),
 having more course information available at registration, like the syllabus or student
reviews (3 students mentioned this),
 knowing which semesters classes would be offered (3 mentioned this),
 more career-oriented information, such as how a class could help with a certain field,
skills that will be taught, career advising during course advising sessions (3 mentioned
this), and
 more individualized help from advisors, such as with time management and schedule
planning (3 mentioned this).
Graduate:
93.8% of graduate students indicated that they had been advised. Of these, 78.6% said they were
satisfied or very satisfied with advising (Figure 13).
0
0.5
1
1.5
2
2.5
3
3.5
Negative Positive
Open-Ended Questions Compared to
GPA
2.0-2.49 2.5-2.99 3.0-3.49 3.5-4.0

17
Figure 13: Graduate student satisfaction with advising
When asked what would be helpful when registering, responses were again assigned positive,
negative, or neutral. Thirty-two students answered the question. 11 were positive, 19 were
neutral, and only 2 were negative. Both negative comments were from students in the 3.5-4.0
range. The two negative comments were:
1. Actually knowing what the heck is going on and how to register, what classes are offered,
etc. I felt like I had more knowledge than the adviser and ended up doing it on my own
anyway since they had no clue what they were talking about.” (Female, Graduate, age 27)
2. “It's frustrating that MBA core classes are only offered 1 semester a year.” (Male, Graduate,
age 33)
Many of the 11 positive comments were similar to this one: “The current course advisor for the MBA
program (Heidi Wadsworth) does a fantastic job getting me ready for courses in the upcoming
semester.” Five of the 11 comments praise Heidi Wadsworth specifically.
Of the nine individuals who indicated they were dissatisfied or very dissatisfied with advising,
only six responded to the open-ended question about what would be helpful when registering.
One comment (from a graduate student, age and gender not answered) said, “Nothing, Heidi is
awesome.” It is possible this respondent mis-clicked when he selected very dissatisfied. The
other five comments from dissatisfied students were:
1. “A reminder of what courses I need to register for, or ought to register for.” (Male, Graduate,
age 38)
2. “Actually knowing what the heck is going on and how to register, what classes are offered,
etc. I felt like I had more knowledge than the adviser and ended up doing it on my own
anyway since they had no clue what they were talking about.” (Female, Graduate, age 27)
25
33
13
2
4
0
5
10
15
20
25
30
35
Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied
NUMBEROFSTUDENTS
LEVEL OF SATISFACTION
Advising Satisfaction - Graduate
Advising Satisfaction

18
3. “Knowing what will be offered during the summer really helps plan for Spring.” (Female,
Graduate, age 31)
4. “less redtape in the admissions/ registration and financial aid offices.” (Male, Graduate, age
40)
5. “More liberal policy of credit transfer to meet requirements.” (Male, Graduate, age 43)
Graduate students made similar suggestions to the undergraduate students (See Appendix I). In
particular, four students requested having more additional class information (topics covered, a
previous semester syllabus, and the like), particularly for elective courses. Six students requested
knowing which future semesters a class will be offered in.
Overall, both undergraduate and undergraduate students seemed pleased with the advising they
receive in the College of Business, but there were some suggestions for improvement.
Clubs
The next area of analysis is club involvement and satisfaction. Students were first asked what
clubs they are involved in, and the following figure gives a breakdown of their responses:
Figure 14: Club involvement
Of 171 respondents, the majority of students 65% (112/171) are not involved in clubs, but the
most popular club appears to be Beta Alpha Psi, with 11% of students being members.
112
4
5
20
7
10
5
1
7
0 20 40 60 80 100 120
Not Involved
Other
MBA Association
Beta Alpha Psi
Association of Computer Machinery
Alpha Kappa Psi
Finance Club
Economics Club
Marketing Association
Club Involvement
# of students

19
Figure 15: Opinions about COB clubs
The above figure shows that 87% of students agree or strongly agree that they enjoy participating
in clubs and believe they enhance educational experience, aid in networking and prepare them
for employment. It is worth noting, however, that more students voted neutrally as to whether
COB clubs prepare them for employment. Within the clubs section, we also asked students to
provide us with any comments they may have about College of Business clubs. Only seventeen
out of 169 students provided their opinions for this question; our responded positively saying that
clubs were helpful. Two students complained of the lack of involvement from advisors and poor
club leadership. Five students responded neutrally. One student wished there were business
clubs. Two more students wrote that location and time constraints in their schedule make it
difficult to participate. Overall, our analysis showed that students are satisfied with College of
Business clubs.
Facility
The Facility portion of the survey contained two questions, the aim of which was to gain students
opinions on the adequacy of the College of Business facility on the Pocatello campus, including,
but not limited to classrooms, study areas, and available technology.
13
15
20
15
18
16 16
9
10
11
6
20
4
3
4
1
2 2
1
2
0
5
10
15
20
25
Enjoyment Enhancement of
Educational Experience
Networking Preparation for
Employment
COB Clubs

20
Figure 16: Adequacy of the COB building
A total of 159 students responded to the question about the adequacy of the COB facility; as
shown in Figure 16 above, when asked about the adequacy of the COB building as a whole, only
43% (69/159) responded that it is completely adequate, while 30% disagreed and 19% were
neutral toward this claim.
The next question posed to students was a scaled question about their opinions on the facility,
classrooms, study areas, space for students, ease of laptop use, access to technology, and ease of
studying and learning In the COB. Figure 17 below shows an analysis of the responses from 146
students:
43%
30%
19%
8%
Adequacy of the COB Building
Yes No I don't know I haven't been to the COB Building on the Pocatello campus.

21
Figure 17: Opinions about the facility
Overall, 69% (102/149) of students liked the College of Business building on the Pocatello
campus, while 21% (31/149) were neutral toward it, and the remaining almost 9% responded
negatively. Almost the same amount of students liked classrooms, and the same 21% again
responded neutrally, while 13.01% disliked classrooms. Students were definitely dissatisfied
satisfied with study areas available in the facility; only 17.81% (26/149) of students liked study
areas; 41.10% disliked them, and the remaining 41.10% remained neutral. Along these same
lines, students were also unhappy about the amount of study areas offered. Over half of students
did not believe there are enough study areas available, and 32.19% were neutral toward this
claim. These two questions make it clear that the COB needs to be more accommodating for
students’ studying needs. In terms of laptops and technology, approximately 50% (74/149) of
students believe they have adequate access to technology, while 22% (33/149) disagreed. Not
surprisingly, results for ease of use of laptops in the COB were similar to access to technology:
48% believed it is easy to use laptops in College of Business classrooms, and 24% disagreed.
Finally students answered questions about the COB environment itself, whether they believed
the building has enough space to accommodate students, and the ease or difficulty of learning in
the facility. Slightly over half of students believe there is enough space for students in COB
4
11
2
17
30
18
3
3
11
22
16
19
49
42
16
10
43
39
44
39
47
60
31
31
64
49
56
43
9
16
68
72
24
25
28
28
11
10
28
30
0 10 20 30 40 50 60 70 80
Ease to learn and study
Access to technology
Space for students
Laptop ease of use
Amount of study areas
Study areas
Classrooms
COB Building
COB Facility

22
classrooms, and only 30% responded negatively to this claim. Almost 60% (88/149) of students
think it is easy to learn and study in the college of business, while only 10% disagreed.
The Facility portion of the survey also included a qualitative question, where students were able
to provide any feedback they may have had about the COB facility. There were ninety total
responses: six comments of praise, fifty-eight complains/suggestions, thirteen “no, or none”
responses, and seven neutral responses, which consisted of students who had never been to the
Pocatello campus, or who complained about the elevator construction. Of the positive responses,
students especially liked the Cooper Norman room, believed the rest of the COB facility is nice
and professional-looking, and one person liked the big screen TV’s throughout the building. A
twenty-seven year old male who attends on the Pocatello campus wrote:
“The Cooper Norman room is awesome and very comfortable. Plus the acoustics
in the room make it very easy to give presentations”
The negative responses were further broken down according to the most common key
words/trends present in students’ responses: study areas, computer lab, updating/remodeling,
outlets/plug-ins, and temperature control. Figure 18 shows a graphic breakdown of these
categories:
Figure 18: Comments about the facility
In terms of study areas (37% of negative responses), students want more study areas overall,
more isolated quiet areas (including study rooms), and more areas for group work. Several
students’ complaints are as follows:
“…The college of business has plenty of tables to study at, but most are in open
areas that are frequently disrupted by the flow of students coming and going to
37%
20%
12%
24%
7%
Negative/Suggestive Comments About the
COB Facility
Study Areas Computer lab Updating/remodeling Outlets Temperature

23
classes. This makes it hard for students to concentrate on their own world.” (Male,
Senior, age 22)
“It amazes me that in our upper level classes there is so much group work
required yet there is nowhere in the BA for us to do a break off study group.
When I show up early and want to study before a class starts I have to hope that
there is a classroom open or study at the end of the hall and deal with all the
people coming through…” (Female, Senior, age 29)
Overall, students want more study areas (including study rooms), more isolated quiet areas, and
more areas/rooms for group study. Although the basement is a quiet study option, students
complain that that the basement is not a very comfortable or welcoming environment in which to
study.
The next major category of complaint deals with the lack of a computer lab and printing options
(both color and black & white). Several students wrote:
“…we really could use a computer lab that has both black and white AND color
printing options, rather than having to go to a completely different building just to
find a computer lab and color printing.” (Female, Graduate, age 24)
“There should be a computer lab that can accommodate the students. Only having
three computers in the basement can get hectic when there’s 10 students trying to
print stuff.” (Male, Senior, age 22)
Students want a computer lab that can accommodate a good amount of students, and that offers
both color and black & white printing options.
Students also expressed their belief that the College of Business and/or its classrooms need to be
remodeled. A few of their complaints are as follows:
“…While the outside of the building is nice, the classrooms look unclean. Ceiling
tiles are dirty, or mismatched, and the rooms overall look dingy. The podiums for
faculty are always messy, with wires running all over them. It’s concerning to me,
as a COB student that this is the image we present to the student body. We are
frequently encouraged to “dress for success,” or dress in a business appropriate
manner. It seems that the classrooms should present the same standards as the
students are asked to follow.” (Male, Senior, age 28)
“It’s old and some classrooms and equipment are disgusting. Some rooms are
really nice, and the lobby is really nice, but some classrooms and areas are gross.
Sometimes I don’t even want to sit on the chairs, or the tables and chairs are
broken. The building needs to be updated and the fabric chairs need cleaned. The
elevator is slooooowww. I feel unsafe in it.” (Female, Gradate, 27)

24
Lack of available (or functioning) outlets/plug-ins were another major concern for students:
“…I have a ghetto laptop that has to be plugged in at all times so when I am in a
class that only has a few plugs around the outside I have to sit on the outside
which makes it more difficult for me to pay attention and learn,” wrote a female,
twenty-nine-year-old senior.
“…The College of Business requires students to use laptops for many of its
sources. This becomes an issue when the vast majority of classes have 4 power
outlets at most,” wrote a twenty-nine-year-old male who attends on the Pocatello
campus.
A number of students compared undergraduate classrooms to the Cooper Norman room, citing
the MBA room’s comfort, updated technology, as well as easy access to power outlets, and
suggesting that more classrooms offer a sufficient amount of plug-ins.
The final category of complaints deals with temperature. Students want better temperature
control, because rooms are either too hot or too cold:
“If anything fixing the heating and cooling would be a great enhancement to the
building. No classroom is ever able to hold a temperature. Some are extremely hot
and some are extremely cold.” (Female, Senior, age 45)
COB Involvement
The next portion of the survey questioned students about their opinions on how welcome they
feel by the College of Business, as well as the COB’s involvement, both on and off campus.
Results of these questions can be seen in Figure 19 below:
Figure 19: COB Involvement
60
24
16 14 14
75
39
52 52
41
19
86
78
69
79
4
8 8
18 18
0 1
4 5 6
0
10
20
30
40
50
60
70
80
90
100
Welcoming More college-wide
activities?
COB community
involvement
More on-campus
events?
More community
events?
COB Involvement

25
A total of 158 students responded to this question and in general, the majority of respondents (a
little over 85%, or 135/158) feel the COB is very welcoming and answered either “agree” or
“strongly” agree to this statement. Students were next asked if they would attend more college-
wide, community, and on-campus events should the College of Business provide them, and for
each of these questions between 43%-54% of students neither agreed nor disagreed. This
suggested that although students were happy with the COB’s current level of involvement, they
may not necessarily attend more events if more were available.
Professional Development
The next section of questions addressed professional development events, specifically
attendance, ease of access to information, enjoyment of events, and preparation for future
jobs/internships. All 137 respondents stated that they were either somewhat or very aware of PD
events, which suggests that the COB is doing a great job advertising events. As can be seen in
Figure 20 below, 80% also believed it was at least somewhat easy to access professional
development information and activities.
Figure 20: Ease of access for professional development events
In terms of actual attendance of Professional Development events, Figure 21 shows that only
61% (97) of 158 respondents have actually attended Professional Development activities.
35%
45%
18%
2%
PD Ease of Access
Very Easy Somewhat Easy Somewhat Difficult Very Difficult

26
Figure 21: Attendance of PD activities
Students were next presented with a scaled question about the helpfulness and degree of
enjoyment of PD events as well as if these events set the College of Business apart Ninety-seven
students responded to this question.
Figure 22: Opinions about professional development
Overall, the majority of students were satisfied with PD activities hosted by the COB; slightly
over 74% (76/97) students reported that they like PD activities; only 4.12% of students disagreed
61%
39%
Attendance of PD Activities
Yes No
28
34
25
27
21
48
38 38
33
12
17 16
30
32
44
4
8
4 5
10
0 1 0 0
10
0
10
20
30
40
50
60
Like PD activities Helpful in preparing
for career
Fun PD events set COB
apart
Helped secure
job/internship

27
that professional development events were not fun. Over 60% of students believed PD events set
the College of Business apart from other colleges on campus. Seventy-four percent (72/94)
responded that these events were helpful in preparing for a career after college, but only 34.02%
of those students stated PD events actually helped them secure a job or internship; more students
voted in the neutral category of this question.
Value of Degree
In terms of degree value, out of 157 respondents, only one person did not value their degree
highly.
Figure 23: Value of the degree
When asked why this person did not view his degree as highly, he answered:
"The MBA is a degree I can complete in my evenings and spare time. It does not
hold high value to me personally because I am not excited by the content. If I can
use the degree to land a better job than I have had previously, only then will it
have been a worthwhile experience. "
Students were next asked if they believed employers would value their degree highly, and six
students did not think employers would highly value their degree.
74%
25%
1%
Student Value of ISU Degree
Agree Neither Agree nor Disagre Disagree

28
Figure 24: Employer value of the degree
Four of the six students who did not believe employers valued their degree highly based their
opinions on the fact that ISU has a low national ranking/is not a notable university. Another
student wrote that ISU should do a better job helping students find employment after graduation,
saying that it is difficult to attain a job with this degree. The last student wrote that she is
“…unsure why they should”
When asked if they believed a degree from ISU would adequately prepare them for job
opportunities post-graduation, 89% (140/157) said “yes,” as can be seen in Figure 25.
Figure 25: Preparation for job opportunities
66%
30%
4%
Perceived Employer Value of ISU Business
Degree
Agree Neither Agree nor Disagree Disagree
89%
11%
Preparation for Job Opportunities Post
Graduation
Yes No

29
Seventeen students disagreed, and of these seventeen, eight respondents pointed to lacking skills,
inadequate preparation for careers, and class knowledge not applicable to the real world; all eight
of these respondents were undergraduate seniors or graduate students. In general, almost all
students believe a degree from ISU will be at least somewhat helpful in finding employment
after graduation.
The next question posed to students asked if they believed a degree from the College of Business
would be helpful in finding a job. A total of 156 students responded to this question, with only
five students thinking a degree would NOT be helpful.
Figure 26: Helpful finding a job
The final value of degree question posed to students was open-ended and asked if respondents
had any suggestions about how ISU could improve the value of a degree from the College of
Business. Fifty-seven students responded to this question, but twenty of these responses were
“no” or “none,” rendering them useless, so only thirty-seven were included in the analysis in
Figure 27.
97%
3%
Helpful in Finding a Job?
Very and Somewhat Helpful Somewhat Unhelpful

30
Figure 27: Improving the value of a COB degree
Two trends were found based on the responses: increased connections and more electives.
Twelve of thirty-seven respondents said that the COB needs to expand connections with other
schools and companies both within Idaho and across other US states, and to increase internships
and job opportunities. A male graduate student, age 26, from Idaho Falls wrote:
“I think it is important that ISU expand their influence past Idaho. I have applied
for jobs in other states that have told me they will not interview me simply
because they are holding those spots for students from other universities.”
Another male, who attends on the Pocatello campus, wrote:
“The college could work to increase the number of internship possibilities. I know
the college of business rarely gets many internships, and many of the ones they do
receive are for local accounting positions. The college should look for open
internships that aren’t just local, and especially summer internships around the
country to help better their student’s academic and professional development.”
Other student suggestions were to improve the value of a degree were to remodel the COB,
highlight alumni accomplishments, continue to hire good professors, offer an executive MBA
program, and develop curriculum in a way that allows students to start working right after
graduation.
30%
18%
52%
Improving the Value of a COB Degree
Increase Connections More electives Other

31
Why COB
The final three questions of the survey consisted of the following three questions:
1. What about the College of Business makes you remain a COB student?
2. What, if anything, would cause you to leave the College of Business?
3. Do you have any final comments or suggestions to share?
A total of 153 students responded to what made them remain a COB student; fourteen of these
responses were simply “no” or “none,” leaving 139 useful responses. Figure 28 further breaks
down these 139 responses into most common words/trends: professors & staff, courses,
convenience and/or location, needing a degree, majors/minors/interest in business, cost,
accounting, and overall quality.
Figure 28: Why remain a COB student
Of the 139 respondents, 27% of students noted professors and staff as a reason why they
remained a College of Business student; they noted professors as being helpful, friendly,
engaging, positive, encouraging, knowledgeable, professional, and good quality. A male
sophomore, aged nineteen wrote:
“Very helpful and friendly professors, always willing to help. This makes it a very
good learning experience and makes me be prepared for future job opportunities.”
Another common reason students stayed at the COB is courses; they appreciate the flexibility of
class options (in-class, online, and night classes), as well as having an adequate amount of
interesting and good quality classes. Convenience and location are another reason students listed.
A male student aged forty-three who reports that he only takes classes online wrote:
27%
12%
11%
22%
11%
7%
5% 5%
Why remain a COB Student?
Professors & Staff Courses
Convenience and/or Location Needing a degree
Majors/Minors/Interest in Business Cost
Accounting Overall Quality

32
“Employer tuition reimbursement and close geographical location – the
convenient choice not necessarily the preferred choice.”
Approximately 10% of students stated their reasoning for staying at ISU is simply needing
degree; they are staying either because graduation is fast-approaching, or because a degree is
needed for jobs. When asked about why they are staying about ISU, two students responded with
the following:
“The knowledge that my degree will help me obtain a good career.” (Male,
Junior, age 23)
“I have one more semester left in the MBA program. Therefore, my money and
time investment in the COB makes me remain the COB…I’m obviously not going
to leave the COB and waste all the money that I spent.” (Male, Graduate, age 27)
The next reason respondents remain students of the College of Business is due to their interest in
business, and the availability of many majors to choose from, or the availability of their specific
major. A male senior, aged 28 responded:
“I am very much interested in CIS informatics. This major is encompassed by the
COB.”
Cost was another factor for why respondents remain students of the COB; about 7% of students
stay at ISU mainly because it is cheaper than other schools; one student did report that they
already had a scholarship, and this was their reason for staying. In terms of majors, the
Accounting program was mentioned in particular; approximately 5% of students expressed
satisfaction with the accounting major, professors, and classes as their motive for remaining at
the College of Business. In response to why they remained at the COB, a female senior, aged
forty-five wrote:
“Great business courses and the highly sought accounting program.”
Finally, about 5% of students listed overall educational quality and accreditation as their motive
for staying at the College of Business.
The next open-ended question asked students what, if anything would cause them to leave the
College of Business. There were eighty-four total responses to this question, which were broken
down into the most common response areas, many of which were the same reasons students
remained at the COB: change in life circumstances, professors, & advisors, classes, finances, and
graduation. Figure 29 is a representation of each of these categories.

33
Figure 29: Top reasons for leaving the COB
Approximately 13% (10/84) of students wrote that a change in life circumstances, such as
relocating or a death in the family would cause them to leave the College of Business. Low-
quality, disrespectful, and racist professors and advisors, 25% (19/84) of students wrote, would
be reason for them to leave the COB. About 26% of students responded that lack of available
classes, change in required classes, insufficient amount of classes, and too high of a difficulty
would deter students from remaining at the College of Business. Finances was another factor,
with 14% of students stating lack of financial aid, higher tuition costs at ISU, and cheaper tuition
rates at other schools all being motives for leaving the COB. Fourteen percent of students also
cited conscious change in major, change in interests, or changes in majors offered may cause
them to leave the College of Business. Lastly, 8% of students mentioned graduation as their
reason for leaving the COB.
The final open-ended question posed to students solicited any comments or suggestions they may
have had about the College of Business. There were sixty total responses, but twenty-six of them
were “no” or “nothing”, which left thirty-four usable responses. Of these usable responses,
twenty-four (a little over 70%) were complaints/suggestions, and ten (about 29%) were
comments of satisfaction. Satisfied students commended the COB for a positive experience and
job opportunities post-graduation. One male senior, aged 22 wrote:
“I have great job opportunities after college and I give a ton of credit to my
education through the College of Business.”
Further breaking down the negative responses yielded two categories of students’
complaints/suggestions: classes (48%), professors (28%), and “other” (24%), as shown in Figure
30.
13%
25%
26%
14%
14%
8%
Top Reasons for Leaving the COB
Change in life circumstances
Professors, teachers, advisors
Classes
Finances
Conscious change in major, interest, changes in majors offered
Graduation

34
Figure 30: Final comments and suggestions
Students requested more applicable prerequisite courses, and courses offered online as well as in
Idaho Falls. In terms of professors, respondents suggested that the COB continue hiring and
retaining quality faculty members. Students also specifically mentioned needing more one-on
one time with professors, and would like professors to be more attentive during office hours, and
when responding to emails. Other complaints/suggestions from students included upgrading
classrooms and technology, offering a computer lab, and fostering a warm and affectionate
environment in the COB, especially for international students.
Freshmen
Nine freshmen responded, and only five completed the entire survey. All 9 are business majors
(two accounting, one CIS, one finance, three management, one marketing, and one undecided).
Half of these students had a positive perception of the COB. One student said he “expected
more.” Another said that “the teachers were more serious” than he had expected. It is unclear
whether that is a positive or a negative. A clearly positive comment came from one accounting
student who said, “Everyone is much nicer than I expected, I don't feel alienated by any teachers
in the business school and everyone seems very open.”
When asked to select how much they agree or disagree with the statement “I feel good about my
decision to enroll in the College of Business,” four indicated they agree, and three indicated they
strongly agree. (Two did not answer.)
Most students had not taken more than one course in the College of Business, but those that had
were satisfied with them. When asked what classes they liked the most, students mentioned
marketing, the world of business class, and macroeconomics. Only one student mentioned a
course they disliked, a CIS course. Two students mentioned classes they would like to see. One
48%
28%
24%
Final Comments and Suggestions
Classes Professors Other

35
requested international business courses, and another mentioned wanting more specific courses,
like hotel management.
Freshmen students were also asked questions about the contact they received from ISU and the
COB prior to starting at ISU. Figure 10 below shows the type of contact students received from
ISU and the COB. Two students received welcome letters from the COB, five received emails
from the COB, and one received a postcard. When asked which type of contact would have been
most helpful to them, five students said either a phone call or an email. Three students mentioned
that receiving a 4-year plan would have been helpful.
Figure 31: Types of contact students received
Recommendations
We created recommendations that address the student needs found in the analysis.
Classes
 Create elective options that match student interests. Ensure electives that are offered align
with what COB students are interested in studying.
 Consider adding new classes based upon student insights in this survey, including courses
in small business development, international business, marketing research, and upper-
division accounting electives.
 Ensure fast response time from faculty, especially in online courses where that is the only
means of communication between a student and professor.
1
0
2
0
3
2
3 3
1
0
CONTACT FROM ISU CONTACT FROM COB
Contact Received from ISU and COB
Met with a Recruiter Rep came to school Mail Email Phone call

36
 Evaluate online courses regularly to ensure they are being taught appropriately and reflect
the high standards of the COB.
 Set up a framework to provide some level of consistency to online courses. Holding the
professors accountable for ensuring the timeline established in the syllabus is what they
stick to is an example.
 Ensure that professors who teach online courses understand the technology, are
comfortable teaching online, and can devote the required time.
Advising
 Ensure faculty advisors are adequately prepared and understand changes in the catalog
that affect their department.
 Ensure faculty are aware of resources that their student can use.
 Post syllabi from classes online.
 Consider adding an advisor in Idaho Falls, or encourage students to video chat with their
advisor here.
 Provide additional advising help during registration.
 Send email reminders to students suggesting they meet with an advisor.
 Indicate which semesters courses will be offered in the future.
 Send 4-year plan to incoming students.
Clubs
 Encourage faculty advisors to be more involved in the clubs they oversee.
 Provide yearly seminar to club leaders on leadership techniques and club information.
Facility
 Increase and improve study areas in the College of Business building.
 Increase access to outlets in and out of classrooms.
 Provide options for printing within the College of Business.
 Create connections with schools and businesses outside of Pocatello.
Value of the Degree
 Showcase what successful alumni have done with their degrees.
Future Research
In order to improve retention, generate ideas for recruitment, and find ways to best serve current
students, the COB should absolutely continue to do research to learn more about the student
body. Apart from helping the COB gain knowledge about their clients, allowing students a
means to provide feedback lets them feel as if their complaints are heard and that their opinions
are valued. That alone is enough reason to continue even basic research into student attitudes and
perception of the COB.
Here are concrete suggestions for future research:

37
 A modified version of this survey should be repeated, perhaps every two years. If this
survey is to be used again in the future, certain changes need to be made, including
ensuring students are asked what their major is. Students should also be asked if they are
a domestic or international student.
 Provide students an easy, quick method of providing feedback (good and bad) to the
COB on a regular basis. This could be a permanent survey created in Qualtrics, Google
Forms, or Survey Monkey. This survey should be short, and it should provide a comment
box allowing students to share their comments or concerns. A link or QR code to this
survey could be posted on signage throughout the COB, posted to Facebook, or sent out
to students in regular updates. This will allow students to provide feedback year-round,
rather than just at the semester-end with faculty evaluations. (If there are issues with a
certain course or instructor, the COB may be able to learn about it ahead of time and
address the problem quickly.)
If this survey is used, an employee (GA, staff, or faculty) should be charged with
regularly monitoring the responses. This person would alert the affected faculty or staff
members if a problem arises that requires attention. This survey could have the option for
the respondent to leave their contact information, in case they would like to be contacted
about the issue.
 More qualitative studies of COB students should be done to better understand how they
perceive the COB and gain new ideas regarding retention. Focus groups could be held
during the lunch hour, or in-depth interviews could be set up.
 If possible, conducting a focus group with local high school seniors to learn more about
what they think about the COB. This could shed some light on recruiting efforts.
 Detailed exit surveys for graduating seniors (similar to what the graduate director does
with MBA and MAcc students) should be conducted.
What was Learned and Limitations of the Study
As graduate students, we learned a great deal from creating the survey and analyzing its results.
We learned the importance of specifying objectives, which when done allowed us to more
quickly outline and develop the survey. In addition, we learned how essential it is to ensure that
the skip logic in the survey is set up appropriately. This brings us to the first major limitation of
this survey.
In the section of the survey for sophomores, juniors, seniors, and graduate students, we did not
insert a page break after asking if respondents were COB students. This meant respondents were
unable to see the question that asked what their major was. This limited the analysis we could do,
since we were unable to compare responses to a particular major. However, since COB students
take classes in many departments other than their specific major, we feel the data is still valuable
and informative without that. The area that would have most benefited from being compared to
major was the section about classes that students disliked. As noted, many undergraduate
students dislike accounting courses. In this instance, it would have been helpful to see what those
students majors were. (However, class evaluations should give a pretty clear idea of how
students feel about accounting courses. So, we did not lose out on too much here.)

38
Another limitation of the study was in regards to the freshmen section. Sending the survey out
via professional development announcements and Facebook was not enough to reach these
students. (Only 9 respondents were freshmen.) In the future, we suggest surveys for freshmen be
taken directly to the BA 1110 class, where students will fill them out on paper.
The final limitation of this study was the open-ended questions. It was difficult (and time-
consuming) to attempt to quantify the results from these questions. Furthermore, how the
responses were categorized (positive, negative, or neutral) was up to the judgement of the
individual doing the analysis. Analysis of the open-ended questions by another individual could
yield different results. Regardless, the information in many of these comments, even those not
directly referenced in this report or in the presentation, is very valuable and should be reviewed
further. They provide deeper insights than the multiple choice and scaled questions.
Conclusion
Overall, the COB appears to be doing very well in most areas, and it is clear that students
appreciate the supportive environment fostered by the faculty and staff. Some areas, such as the
facility, could use improvement, and further research should be conducted into determining the
opinions and needs of the COB student body.

39
List of Appendices
Appendix A: List of ideas from Dr. Ottaway; pg. 40
Appendix B: Perception of COB Prior to Starting at ISU, Open-Ended; pg. 41
Appendix C: Perception of COB After Starting at ISU, Open-Ended; pg. 46
Appendix D: Courses Disliked, Open-Ended; pg. 51
Appendix E: Courses Liked, Open-Ended; pg. 59
Appendix F: New Courses, Open-Ended; pg. 66
Appendix G: Comments Regarding Online Courses, Open-Ended; pg. 69
Appendix H: Helpful when Registering - Undergraduate, Open-Ended; pg. 74
Appendix I: Helpful when Registering - Graduate, Open-Ended; pg. 76
Appendix J: Clubs, Open-Ended; pg. 77
Appendix K: Facility, Open-Ended; pg. 78
Appendix L: Why Students Do Not Value their Degree Highly, Open-Ended; pg. 82
Appendix M: Employer’s Value of a Degree, Open-Ended; pg. 83
Appendix N: Taking Advantage of Job Opportunities, Open-Ended; pg. 83
Appendix O: Improving the Value of a Degree, Open-Ended; pg. 84
Appendix P: Remaining a COB Student, Open-Ended; pg. 86
Appendix Q: Leaving the COB, Open-Ended; pg. 91
Appendix R: Final Comments; pg. 94

40
Appendix A: List of Ideas from Dr. Ottaway
General:
· Is the university or the COB just considered the “4th High School in town?”
· What is the perception of the COB?
· What is the perception of the majors offered?
· What is the perception of our…[this can get personal and that is okay]
o Faculty
o Administration (college and university level)
o Advising/advisors
o Support services
o Professional development
o Job opportunities
o Clubs offered
o Community engagement
o Other outside engagement
· What can we do to improve…
o Majors
o Facilities
o View of the college
o Feedback
o Curriculum
o Activities
· What are the perceptions of teaching quality?
o How can this be improved?
· What are the perceptions of our advising (undergrad and grad)?
o How can this be improved?
Current Students:
· What do our current students “think” about us?
· How do they view us?
· What is the value of the degree to them?
· Why are they here?
· What is there affinity for the COB?
Potential Students:
· Can we also get some of this information from future students
Alumni:
· Affinity for us
Community:
· Affinity for us

41
Appendix B: Perception of COB Prior to Starting at ISU, Open-Ended
I thought it was a great program that would provide me with the opportunities I was looking for.
Was not really aware of it
I didn't have any. I just wanted an affordable MBA.
I figured it would be better than doing an online MBA.
It's convenient, cheaper than leaving state, and has all the credentials necessary.
I didn't have any, good or bad.
My opinion always has been good.
Average or at par with other comparable universities.
I had positive thoughts about the College of Business.
I really had no opinion either way.
I had no prior knowledge
Meh.
I knew I was getting an excellent education. I have grown even more fond of the COB and what they
do since I have started.
Good Program and cheaper
I didn't really have any specific opinions.
I knew that it was an acredited program.
None. Seemed like a hard school to get into to.
It is a good school, with one of the best MAcc programs.
Below neutral. / /
I thought that it would probably be somewhat of a mediocre school because it's a state school, and
has fairly lax admission requirements.
I didn't have any prior opinions of the COB
ISU COB program especially the accounting program is one of the best!! It is the best in Idaho!
I had no perception of the college
I had heard mixed things about the college and the instructors.
I had no prior thoughts or notions regrading the College of Business
I think the College of Business has some strong programs and provides a good education.
Decent school.
Accredited, quality MBA program on par with that of Boise State University and University of Idaho.
Affordable education especially compared to University of Utah, Utah State University, and
Montana State University.
none
I thought it was a good program and liked the requirements for entrance.
I was not familiar with the COB before I started. I earned my undergrad in Zoology. Considering the
limited contact I have had with those from the COB I have been very impressed.

42
Good
I saw ISU as a good opportunity to further develop my skills. In particular I was drawn by the
possibility of obtaining my CPA in conjunction with the MACC.
I thought it was good compared to other colleges at the university, and it seemed to have a decent
MBA program, especially for the region.
I didn't have a strong opinion either way.
I looked at other schools in Idaho, and ISU was my top choice
Had not heard much about ISU COB from the outside; but knew a couple of people attending
I didn't have any.
It was respectable while not a top rated progam
I thought it was a good program.
I am thrilled with all the things that COB does to help us get connected.
I thought the program was very successful, but not as highly held as Boise State or Utah State
none
That it had some of the worst teachers at ISU.
No specific thoughts on ISU's CoB, just wanted a program close to home.
I felt that I wanted to major in Business but I didn't know what major for sure. I wanted to know if
there were classes I could take to give me some feel for what type of majors were offered.
It's good
I had heard good things about the c.o.b.
Honestly, that it was kind of a joke and students would have a hard time getting a job after
completing their degree. I was very uncertain when I changed majors to the COB.
Had never looked at CoB or considered going for MBA.
Accounting CPA pass rate was a very pretty number.
I didn't know anything about it.
Positive - I had done some research and found reviews to be good
I transferred here because it combines the CIS major with business which is exactly what I was
doing at another university but it would have required me to dual major. I thought it was pretty
cool that I can have a business degree that is emphasizing the Technology field.
I had not heard much about the COB. I was just hoping that it would be a good experience.
I heard that it was a good program.
Positive. I enjoy the campus. The change from CIS to Business Informatics has been hectic.
I did a bit of research myself and found that it is AACSB accredited. So it made a good first
impression.
Didn't have any at the moment.
I really had no thoughts or opinions about the COB prior to enrolling at ISU.
Prior to enrolling at ISU, I had heard ISU had an aggressive Accounting Program.
Good option for passing the CPA.

43
I have only heard good things about ISU's College of Business.
That the building is old but the education is fine.
I didn't know much about it.
I thought it was a strict college that had lots of boring classes. I also felt that many of the professors
and teachers were unformed not part of normal society in the fact that they had not been involved
with the business world.
I hadn't really considered it as an option.
Favorable, I have grown up in pocatello and have always thought of it as being a quality education
at an affordable price.
There are some made up classes that are just a waste of time.
Indifferent
Did not know much about it
Unremarkable
Average college of business. Didn't have an opinion formed yet.
Decent Graduate Program
That It would help me get where I needed to go.
I'm not really sure I didn't know much about it & still feel like I don't know much
None.
So far I think its easier that Psychology.
didn't know much about it
I had heard great things about their accounting program.
I did not think that the college had very much to offer, in the way of instruction and/or credibility.
none
I had heard great things about the professors and the program, which is why I chose to attend.
I had no idea about it
Favorable
Positive
A school takes me to business world
Great
good
impartial
My thoughts were that the COB at ISU was a wonderful program that offered degrees on the Idaho
Falls campus to help students that can't go to Pocatello.
I didn't know much about it.
I did not hear much about the College of Business prior to enrolling at ISU
I thought that it was just a generic business subsidiary. Coming from the engineering college, I
didn't know what to think, but I'm glad I made the change.

44
I felt they had a strong Business program.
That it has a great program and professors and a degree from ISU's College of Business very well
recognized and respected.
It looked like a good program
No real thoughts
I didn't know much about it just that I wanted to do Accounting
Didn't know a lot before I got to Pocatello. I learned about COB from the college's website and was
excised.
Before I enroll at ISU. I heard a lot about it from some friends / I heard that most of the instructors
are helpful and encourage the students
I didn't know if it was as professional as the other idaho schools. I wasn't sure how good the
professors were.
I didn't know much about the college of business
No opinion
I did not have many expectations or opinions prior to attending. My main, and really only, source of
contact was Heidi Watsworth. I was impressed by how motivated she was to help me get accepted
and she was a great reflection on ISU's COB. Since attending for about a year now I am impressed
by the quality of courses and the way they are structured which pushes me to work harder than I
did during my undergraduate.
Good accounting program
I was honestly really excited to join ISU. I have lived in Pocatello my entire life and always loved the
campus. The College of Business was one of the first buildings I visited when I received a tour visit. I
enjoyed how kind the office attendants are and I also really enjoyed the downstairs classrooms.
They appeared comfortable and very open for a large number of students. They also had projectors
that can be seen no matter where an individual decided to sit. I just enjoyed the building as a
whole.
That it was a good program. I had taken one business class in the department as an undergraduate
and had a good experience.
I didn't have any strong opinions either way regarding ISU's COB.
I have heard great things about the COB and accounting program.
Excellent business school and close to home.
that it was boring but now I can see how it could be a fun field
I hadn't really heard a lot about the business program here at ISU. It seemed to be all about the
medical aspect, like pharmacy and Nursing.
N/A
I did not realize how few time slots there were for class times.
I was neutral in my opinion of ISU's College of Business.
I originally enrolled at ISU for the physics program and changed my major after a few semesters but
everything I have heard about the College of Business has been good.
I knew it was accredited and from what i had read had a good program.
I had never even considered business as a major before I signed up for the world of business class
but I'm glad I did!

45
I work at ISU and have enjoyed my time as a student here.
I knew a few people attending COB before I came here. So I knew it was a great program.
I thought the college would help more in my academic paths instead for pushing off onto others. I
also thought they would have helped me find interns and job placement more.
?
None
Initially interested in the CPA prep, and decided to do the MBA along with it.
I didn't know much. I just knew I wanted to go into business and ISU was my school of choice.
I didn't have much of an opinion. I had heard that it was a good program.
I thought it was a good program at a good school.
That it was a very good college and best in my search area.
Neutral
Nothing really
I feel as though the Accounting undergraduate and the MAcc program are a high quality education.
The professors have high expectations and make sure we receive the education we need in order to
be successful in the professions we have chosen.
I did not have many opinions or thoughts about ISU before I enrolled at . The only thing that i knew
about ISU is that its a small college.
I'd heard that ISU had one of the best business programs offered in Idaho.
I had no premeditated feelings about the COB
That I won't be taking much of business classes for my major in CIS
I was nervous because I had heard from many people that the college of business is a tough college
and requires a lot.
It seemed like a good program.
My opinions were mostly based on my image of business like people which means strict and
professional. Not a very fun or outgoing environment.
I did not know the general impression of the college, I have not known anybody to enter this
program.
A good program
No thoughts
I have had many family members as well as people I know tell me of the great program offered at
ISU . So my opions were that I was going to receive a great business education.
Like case studies and professors helping with personal business
Didn't know much about it.
I hadn't heard a lot about the program. Mostly a neutral opinion.
Low expectations.
I have read all over the internet about COB in ISU and i found out that it is a good college.
I had heard that ISU had a really great business program.

46
The college looked old
I had an open mind coming in. I knew we had a great business program though.
I had no opinion prior to coming to ISU
Didn't have an opinion.
I work with several individuals that had received their business degree at ISU and have heard
positive feedback.
No opinion
My opinions about the College of Business were somewhat neutral; I didn't know much about the
College of Business, so my thoughts were neither positive or negative.
N/A
I didn't have any. I wasn't sure what to expect.
The MAcc program is one of the best nationwide.
I was neutral about it.
good
Awesome teachers !
I was not really aware of the program before hand.
Not much.
great college
I thought the COB is a very good institution academically, in comparison to other colleges around.
Appendix C: Perception of COB After Starting at ISU, Open-Ended
Knowledge of available resources.
I am in the program and enjoying it.
I have really enjoyed working with professors who have a lot of real world experience in the MBA
program.
So far, I am liking my professors. They have been effective instructors.
It is excellent and challenging in a good way. Feel like I am not missing out on anything that I
otherwise would get from another institution.
I have had an amazing amount of opportunities to experience real world application of what I'm
learning in my business classes through my internship, Bengal Solutions, class projects, and
assignment research. This has made my learning experience more enjoyable and, I believe, made
myself that much more competitive in the real job world.
I am now aware of the internal working of the college as well as the personalities of some of the
professors.
I am slightly less indifferent.
Improved
I think a business degree is more rigorous than I thought.
Interacting with the faculty, and actually being a student in several COB programs

47
Seems like an easy school to get into.
Neutral to positive
I learned that ISU's college of business is actually an excellent school with excellent accreditation,
and that it really challenges it's students.
I am more aware of the faculty and staff and their efforts to assist the students in employment after
college is over.
Improved. I love the college of business
I think the college is very well organized. I really like my professors and everyone is very helpful
and encouraging.
Good professors.
now that I know the teachers - there is a face to the place
They are very professional, attentive, and flexible. The online option is fabulous for a busy father of
five.
Many things have changed. In regards to the CPA my view has changed dramatically. I believe that
the COB does their best to assist students in obtaining the CPA in conjunction with the MACC, but
there is simply too much material. Students have to choose between doing well on the CPA and
doing well in the MACC courses.
I suppose that I am less than pleased with some of the aspects of online classes.
I have gained a greater respect for business majors, especially finance and accounting.
The environment is different at ISU than what I was used to. / Smoking on campus, swearing in
lectures, etc... I feel that behavior is inappropriate.
I didn't hear a lot about COB until I started at ISU and now I am hearing a lot of things the COB is
doing to get their name out. they have been recognized a few times for the work they are doing
which is fantastic.
The professors in each class offer a perspective of their subjects that prepares students for the real
world.
much greater respect now that I know teachers
Most of the teachers I've had have been great!
I am a much more career driven and professionally oriented student because of my experience in
the CoB
There is a lot of things that changed my view about business for example how marketing important
to become successfull and increase your sale . Also other business classes that got my attention
and make me like it.
For the better. The c.o.b. is great.
Everything. The professors are awesome and the programs offered prepare students for the real
world. The amount of professional development offered outshines every other college within the
university. I have shown my critics and others outside the university these qualities of the program
and changed their views as well.
Started pursing MBA while working on PharmD. Not really thrilled about online classes. Doing
business involves dealing with people and online classes take away from that experience.
I am not just here for the numbers now. I'm here for the amazing people.
I now know more about the COB, it is a good college.

48
Since I have been here I find that navigating through the courses and graduating on time is about
impossible. I meet with an adviser every semester yet somehow every time there is something that
was missed or some mistake made that makes me stay here longer. Not only that but the teachers
have no idea if an how their classes are tied into what I am learning. Then the college forces
everyone to switch to Informatics which messes everything up and they get upset when you don't
want to add another 3 semesters to your plan so that they can feel good about switching to
Informatics. / / I guess I can sum it up with one word, disorganized.
The COB is a lot more well rounded than I had hoped. I am receiving a wonderful education.
I have learned more about the COB and about Marketing in general. Now that I am aware I wish I
would have started out as a business marketing major.
I believe that the culture of the college of business has been greatly enhanced since I came to ISU.
Through the help of the different professional development activities and also the teachers
themselves I feel that there is a high motivation and confidence in teachers and students knowing
that they will receive a job upon completion. I have also found it to be true and many of the
teachers do you have outside experience and I'm trying to be as up-to-date and in the know as
possible
The opportunity for credits due to work experience and actually having an advisor is knowledgeable
and willing to meet with me as needed. I had tried to meet with some other departments advisor's
as I was trying to make a decision with no luck.
I feel they need a business incubator for its students since many of the top schools have such
resources. And I wish it had a semester where you actually created a business, i admire that in the
BYU-idaho program.
Not much. I have more appreciation for certain teachers that actually care about the students
success after college.
After entering the college of business, I realized who serious they were about Business education.
I love the COB. The teachers are great and personable. The course work is applicable. The class
schedule works well. Its ran very smoothly. The teachers are easy to communicate with and to get
ahold of. The administration is knowledgeable, kind, and always helpful. I have learned a lot and
grown in my knowledge of the business world.
Easier than expected
Still think it's average. However, I think the Faculty seems overly tasked sometimes. They're difficult
to get in touch with sometimes.
Been disappointed. Some classes have been fine, but had some that were a complete
disappointment.
Some of the teachers have extra heavy work loads and it effects their teaching abilities. I sign up for
classes and the teachers change in the last few weeks before school and they are not prepared to
teach. It effects the class for the whole semester. So yes my opinion has changed negatively.
I've realized that the COB is better than I had expected. Many of the faculty are exceptional, and
the Informatics department is strongly headed in the right direction.
Any business program is amazing because of the professor that teach the courses. They all want
their students to succeed and learn every concept correctly. Aside from that we have a department
that helps with getting jobs in our field and provide us with that information as well.
I find the faculty to be particular excellent teachers.
i find most of the instructors helpful and like the accounting program at ISU

49
I am more impressed than I thought I would be.I have only had negative experiences with 2 or 3
professors so far, which is very good.
The professors, the staff, the courses provided
better than expected
That there is a accounting lab and As a student I would like to have a bigger accounting lab
have been take some good classes
The College of Business is very well organized in helping their students succeed. The professors are
very dedicated to their students.
The website says that ISU offers a degree in general business completely in the Idaho Falls campus,
but that is definitely not the case. That is why I chose general business. Going to Pocatello is not an
option. But even though it's advertised this way, there is no way to get an entire degree at the
Idaho Falls campus. It is a huge disappointment. / / However, there are many faculty members that
are willing to help bring more classes down to Idaho Falls. I hope this remains the case for my last
year of college so that I can complete my degree. Still, since it is advertised, it really needs to be
offered in Idaho Falls and it should not be this difficult to take the classes.
I learned that ISU has a great business program and most professors are extremely dedicated to
helping g students.
The COB is a fantastic college where I learned what I want to do both for a degree and later in life. I
never thought that I would have so much fun and learn so much at the same time.
Nothing has changed.
More requirements
I have grown to enjoy the courses I am taking and I know that the teachers I have had (not all but
many) will help me progress and develop skills that I will use in my career. Some of my teachers
really enjoy the subjects they are teaching so that helps me to get interested in it. Ex. Dong Kuk in
Managerial Accounting, and Alex Bolinger for all of the classes I have taken from him.
I noticed that the programs and the College of Business is a strong department and they have
strong programs
Some for good and some for bad. I have had wonderful instructors whom I will never forgot in life.
I also have had "unsatisfactory" instructors who made me wonder if they even love teaching and
care about their students. But for the most part I am satisfied with the classes, training
opportunities and information sessions.
I learned that the professors are great! And they want to help you. I've also learned all of the great
opportunities that the COB offers.
Since starting at ISU I have learned more about the college of business /
Taking the classes, enjoyable for the most part
My initial impressions were that the COB was outdated and run down but after my first semester
that changed. Now I view COB as doing the most with the resources they have. I feel like the
education I have received would rival that of most other schools.
Professors really willing to help you out
I cannot say that I like the online classes so far. I would prefer a traditional class. I learn better that
way. Narrated power points are not a great way to teach me.
All the professors are extremely friendly and very willing to help students in any capacity.
A greater appreciation for the faculty as well as content material

50
its just more than what I expected
I've learned a lot since declaring a business major. The professors know their stuff. I like that most
of them act like they want you to succeed and to get far in life. They do all that they can to ensure
you experience real life situations and are able to prepare for them. The program is stellar I think. It
very well could be comparable to the Pharmacy program.
I really like the program and the professors but I wish that there were time slots for class. I had a
real struggle filling out my schedule because most of the class were all scheduled at the same times.
My experience with ISU College of Business has been extremely positive.
I feel that most of the professors that I have had have too much going on to effectively teach their
classes. I pay thousands of dollars to be taught by professionals, I don't think it's asking too much
for them devote most of their time to worrying about teaching rather than the 1700 boards that
they are chairman of. I want professors that are mainly focused on teaching their students.
There are some great professors in the college of business
Disappointment. Except for a few outstanding instructors, I feel the main office doesn't care enough
to sit down with the students to help develop an plan, instead they just tell you what you should do
and direct you to do what they say instead of truly listening and helping the student. I believe the
math requirements are way to high and that business statistics is not taught well enough to
understand. Both business statistics, accounting, and finance are not taught well enough to
understand, it is way to fast paced and then the fact that so much of the overall grade is dependent
on the mid term and final is absolutely ridiculous. Why have so much homework and put that
everyday stress on students then turn around and give them a tiny portion of all that hard work and
stress towards their overall grade. Some people are not good testers and are better practical
application individuals. There is no way that a grade should be entirely dependent on test scores.
Instead give students the opportunity to excel in graded homework, written papers, quizzes, class
participation, and other acceptable forms of grading instead of having lazy professors that put so
much emphasis on only test scores.
I have better knowledge of my major
I found the some of the MBA classes to be helpful preparing for the CPA exam as well.
I am amazed at how many of the professors have taken personal interest in my future and guiding
me despite the fact I am a "non-traditional student". I feel like genuinely want me to be successful.
The staff at ISU has changed my view on the program. They are very helpful and always willing to
reply and answer the questions I have during the semester
I thought the COB was just business majors but there's so much more than that. Examples like
accountants, management majors, etc
so , since ISU does not consider a big university or one of the top universities in US . I was scared
that ISU does not offer all the classes during the year or ISU has only one or two professors for each
class. In fact , it does offer all the classes either online or in class and some of the classes have more
than 2 professors to teach.
Too many required for CIS.
I think the COB is wonderful. The teachers care and try and help you has much as they can. They
push you to succeed. I still do feel that the requirements are a little tough, but it is understandable
as to why.
Spending time in any program is enough to change your perception of it. I have grown to know and
love a lot of the teachers. I have also grown to hate some teachers. Regardless, I now know a lot
more about the program and the people, it is natural that my perceptions should shift. These minor

51
changes in perception are unavoidable. One thing that has changed negatively is my perception of
finance. I thought it was an interesting topic before, but now I hate it. This is because I have
learned to hate finance through the business program here at ISU, because my perception of the
finance classes have changed. There have been some positive changes too, such as how I have
grown to love statistics.
I enjoy the outgoing professors and staff that made learning difficult but enjoyable. It gave me a
different perspective on what is considered business.
I feel like the school does a great job to keep their students informed. They have a program that
requires me to put in more effort than my undergraduate degree and because of that I am learning
and being able to apply more concepts. The staff have been really helpful any time I have a
question.
I view it higher then usu now
I have been impressed with some of the courses but mostly disappointed in the lack of engagement
of the instructors. I am very disappointed in the lack of use of technology and how many
instructors discourage using laptops in class. The degree program is very inflexible with the
schedule but many of my classmates work fulltime.
I have found that I am ultimately responsible for the amount of knowledge and skills i acquire.
I have had some good teachers and some bad ones. It seems to be a typical college to me.
I wasn't sure how the curriculum would prepare me for opportunities for advancement in my
career, but now that I am almost finished I realize that the business department has given me more
confidence and knowledge. I can now make better informed real life decisions in my current job.
I find that the advisors are very helpful and accommodating for distance students. I have only
taken two courses at this point, but I am enjoying them. The differences between Blackboard and
Moodle have been interesting, but in a lot of ways I prefer Moodle. My only issue is the response
time of faculty members to emails. That could be improved.
My views have changed somewhat negatively.
I have met many great and helpful faculty members who re great resources for anything I need. I
feel more prepared for the business world each day and seem to get my most insight from
professors with the most real life business experience.
I now believe that it is a good program with great professors.
The community fact ! You create link easily and everyone can and try to help you in your choice
I have heard many good things from friends who are business majors. They stress that the o
program is beneficial
Appendix D: Courses Disliked, Open-Ended
Business Analytic because the professor gave boring lectures and went too fast. I did not learn
much if anything.
I thought the IT (Data Analysis) class could have been a lot more exciting, but my teacher focused
mainly on the mechanics of data gathering and extraction rather than management implications.
MGMT 3329. I like the subject but I did not feel like I got a deep understanding of the different
concepts but I was tested based on a deeper understanding.
The Operations MGT course was my least favorite. This probably has more to do with the subject
material than with the administration of the course.
Business analytics, accounting - poor instructors

52
any accounting/finance classes...not a big fan of numbers
I really disliked Organizational behavior. The topics involved ranged from be nice to one another
and those under you to unproven methods and ideologies completely dependent on those
involved. I felt that this class was a complete waste of time. If you havnt learned to treat others
with courtesy before this course, I doubt the course would do any good anyway. To have it as a
requirement is ridiculous.
Marketing. I don't like marketing.
No particular courses. But I would really like to have diversified professors for same classes. The
one I dislike is I do not have choice of professors because one course one professor. I suggested if
we cannot increase staff number, at least please try different professors between Spring semester
and Fall. In this case, the students have choice when to take and from who to take classes.
I disliked marketing 3325 because I felt that I didn't learn anything valuable in the class. To a large
degree I believe that this was because it was an online course, and lacked the engagement of a
traditional classroom. Unfortunately there was no other viable option to take the class, so I had to
take it online.
MBA 6622. The content and instructor were good but the exams were brutal.
I really disliked accounting 201 & stats 216
Marketing, I don't see any value in this course.
6620 - Good information, but not enough practical application.
Information Technology/Big Data: Instructor was much too in depth for the average MBA student.
Most of us will never utilize the information that was being taught and tested. /
operations management
The critical think class by Prof. Peppers. I think it should be an elective not a requirement. As an
accountant you don't want to think outside of the box too much because that usually means you
are into illegal things. As an accountant taking this class at a 3000 level when you have been
focusing most of you effort in accounting type work is frustrating and I don't think it really helps
you stretch your brain. It creates frustration and stress that is unnecessary.
Supply chain management, and Marketing 6613 are two examples of classes I have not liked. The
reason is simple. I really do not like online classes. The supply chain class was way to difficult. It
covered too many topics for me to be successful in the class. The marketing class is taught through
Mcgraw Hill. My teacher occasionally sends emails, but really has outsourced the teaching to
Mcgraw-Hill. I am sure this is a simpler approach to teaching, but it is not teaching. When did the
text book become the expert on the subject instead of the teacher? Why am I expected to learn
everything from the book and simply review the topic with the teacher in class? This teaching style
does not work for me. I come to class to learn from somebody who truly understands the subject
and can explain it in a simple, understandable way. Text books are horrible teachers.
Econ 2201 -- Professor Benson may be a good professor in class (don't know- never had him in
person), but it is horrible to take an online class. Assignments are rarely posted on time, tests are
way later in the semester than they should be, etc. He is a really nice person, though, so there's
that.
I took a class online in the summer HRD 5510. The professor was nice but the class felt like a
glorified english class. The teacher was very particular about APA style paper writing. It didn't
seem like he cared at all about content. I didn't learn a lot.

53
ACCT 6625 with Michele Obrien-Rose. This class was a literal waste of time. The material she taught
in that class was covered early on in a college career. It should not be covered in a master's level
course.
Business law -pointless
Accounting 2201, the teachers I feel have not been that good with answering questions. Bezik is
horrible with answering questions. He will spend 15 minutes trying to answer your question with
never really answering your question.
Operations Management
The English 3307 that is required. The class was a waste of time. I don't feel like I learned anything
and you could tell that my teacher hated his job and didn't know what he was doing
Accounting 2201, the teacher that I had was terrible and I didn't learn anything. Also Management
3345. I feel that this class is irrelevant to anything in business and I didn't learn anything.
CIS 3301, ACCT 4403, both are computer classes that had a lack of focus due to the professor , not
necessarily the course itself. But I felt in these classes for the most part I didn't get the amount of
knowledge and application I was expectingand hoping for.
The 1st half of accounting was horrible. Working with the McGraw-Hill site is a pain.
MGT 2216. The subject matter is dry enough that tackling the work never seems like much fun. As
such doing the homework for this class is an absolute drag.
Marketing - not something that sparked my interest
I absolutely hate doctor Picard, he once told me that I am not meant for business because I was
having an issue in accounting because I took on too much on with a full time job, a wife full time in
school and a newborn baby. I think he is ripping students who take his online course off since he
doesn't do a single thing other than let McGraw Hill teach. I don't understand why I not only pay
tuition but an extra fee for a teacher who isn't doing anything. I bet he laughs all the way to the
bank. / / Another terrible experience I've had is when Tom Ottaway taught CIS 3301. He didn't
teach us anything and gave everyone A's if they did the two assignments he posted. It would have
been nice to actually learn the material or at least get a refund of the useless class that didn't teach
anything because he was "too busy". We are all busy but in he shouldn't have been paid for a
service that was never rendered.
Acct 201.
INFO 3301, I feel that it can be a small part of a class that offers more. / MGT 2216, 2217, we went
over a lot in 2216 and a little in 2217. A balance in the material needs to be struck between the 2.
The class CIS 3301 Info Systems Problem Solving was a redundant course for me, I would have liked
to have tested out of it, or taken another equivalent course.
Statistics because I don't seem to see how it will be used especially with all the kinds of formulas or
steps one has to learn. That's what makes the class feel like there is no actual use for it.
Management control levers and corporate social responsibility or something like that. Didn't like
the teacher and didn't care for the subject matter.
Microeconomics. It was hard to understand. Macro was easier.
Ones that start early in the morning, or ones that I had to take because the classes I really wanted
aren't offered anymore. For example, in the MBA program there is a list of electives that you can
take for the traditional MBA, but half of them are no longer offered. It's annoying. Now I have to
take other classes that I have no interest in and that don't apply to what I want to do just to fill
credits. At least post electives that are still offered rather than having outdated information.

ISU COB Student Satisfaction Report

ISU COB Student Satisfaction Report

Recommended

Recommended

More Related Content

What's hot

What's hot (17)

Viewers also liked

Viewers also liked (7)

Similar to ISU COB Student Satisfaction Report

Similar to ISU COB Student Satisfaction Report (20)

Recently uploaded

Recently uploaded (20)

ISU COB Student Satisfaction Report