4. Criterion 1. Response ID:51; Data

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Response ID:51; 100996194 Data

3.

1. Instructional Program Criteria and Template

Name of Person Completing this Report : Chong Joanna Lee Programs Included : MBA State-Side

Title of Person Completing this Report : Director, Graduate Programs College or Unit : College of Business and Economics

Report No. : 4

Total number of service courses

7

2. Please use Tables 1-6 to prepare your write-ups for the questions in this background information section (up to 250 words in total).

I. Since its inception in 1973 and until 2008, the MBA program had taken the specialist approach to management education. A major overhaul was made to the program in 2008-2009 reflecting the latest in management education. Notable changes in the last five years include:1) the shift in emphasis from specialized option to general management studies; 2) reduction of options from 16 to 8; 3) restructuring of CBE’s graduate programs and deletion of Accounting, Taxation and Economics options from MBA; 4)contraction of the state-side MBA and expansion of the MBA portfolio adding self-support programs.

III. The MBA program is one of the 3 state-side CBE graduate programs. It draws all of 16 degree requirement courses from four departments in CBE. An average of 49 MBA sections are offered per year with the enrollment of 1,729. Note that the supplemental data, provided by aggregate “Graduate” category and by department/prefix, do not reflect the structure and the interdisciplinary nature of the program. This report uses aggregated/averaged CBE/MBA specific data where appropriate and available.

IV. Service courses: MS Engineering Management (51 students in Fall 2013)-FIN 6215 and MGMT 6130, required; ITM 6070,MGMT 6150,MGMT 6470,MGMT 6560, listed for electives; MGMT 6115, required for the Certificate: Construction Management (56 students) -MGMT 6155 (formerly 6526) and MGMT 6130, electives.

V. All MBA courses have been delivered In-person with exceptions of the summer 2009 online MBA experiment and occasional MGMT 6220 hybrid offering per instructor availability.

VI. 75% of courses are lecture based, 19%, seminar and 6%, supervision.

4. Criterion 1

Link to Scoring Rubric

I. Institutional Learning Outcomes: (70%)

Provide evidence to support current and/or planned alignment for each ILO (no more than 60 words for each ILO)

1. Graduates of CSUEB will be able to think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems

MBA students take nine out of thirteen core courses that build analytical/ quantitative reasoning skills (in ACCT 6015, ITM 6015,MGMT 6015, ACCT 6215, FIN 6215, ECON 6215 and MGMT 6220) and critical/creative thinking skills (in MKTG 6215 and MGMT 6225). Students

are expected to demonstrate mastery in critical/analytical/creative thinking in the capstone (ENTR 6800 or MGMT 6800) course.

2. Graduates of CSUEB will be All MBA students take MKTG 6120 designed to build advanced managerial communication skills. A recent survey of CBE instructors show that all 13 of the MBA core courses contribute

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able to communicate ideas, perspectives, and values clearly and persuasively while listening openly to others

skills. A recent survey of CBE instructors show that all 13 of the MBA core courses contribute to developing communication skills with expectation of mastery in MGMT 6225 and ENTR/MGMT 6800. MBA students are offered the communication Boot Camp, to further enhance their confidence in leadership communication (http://www.youtube.com/watch?

v=8n-nzKFeXx4&feature=youtu.be). 3. Graduates of CSUEB will be

able to apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities

The recent Exit Student Survey notes the diversity and multicultural competency as the number one strength of the CSUEB MBA program. Graduates feel very confident in their ability to succeed in diverse communities. MBA curriculum emphasizes the importance of

ethics in diversity. 11 required MBA core courses and 5 elective courses cover topics in business ethics and social responsibilities

(http://www20.csueastbay.edu/cbe/files/docs/AACSB-CBE-Volume-2.pdf) 4. Graduates of CSUEB will be

able to work collaboratively and respectfully as members and leaders of diverse teams and communities

MBA students develop/enhance leadership and team building skills via course work, workshop and student club activities. 85% of core courses involve exercises that introduce/reinforce leadership and team building skills. Students are expected to demonstrate

mastery in MGMT 6225 and ENTR/MGMT 6800. MBA Leadership Communication Boot Camp provides hands-on training to enhance their ability to lead and collaborate in diverse

teams. 5. Graduates of CSUEB will be

able to act responsibly and sustainably at local, national, and global levels

MGMT 6120, Globalization, Innovation and Sustainability, teach students to understand sustainability as a social challenge that calls for responsible business solutions. Students analyze the issues and understand their impact and opportunities at local, national, and global

levels. In a survey of graduating MBAs, students note the enhanced learning in sustainability and globalization as a strength of the CSUEB MBA curriculum.

6. Graduates of CSUEB will demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study.

The survey of MBA core course instructors reported that 10 out of 13 core courses contribute to building expertise in functional business areas such as Accounting, Economics, Finance, Information Technology, Human Resources, Marketing and Operations and Supply Chain. In

the MGMT /ENTR 6800, students are expected to demonstrate mastery of integration of their functional knowledge in business problem solving.

II. Shared Strategic Commitments: (30%)

•SSC1:Examples include the use of professional mentors, client based experiential learning projects and CAPSIM, a business simulation software.

•SSC2:Financial Literacy Center enhances inclusive campus preparing students for diverse community

•SSC3&6: The Two Year Course Schedule expands students' access to courses, improve graduation rate and foster mutual understanding and transparency.

•SSC4: MBA Leadership Communication Boot Camp provides enriched student services and facilitates lifelong learning. •SSC7: The CBE Career Expo (2012, 2013) and the planned CBE Career Center supports economic life of the community and partnership in the communities

•SSC8: The MBA program is a STEM infused curriculum. Quantitative skills and technology are emphasized throughout the MBA curriculum with a plan to incorporate data analytics (e.g., Big Data) into the curricula.

5. Criterion 2

I. FTES, Number of Majors, and Number of Degrees Awarded

ACCT, ENTR, FIN, ITM, MGMT, MKTG

Transfer the 5-year average and the quartile for total FTES from the total program table only to the table below.

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Remedial 0 Lower Division 340.65 Upper Division 1935.36

Graduate 303.47

TOTAL FTES 2579.38 4

B. Number of Majors, Options and Minors (for information only)

Major Option 5-Year Average Quartile

1 MBA 282 4 2 MBA 383.4 4 3 Entrepreneurship 16.0 2 4 Finance 108.4 4 5 HR/OB 28.4 3 6 ITM 25.8 3 7 Marketing 39.4 4 8 No Option 48.0 4 9 OP/SC 29.2 3 10 ST/IB 36.8 4 11 12 13 14 15 16

C. Number of Degrees Awarded (30%)

Major Option 5-Year Average Quartile

1 MBA 178.4 4

2 MBA 206.6 4

3 Entrepreneurship 5.6 2

4 Finance 61.8 4

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6 ITM 7.8 3 7 Marketing 18.4 4 8 No Option 22.8 4 9 OP/SC 21.2 4 10 ST/IB 23.2 4 11 12 13 14 15 16

D.

The major and options in MBA show strong demand according to the 5 year averages and quartiles reported above. While substantial, there have been some changes in the magnitude of numbers over the past 5 years. It is noted that the change reflects the strategic choices made by the College, which include restructuring of graduate programs in CBE, expansion of MBA portfolio into self-support MBA programs and positioning of the state side MBA as a Multi-Year Program. The program has recently been repositioned as an MBA With Option emphasizing the competitive advantage of the program. A General MBA program with an opportunity to choose an Option is unique to the CSUEB MBA program in the region. It is anticipated that the new positioning will generate more demand for the program.

II. California State Jobs Projections for Each Program (35%)

Programs TOTAL Jobs for each program from worksheet in Appendix 3

1 MBA 14330 2 ENTR option 9020 3 FIN 8410 4 HR/OB 6740 5 ITM 7660 6 MKTG 13660 7 No Option 7750 8 OP/SC 7580 9 ST/IB 9060 10 11

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12 13 14 15 16

B. Please discuss the selections you made for the total jobs in your worksheet in Appendix 3

According to the COEP data for 2010-2020, the average annual job openings for the first five occupations relevant to the MBA is 14330. Option area openings range from 6740 in HR/OB and 13660, Marketing. There is a number of other positions (besides the first five) in the COEP file that can be associated with each MBA options. The employment data of 2010-2020 from the U.S. Bureau of Labor Statistics, http://www.bls.gov/emp/ep_table_102.htm, also shows a significant increase, from 13% in Marketing and HR, 18% Operations and ITM, to 32%, Finance depending on a specific occupation, in the number of job positions related to the MBA with Options program.

The external demand validates the strength/expertise of the program and reinforces the demand for the MBA with Options program.

6. Criterion 3

1a. List average teaching evaluation scores (average for questions 1-8 of the teaching evaluation questionnaire) for all program faculty in Fall, Winter and Spring Quarters of the 2012-13 academic year.

On-Ground Course Evaluations Dept Mean (Q1-8). Transfer Data from Table 11

On-line Course Evaluations Dept Mean (Q1-8) Fall 2012 1.46 Winter 2013 Dept 1.44 Spring 2013 Dept 1.45

1b. System for continuous improvement of teaching

Each department prepares quarterly averages of student evaluation results for faculty to review. A major emphasis of faculty performance reviews is to provide feedback on teaching improvement.

Class visitation report is expected as part of peer review of lecturers and regular faculty. Faculty are encouraged to use CBE's class visitation review form.

Faculty are encouraged and expected to apply their learning from student and peer evaluations for teaching improvement and report the improvement as part of Instructional Achievement.

To address general curriculum concerns, CBE provided Instructional Improvement Grants in Summer 2011 and 2012, which brought improvements to 57 CBE courses.

2. Teaching awards, teaching grants, and recognitions

Since 2008, 12 CBE faculty, 6 TTfaculty and 6 lecturers, have received the Marv Remmich teaching award. The Alumnus Marv Remmich has supported the awards to recognize outstanding instructional performance.

Dr. Nancy Mangold received the 2012-13 George and Miriam Phillips Outstanding Professor Award from the University for her extraordinary instructional and professional achievements.

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Dr. Jane Lopus was a recipient of the 2008 CSU Wang Awards – a system-wide program that celebrates outstanding faculty and administrators, and was a Fulbright Scholar to Romania for February through May 2009.

CBE’s China America Business and Education Center provides faculty teaching improvement grants.

3. Faculty-supervised student projects

CBE faculty support students with experiential learning projects, research, independent study and student club activities that help them build confidence. Some examples include:

• Nine MBA courses engaged students in faculty supervised Business Opportunity Projects in 2011-2012.

• MBA capstone courses (i.e., ENTR 6800 and MGMT 6800) engage students in real life projects. Each year, an estimated 21 team projects are supervised by faculty.

• A total of 275 Independent/Individual/Cooperative Education projects were supervised by faculty between Fall 2008 and Spring 2012.

• Student clubs such as MBA Association, American Marketing Association and Entrepreneurship Association are supervised by faculty.

4. Other evidence of quality indicators related to instruction that may not be listed elsewhere, including, for example, rigor of course syllabi and assignments, faculty diversity within the program

Other evidence of instructional quality indicators include:

•MBA students competed/won in International Business Strategy Competition, Long Beach, CA in 2012.

•FIN 6315 students participated/ranked among the best in the CFA Institute Global Investment Research Challenge in 2011 and 2012.

•MKTG 6413/6401 courses engaged students in consulting projects, HR courses, professional mentors and Operations, up-to-date technology (e.g., Oracle ERP system) in courses.

CBE’s diverse faculty represent more than 15 countries of origin. They enable global perspectives in their courses. Students noted the faculty and the diversity and multicultural competency as the strengths of the CSUEB MBA program (2011-2012 Exit Student Survey).

1a. TT faculty contributions

2008 -Total Number 2008 -Average per TT 2009 -Total Number 2009 -Average per TT 2010 -Total Number 2010 -Average per TT 2011 -Total Number 2011 -Average per TT 2012 -Total Number 2012 -Average per TT

Peer reviewed journal publication, juried exhibitions, juried/reviewed and commissioned/presented creative activities and performances, book chapters, books 46 0.73 59 0.94 46 0.81 38 0.69 40 0.78 Peer reviewed proceedings, conference presentations, abstracts, and non-refereed publications, non-juried and self-produced creative and performance activities 32 0.51 44 0.70 19 0.33 22 0.40 22 0.43 Number of TT faculty in Table1 in supplemental data package * 63 63 57 55 51

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1b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words)

The average number of peer-reviewed journal articles, books or book chapters is 0.69 or more per year per TT, sufficient to meet CBE’s AQ (Academically Qualified) standards. Many faculty publish in highly prestigious and/or well-respected journals. About 90% of TT faculty are AQ (AACSB’s critical quality indicator).

1c. Comment on contributions in professional achievement by lecturers and FERPs (up to 50 words)

Every lecturer in CBE is required to be PQ (Professionally Qualified) or AQ. CBE’s PQ standards (also AACSB’s important quality indicator) require significant professional experience, and active engagement in professional activities to maintain currency and relevance. 7 of the 8 FERPERs in CBE continue to conduct research and be AQ.

2. List significant examples for the following (up to 100 words):

Since 2008, Dr. Jed DeVaro has held an endowed professorship established by Stanley and Franny Wang to honor outstanding achievements.

Since 2011, Dr. Scott Fung has held an endowed professorship established by Jack and Susan Acosta to support academic excellence.

CSU Chancellor appointed Professor Gary McBride to California State Board of Accountancy Ethics Study Committee to establish courses for 10 semester (15 quarter) units in ethics, required for California CPA license, beginning January, 2014.

Dr. Jiming Wu received CSUEB's first Outstanding New Researcher Award in 2012-13.

CBE’s China America Business and Education Center provides research grants to support faculty research.

3. List significant professional activities (up to 100 words)

Dr. Zinovy Radovilsky was editor of several journals, and currently managing editor of Journal of International Business and Economics.

Dr. Leo Kahane (retired in 2012) has been editor of Journal of Sports Economics.

Dr. Nancy Mangold was selected to be the U.S. Securities & Exchange Commission Academic Fellow for 2009-10.

Dr. Joanna Lee's Proactive Just-in-Time Course Offering Plan (aka Two Year Scheduling) was selected as a Best Practice in Effective Management of Budgetary Challenge by AACSB and presented in the 2011 AACSB Associate Dean's Conference. Many CBE faculty serve as reviewers for journals and conferences, session chairs, or invited speakers.

1. Describe the relevancy of your program as it aligns with internal and external needs (up to 100 words). Specifically, emphasize evidence of the following:

•CBE’s Advisory Board, composed of 16 senior business leaders and alumni, meets regularly with the CBE leadership team, provides input on program improvement.

•The MBA program is reviewed on a regular basis. The current program, revised in 2008-2009, continues to incorporate input from internal and external sources to maintain currency and relevancy. The program meets significant internal demands for MBA and MS Engineering Management. 25% of MBAs are international students. The external data also confirms the demand for the program with strong career opportunities.

•CBE’s Career Development Center, expected in Winter 2014, will provide systematic alumni tracking and employer surveys.

2. List/describe innovations of the program curriculum (up to 100 words). Specifically emphasize the following:

CBE has taken a systematic approach to developing the current MBA program. In 2008-2009, faculty groups, as subcommittees of the CBE Curriculum Committee, researched internal and external sources and designed the current program reflecting the latest in management education. The program continues to be updated incorporating:

•Oracle's Enterprise Planning System to give students experience with the latest enterprise planning software. •Experiential learning in required MBA capstone courses, elective courses and in functional core courses. •CAPSIM, a business simulation software, in MBA courses.

Two self-support MBA programs were introduced, one in Oakland in 2010 and the other, San Ramon in 2011.

1. Accreditation, licensure, and external recognitions; list/describe the following (up to 100 words):

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AACSB reviews programs against rigorous standards on faculty qualifications and research contributions, financial strategies, assurance of leaning and management of curricular. Only 6% of business programs are AACSB accredited.

•CSUEB was also listed in the Princeton Review’s The Best 296 Business Schools, 2013 Edition, for the eighth consecutive year. In that report, CSUEB is recognized as “one of the best institutions a student could attend to earn an MBA” and is known to “maintain a strong reputation in the (Bay) Area” (www.PrincetonReview.com)

2. Effectiveness and sufficiency of current resources; list/describe the following (up to 100 words):

The VBT (Valley Business Technology) building gives the more than 2000 business students a concept of “home” facility, and makes communication and collaboration among faculty much more effective and efficient than they were before moving to VBT in December 2006.

However, the following would improve student learning environment:

•CBE needs an “open” computer lab for business majors to walk in and study.

•Faculty and students would benefit from a layout reconfiguration of the two computer labs VBT 221 and 222 (reservation required). Larger and flexible/reconfigurable class rooms to increase access to more students and to accommodate interactive engaging in-class activities.

3. Student advising, experiential learning, internships, co-op, service learning; list/describe the following (up to 100 words):

Graduate student advising is offered at two levels. CBE’s Graduate Programs Office offers general advising. It maintains academic files of students, processes major checks and help students with course schedules and registration. Students receive option/course advising from academic department faculty.

•A Two Year Schedule and Degree/Option Road-maps are provided well in advance and made available online at http://www20.csueastbay.edu/cbe/tentative.html

•Value-added services are provided to help students build skills beyond the class room. They include MBA workshops, networking events, student club activities and a Career Expo.

•Experiential learning opportunities are provided through BOP projects, capstone and elective courses and co-op service learning.

4. Assessment of learning outcomes; list/describe evidence for the following (up to 150 words):

•CBE has an established system of assessment process and program improvement

(http://www20.csueastbay.edu/cbe/files/docs/AACSB-CBE-Volume-2.pdf). Each program is reviewed according to the AoL (Assurance of Learning) plan.

• The comprehensive revision of the program in 2008-2009 was based on Outcomes Assessment feedback as well as external input. The MBA program is under review in 2013-2014 per the 5 year review cycle guided by the AoL plan.

• The Business Opportunity Program, established in 2011-2012, is a direct response to students’/employers’ requests to increase experiential learning.

• The 2011 and 2012 Instructional Improvement Grants generated improvement in 57 courses which addressed the areas identified in assessments including experiential learning, applied statistical analysis, critical thinking and technology skills.

• A recent assessment indicated a need to improve students' oral communication skills. MBA students were offered a Leadership Communication Boot Camp in September 28th 2013. Twenty five MBA students benefited from the full-day training workshop.

5. Student success; list/describe the following (up to 100 words):

• The alumni survey reported the employment rate of 96.2% (Table 13) with 84.7% in major-related employment (Table 14). • The 2011-2012 Student Success Report shows 88% success rate for MBA (http://www20.csueastbay.edu/academic/academic-support/aace/files/docs/11-12-success-report.pdf). Examples of success include Senior Vice President, Business Development, CafePress Inc. (MBA2000), Executive Vice President & Chief Integration Officer, TIAA-CREF (MBA1982), and CEO, Performance Financial (MBA1991).

• MBA Finance student teams participated/ranked among the best in the CFA Institute Global Investment Research Challenge in 2011 and 2012.

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7. Criterion 4

A. You are given "% Difference" value over a 5 year period, comparing your program SFR data with systemwide averages for your program. If your program SFR is higher than the systemwide for a given year, notice that the value is presented as a positive ("+") percentage. If it is presented as a negative percentage ("-"), your program SFR for that year is lower than the systemwide average. The resulting four values are then averaged for you. Transfer the appropriate values to the template as specified. Transfer the average change SFR for lower division, upper division, and graduate SFR to the table below.

Transfer Data from Table 16.

Average Change SFR Lower Division

Upper Division

Graduate 5

B. In this section you will be provided with data in Table 16 that indicate any trend of your program SFR relative to the systemwide average for your program. This is presented as the number of times in 5 years that your program SFR has exceeded the systemwide SFR for your program. Transfer the trend for lower division, upper division, and graduate SFR to the table below.

Transfer Data from Table 16.

Trend - Number of Years Program SFR exceeded Systemwide SFR Lower Division

Upper Division

Graduate 4

II. Instructional Costs per FTES (Department Total Annual Instructional Costs/FTES – College Year) (25%)

Department Name Average Instructional cost per FTES Average Increase in instructional cost per FTES

Department CBE 2803 -4.11

III. Narrative (up to 250 Words) (50%)

The data provided in tables 16 and 17 do not provide MBA exclusive data but include all 3 CBE graduate programs. The Accounting and Economics data in the tables include MS Taxation and MA Economics programs.

With noted limitation of data, the 5 year averages of CBE's graduate SFR have been higher than the systems' with average % difference of 5% for CBE combined and 1%, 34%, 49%, 35% and 101% for prefix in Accounting, Marketing, Finance, Management and Economics, respectively. Since the revision of the MBA program in Fall 2009, less accounting courses were taken by MBA students. The decline of SFR in graduate accounting courses reflect the decline in demand for ACCT courses in the MS Taxation

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program, which was closed after Fall 2012. CBE's Graduate courses offered in prefix other than ACCT show above 35% difference in SFR compared to the CSU systems.

There has been steady decline in instructional costs as shown in the negative average year to year % changes in all academic departments in CBE (table 17) as well as the combined CBE number reported above.

In general CBE's graduate programs have been operating with efficiency as demonstrated by an upward trend of SFRs and a downward trend of the instructional cost. To augment the limitation of the non-MBA exclusive data, a separate count of MBA courses and enrollments was performed. The average MBA course size was 35.3 between 2009-2012 and 27.4, in 2008-2009. The MBA program has been working harder for effective efficiency.

8. Criterion 5

I. Use of Existing Resources (Up to 125 words)

Due to the system wide budget cut in 2009-2010 and subsequent enrollment cut in 2010-2011, reduced access to courses and uncertainty of actual course offerings became pressing concerns to students. To address these concerns, the MBA program developed the two year course offering plans and communicated these plans with students in order to help students effectively utilize the planned course availability (e.g., roadmaps). The process, requiring assessment of the student demand for specific courses every spring quarter, allows us to efficiently allocate instructional resources per the known demand. Note that the

development of this two year course offering plan and roadmaps for the MBA program was selected/presented as a Best Practice for the Effective Management of Budget Challenge at the 2011 AACSB Associate Dean’s Conference.

II. Impact of Declining Resources (Up to 125 words)

The state-side MBA program had gone through a substantial contraction in 2010-2012. The Two Year advance course scheduling and communication of committed resources helped students maximize their access to limited course offerings during the time. Almost all of the 13 MBA core courses run close to the capacity of 45. Further reduction in resources would severely impact students' ability to graduate as it would lessen the already limited access to courses students need to make progress toward

graduation. The attractiveness of the program will diminish and the enrollment of the program will decline. The CSUEB's reputation of a best MBA program will be impacted and further trickled down to reduced contribution to the region with a workforce that is less educated in business/management leadership.

III. Impact of Augmentation (Up to 125 words)

Access to courses and career advancement are two most salient concerns of MBAs according to the Student Exit Survey. Additional resources will be used to stabilize/increase access to courses, enhance marketability of the graduates and to increase the visibility of CSUEB MBA in the community. Desired actions may include:

•Additional faculty hires are needed to support the specialized course demands, improve the program quality and enhance the marketability of our students.

•MBA workshops to reinforce students’ confidence in management skills (e.g., leadership communication boot camp) and increase their marketability.

•Career building workshops and Career Development Center to enhance marketability of graduates and to strengthen the partnership with the community.

•GMAT prep courses to help prospective students in the community enhance their access to advanced studies.

IV. Additional Information (Up to 250 words)

The state-side MBA program had navigated major challenges during the last five years. Over the years, the program had operated to provide basic course access to students with maximum efficiency. While the number of MBA courses offered had been reduced from 105 in 2008-2009 to 42, 2011-2012, the average class size of MBA courses had gone up from 27.4 to 33.5. Recently, the program has made a strategic shift in positioning from a Multi-Year MBA program to MBA with Options emphasizing the opportunity to choose an option field. The current positioning is consistent with the external demand that shows strong job prospects for the option areas. This alignment is a unique strength of the CSUEB MBA program. The program needs additional faculty to strengthen its relevance, currency and quality.

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The program is moving forward to achieve the next level of improvement with continuous innovation in MBA curriculum, further engagement of students and faculty in the communities and strengthened scholarly/professional impact in the region. A review of the MBA curriculum is in progress. CBE envisions/plans for increased partnership with other departments' graduate programs, Financial Literacy Center, Finance Trading Lab,and Career Development Services. These are initiatives that may evidence our efforts for innovation, engagement and impact in management education, which are quality indicators set by the new AACSB standards. It should be noted that faculty are the driving forces of these initiatives. New faculty hires are imperative to continue in our journey to become the MBA program of choice in the region.