ncahlc.org changerequests@hlcommission.org
The Higher Learning
Commission
A Commission of the North Central Association of Colleges and Schools
Xavier University
Williams College of
Business
MBA program
in Northern Kentucky
Substantive Change
Application
February 2011
as submitted by
Hema Krishnan and
Substantive Change Application, Part 1: General Questions
Click the link next to any item for more information.Institution: Xavier University City, State: Cincinnati, Ohio
Name of person completing this application: Dr. Hema Krishnan and Jennifer Bush
Title: Associate Dean and Assistant Dean (respectively) Phone: 513-745-3525 Email: Krishnan@xavier.edu and bush@xavier.edu
Requested Change(s). Concisely describe the change for which your institution seeks approval.
The requested change is to offer the Xavier MBA program in the State of Kentucky at location in Northern Kentucky.
Classification of Change Request. Check all boxes that apply to classify the type of change.
Note: not every institutional change requires prior review and approval. Review the Overview of Commission Policies and Procedures for Institutional Changes Requiring Commission Notification or Approval to make certain that current HLC policy requires you to seek approval.
New additional locations in home state
x in other state(s) or in other country(ies) x New or additional campus(es)
Offering a new academic program(s) requiring HLC approval certificate associate x master’s diploma bachelor’s doctorate
Offering five or more courses at a degree level not now included in the institution’s accreditation At an out-of-state or foreign location
Substantial change in scope or level of distance education activity
Outsourcing 25 – 50% of a contracted program to an organization not accredited by a USDE-recognized agency
Offering a program as part of a consortium of institutions Substantially changing the clock or credit hours required for a program
Institutional Context for Substantive Change Review. In 1-2 paragraphs describe the key dynamics —
The mission of Williams College of Business (WCB) is to educate students of business, enabling them to improve organizations and society, consistent with the Jesuit tradition. This supports the Xavier University mission to serve society by forming students intellectually, morally, and spiritually, with rigor and
compassion, towards lives of solidarity, service, and success. To further both missions, The WCB is seeking to offer its evening, cohort, part-time MBA in Northern Kentucky, approximately 15 miles from the Xavier campus in Norwood, Ohio.
The WCB has successfully offered its evening, part-time MBA in an cohort format in West Chester, Ohio and Deerfield Township, Ohio. These programs began in 2005 and 2007 respectively. These programs have had over 670 inquires with 339 admits, a conversion rate of 50%. In reviewing data on prospective students, there have been 734 inquiries from Northern Kentucky since 2008 with 193 admits, a conversion rate of 26%. It is strongly anticipated that this conversion rate will increase by offering the Xavier MBA in a location that is close to prospective students’ homes and their places of employment. The strong interest in Xavier exhibited by the residents of Northern Kentucky and the existence of one AACSB MBA program (Northern Kentucky University) in the growing Northern Kentucky market (4.1% growth rate with 15.5% growth rate in Boone County alone 2010) supports the demand for a cohort of the Xavier MBA program in Northern Kentucky.
Special conditions.Circle YES or NO attesting whether any of the conditions identified below fit your institution. If you circle YES, explain the situation in the box provided.
Is the institution, in its relations with other regional, specialized, or national accrediting agencies, currently under or recommended for a negative status or action (e.g., withdrawal, probation, sanction, warning, or show-cause, etc.)?
YES NO
Is the institution now undergoing or facing substantial monitoring, special review, or financial restrictions from the U.S. Dept. of Education or other
federal or state government agencies? YES
NO
Has the institution’s senior leadership or Board membership experienced substantial resignations or removals in the past year?
YES NO
Is the institution experiencing financial difficulty through such conditions as a currently declared state of exigency, a deficit of 10% or more, or a default or failure to make payroll during the past year, or consecutive deficits in the two most recent years?
YES NO
Is the institution experiencing other pressures that might affect its ability to carry out the proposal (e.g., a collective bargaining dispute or a significant lawsuit)?
YES NO
Approvals. Check those approvals required prior to implementing the proposed change and attach documentation of these approvals with your request. Indicate the filename of the documentation.
x Internal (faculty, board) approvals (filename: WCB-NKY Location___________ ) System approvals (for institutions part of systems) (filename: _____________ ) x State approval(s) (filename: State of Kentucky Approval)
Substantive Change Application, Part 2:
Branch Campuses and Additional Locations
Submitting Your Substantive Change Request
Attach the “Substantive Change Application–General Questions” as page one of your application. That completed form and your answers to the questions below will constitute your request for approval of a substantive change. It will be provided to future HLC review processes.
The questions are designed to elicit brief, succinct, detailed information, rather than a narrative or
references to extensive supporting documents. Do not attach other documents unless they are specifically requested in the questions. Your total submission should be no more than 8-10 pages. Submit your completed application as a single electronic document (in Adobe PDF format) emailed to
changerequests@hlcommission.org.
As many as three new additional locations, or one branch campus, may be requested in a single proposal.
Name of Institution: Xavier University
Type of request: ( x ) additional location(s) ( ) branch campus
Part 1. Characteristics of the Change Requested
1. Provide the name and address of each location requested, indicating whether the location will be a branch campus (where degree programs are offered with full support services) or an additional location (where 50% or more of a degree program, diploma program, or certificate program is offered without full support services). In addition, provide for each location the following information:
Location: Columbia Center, 250 Grandview Drive, Fort Mitchell, Kentucky 41017. This location will be an additional location.
a. The date at which the location is projected to begin operation – Tuesday, July 5, 2011 b. Whether the location will be permanent or temporary – It will be a permanent location
for the cohorts based there.
c. The primary target audience for the location – The primary target audience is part-time, adult students who work full-time during the day and attend classes part-time in the evening.
d. List all degree, diploma, or certificate programs - The degree offered will be the Master of Business Administration Degree. The entire program will be offered fully at that location.
2. If you are planning any involvement by external organizations (other than accredited higher education institutions) in key operations as identified below, provide the information requested for each planned involvement. (Note that such involvement by a parent company or by one of its subsidiaries external to the institution in any of these operations should be reported.)
Type of involvement Name(s) of external
A. Support for delivery of instruction NA B. Recruitment and admission of
students NA
C. Course placement and advising
of students NA
D. Design and oversight of
curriculum NA
E. Direct instruction and oversight NA
3. If you are planning any involvement with other accredited higher education institutions in key operations identified above, provide the name(s) of the other institutions and the nature of the involvement. NA
Part 2. Institution’s History with Branch Campuses and Additional Locations
4. Does the institution currently operate three or more locations with the same or greater scope/level of instruction as the proposed location(s) and with the same or greater level of sophistication in facilities and services? If yes, please identify the three such locations with the largest enrollments during the past year, along with those enrollments. No
5. If the Higher Learning Commission approves you to open the additional location or branch campus, what future growth do you anticipate (e.g., in the next six months, three years, 10-20 years) for additional locations or branch campuses? At this time, no further growth is anticipated.
6. How do you plan to manage this growth? As there are no anticipated plans for future growth, there are no plans to manage or prepare for it.
Part 3. Institutional Planning for Branch Campuses and Additional Locations
7. What impact might the proposed program(s) have on challenges identified by as part of or subsequent to the last comprehensive visit or reaffirmation panel recommendation and how has the institution addressed the challenge(s)? The most recent HLC visit resulted in the following : “The team concluded that Xavier met all of the HLC’s Criteria for continued accreditation, but they voiced “significant concerns about the comprehensiveness of the Self-Study Process and the
resulting integrity of the Self Study Report.” The Team recommended continued accreditation (which was supported by the HLC Board of Trustees in September 2009), but they required that Xavier conduct another comprehensive and inclusive Self Study and undergo a new Peer Review Team visit; that visit is scheduled for April 4-6, 2011. In September 2009, President Graham constituted a Steering Committee to oversee the development of the new Self Study. That committee was comprised of members from all the divisions of the University; this group, in turn, solicited information and input from across the University to identify evidence that Xavier meets the standards for accreditation, as well as areas of challenge and/or
opportunities for continuous institutional improvement. This process, which included two opportunities for feedback to initial Self Study drafts, resulted in a 284-page Self Study report.
http://www.xavier.edu/hlc/documents/2011SelfStudyStrengthsandChallengesOpportunities.pdf ; Page 1.
The stated challenges of the self-study identify the following as a few of the challenges for the Xavier community: 1) physical space issues; 2) Tuition dependency; 3) curricular issues in
regard to the utilization of non-principal faculty; 4) the assurance of academic excellence in off-campus locations; and 5) the growth trajectory of the University.
Physical space is addressed in that the proposed Northern Kentucky facility will be located off-campus. It will contain 2 large classrooms, 2 large seminar rooms, an office, a student lounge area, and a break-room. It will be a University facility and, as such, will offer an answer to the space concerns on main campus.
Tuition dependency is addressed in that the Northern Kentucky program will be a
self-sustaining program based upon the tuition revenue of the program. After an initial investment from the University, the Williams College of Business will repay the loaned amount and add revenues to the University’s general fund that will benefit all members of the community. Curricular issues are addressed by the fact that a previously offered company based MBA program is now on hiatus (the GE Aviation program). The hiatus of this program – which was offered with the required percentage of principal faculty participation (as deemed by the WCB’s AACSB accreditation) – means that the faculty who had been scheduled to participate in that program can now take part in the Northern Kentucky program. There will be no additional strain on the current faculty members. In addition, the five year projected budget incorporates the hiring of two, new tenured faculty members that will be funded by the revenue of the program – without an additional cost to University resources.
The assurance of academic excellence in the Northern Kentucky location will be addressed by the hiring of a Program Coordinator – a new position - which will have responsibility for overseeing the academic and service excellence and Xavier community inclusion for the students.
The growth trajectory of the University is addressed by the fact that the overall enrollment of the MBA program dropped from 1050 in fall 2009 to 950 students in fall 2010 that was owing to the fact of the continued recession in the U.S. economy. The addition of (at its maximum) 70 more students from Northern Kentucky will return the MBA enrollment to a level which was previously maintained without challenge to the WCB faculty and resources.
8. For each proposed location, provide a description of physical facilities and equipment to support the programs that will be offered at each requested location. The Columbia Center location has two large classrooms, two seminar rooms, a student lounge, and a break room with sink,
refrigerator, microwave, and cupboard space. There is an office for faculty use for student meetings before or after class. It will have a PC and printer and phone. There is copy room with storage space, as well as a server room for the Smart Podiums, Projectors, and screens that are present in each classroom. The entire facility has wireless access for student laptops.
9. What is the evidence that the facilities at the location will meet the needs of the students and the curriculum? The space configuration of the proposed Northern Kentucky Location is based upon the current West Chester MBA location. The two large classrooms, two conference rooms, a break room, student lounge, office and storage/server room have worked well for the approximately 120 students who are in classes at the Deerfield Township and West Chester locations on Monday-Thursday nights.
10. How do you determine the need for an additional location or campus? The need for an additional location is based upon 1) the analysis of MBA prospective student and enrollment data; 2) Kentucky employer information; 3) current Kentucky MBA program offerings; 4) census and demographic data; 5) an assessment of the resources available in the Williams College of Business.
11. How do you plan for changes and future expansion of additional locations? Who is involved? How are possible new locations examined and evaluated? Analysis of MBA prospective and enrolled student data is continuous as the Xavier MBA program offers rolling admission into its
programs which begin six times throughout the year. The Office of the Dean, the MBA Office, and the WCB’s Executive Committee (which consists of the 6 department chairs) are presented the research for analysis and discussion. When a trend is noted and augmented by anecdotal evidence, discussions on changes and future expansion take place. If an idea is generated and agreed upon, the
Office of the Associate Dean takes the lead in further research, the
inception of a proposal, and the securing of the necessary resources and contacts for
a thorough analysis and evaluation of the situation
12. How do you assure that promotion, marketing, and enrollment for your branch campus or additional location stay in balance with your actual resources and technical capabilities? As part of the proposal, a budget is created and followed. Representatives from Physical Plant, the Division of Information Resources, and the Risk Management Office, as well as the MBA Office and Office of the Associate Dean are included in the design process of additional location.
13. What controls are in place to ensure that the information presented to students in advertising,
brochures, and other communications will be accurate? All advertising – including brochures and
communication – is overseen by Xavier University’s Office of University Communications. The Office of Communications assures that all materials presented (no matter the format or
medium) follow stated procedures, protocols, and standards. In addition, all marketing materials are vetted by the administrative team of the MBA Office as well as the Associate Dean and Dean of the Williams College.
14. For additional locations only: How do you ensure that financial planning and budgeting for your branch campus or additional location are realistic? What are your projected revenues and expenses? What are your projected enrollment and staffing needs? A five year budget projection has been created as part of the planning process. The financial planning and budgeting used for the proposed Northern Kentucky location was based on that used for both the Deerfield Township and West Chester, Ohio locations.
Year Students Expenses Revenues
1 15 $335,500 $250,080
2 45 $698,250 $1,021,200
3 60 $879,000 $1,308,750
4 60 $860,000 $1,346,250
5 60 $870,000 $1,383,70
The five year budget takes into account the addition of a Program Coordinator to ensure the academic and service excellence to the Northern Kentucky MBA students. Starting in the second year, when two cohorts are at the location, one tenured faculty line has been added. A second tenured faculty line is added in the third year. By the third year, two full 60+ (total) student cohorts will be in place.
15. For branch campuses only: Provide a business plan for the branch campus, including a budget projection for the first two years of operation. Please also:
a. Show both gross income (including projected enrollments, gross tuition and fees, and any increase in state or federal subsidies generated by the new enrollment) and gross
projected expenses.
b. Describe clearly the contingency plans in case anticipated enrollments, income, or resources do not materialize.
Part 4. Curriculum and Instructional Design
16. How will the institution effectively oversee instruction at the location or branch campus? A pre-set curriculum will be used at the proposed Northern Kentucky location. The curriculum is the
exact mirror of that taught at the other cohort locations of Deerfield Township and West Chester, Ohio. The use of the same curriculum – with no deviation – ensures educational quality. In addition, all courses and instructors are evaluated at the end of the instructional period. Students are also surveyed upon entering the program, mid-way through the program, and upon exiting the program. This feedback is shared with the WCB’s administration.
17. What impact (if any) will the new location have on instructional capacity at existing approved locations? The impact will be negligible as the Deerfield Township and West Chester, Ohio locations are approximately 32 miles Northeast and Northwest (respectively) of the proposed Northern Kentucky campus. The impact on Xavier’s main campus in Norwood, Ohio will also be negligible due to differences between the program formats such as: 1) the waiver of up to 20 credits based upon undergraduate curriculum (main campus only); 2) the ability to receive one of seven concentrations (main campus only); and 3) 24 month completion period
(Northern Kentucky location only).
18. Do any of the proposed locations involve either Dual Credit or Accelerated Delivery (earning of semester credit hours or equivalent routinely exceeds 20 in 4 months or 60 in 12 months)? If so, please explain the extent the options are involved. No
Part 5. Institutional Staffing and Faculty Support
19. How do you staff the additional location or branch campus, including faculty qualifications and full-time vs. part-time faculty? How does this differ from your processes for staffing at the main campus?
Staffing of the proposed Northern Kentucky will follow the same guidelines as for the main campus programs and the current cohort programs. Due to AACSB accreditation, a 80%/20% full-time/part-time ratio must be maintained. The Williams College has consistently maintained these ratios for all programs no matter the location.
20. What is your process for selecting, training, and orienting faculty for the additional location or branch campus? What special professional development, support, or released time do you provide for these faculty? All faculty members are expected to teach in one or more of the cohort programs. Often such assignments are part of the normal assigned course load. Selection is usually based on a rotation as established by the academic department. Professors who teach in one of the cohort programs for the first time must attend new faculty orientation which is held twice a year. In addition, they are required to communicate with the “guru” assigned to the course to be taught (usually an associate professor). The department chair will also have individual meetings with faculty new to the cohort programs. With the rotation of all faculty in the cohort programs, traditional professional development (including University travel funds), sabbaticals, and support are available.
Part 6. Student Support
21. What is the evidence that the institution will effectively deliver, support, and manage necessary academic & student services at the location? The evidence will be provided by the entry, mid-term, and exit surveys given to each cohort participant. Often, class representatives are also elected to serve assist with the communication between the cohort and WCB administration. Course/instructor evaluations at the end of each class will also provide evidence of the delivery, support, and proper management of the academic and student services.
22. If the population targeted for the proposed location represents a marked change within the mix of students now enrolled in the institution (e.g., dual credit students at an institution with relatively few such students), briefly explain the institution’s experience with the targeted population. The
anticipated population does not represent a marked change with the mix of students currently enrolled in the Xavier MBA programs other than (it is anticipated) that the majority of the proposed cohort will reside and work in Northern Kentucky.
23. How will you measure, document and analyze student academic performance sufficiently to maintain academic quality at the location? Consider, in particular, setting of measurable learning objectives, actual measurement of performance, and analysis and use of assessment data to maintain/improve quality. The academic performance will be measured in terms of the grades assigned by the professors who instruct at the location. In addition, the students are required in their final course – BUAD 691: Global Strategic Thinking – to complete the ETS Field Test for MBAs. The ETS Field Test for MBAs (http://www.ets.org/mft/about/content/mba) is a comprehensive MBA examination which is the only comprehensive national assessment of its kind.
24. How are the measures and techniques you use for the location equivalent to those for assessment and evaluation at the main campus or other locations? If there are differences, why are these differences appropriate? The measures and techniques for the proposed Northern Kentucky location are the same as those used on main campus and with the other cohort locations.
25. How do you assess the learning of the students you educate at your location to ensure that they achieve the levels of performance that you expect and that your stakeholders require? What types of comparisons will be made with the main campus and other locations? The types of assessment used at the proposed Northern Kentucky location will be the same as those used on the main campus. These include, but are not limited to: AACSB mandated assessments, case analysis, exams, exit surveys, homework, participation in class discussions, presentations, quizzes, research papers, simulations, and writing and communication exercises. The end of course evaluations from the cohort classes will be compared to main campus sections. If a
discrepancy exists between the comprehensive ratings of the same courses by the two groups of students, it will be investigated and resolved. In addition, the average grades given by same professor for the two different groups of students for the same courses are also compared. Again, if a discrepancy is evident, it will be investigated and resolved.
26. How do you encourage and ensure continuous improvement at the location? Faculty who teach at the cohort location and cohort students are encouraged to provide and are asked for
suggestions for improvement by the MBA Office, their respective Department Chair, and the Office of the Dean. There is an annual meeting of the faculty teaching in the cohort programs as well. Communication between the two professors teaching the cohort concurrently is established as syllabi and contact information are automatically provided by the program coordinator. In addition, the written comments provided by the cohort participants at the end of each course is read and reviewed by the Office of the Dean. This information, taken with the survey results (entering, mid-program, and exit) as well as the anecdotal comments received throughout the course of the experience, will be encouraged and used to ensure continuous improvement at the proposed Northern Kentucky location.
