6 July 2011
Dr. Kristie Ogilvie
Director, AACSB Accreditation
AACSB STAFF WORKSHOP
1
How can I
make a
difference?
What am I
doing here?
What value
do I bring?
Why am I
important to
Accreditation?
What do I
need to
know for
my job?
2
WHO AM I AND WHY AM I HERE?

Who am I?



Industry: Aerospace / Pharma, 10+ Years.
Teaching: CSUS, Chapman, CSUF, CSUSB (Marketing)
Management Professor in the CBPA.




Teacher: MGMT 302, 335, 455, 601, 665, 641, 642.
Research: SNA, Teams, Technical Workforces.
Grant Writer
Service




Director, AACSB accreditation
Chair of the UG AoL committee historically.
7/9 Faculty = Research and Teaching
Why am I here?



Focus on staff is a necessity.
Focus on quality is a necessity.
Are staff a Problem area? No, but we need to leverage our strengths.
3
AGENDA
Introduction to Accreditation / AACSB
 AACSB Accreditation

 Strategy
/ Mission
 Faculty Qualifications
 Assurance of Learning
Recent Trends and Future Actions
 Second Half of Workshop Outline and
Objectives

4
WHAT IS ACCREDITATION

Standard of quality, emphasis differs.
 Regional:
Teaching Related
 Professional : Teaching and Research Relation
 Different
disciplines have different accrediting bodies
 US and European Accreditation for Business
 AACSB (US)
 EQUIS (European, though Bentley & Babson in US)
 AMBA (Europe, founded by Harvard & 7 UK schools)
 50 Schools Worldwide have Triple Crown (None in US)*

Our Accreditation Bodies
 CSUSB
– WASC, CBPA – AACSB, PA - NASPAA
5
PRESENTATION STRUCTURE AND NOTATIONS
Standards – No Notation
 ICAM 2011 – Annual Conference
 BPAV 2011 - Best Practices from Accreditation
Visits
 MOA 2011 – Maintenance of Accreditation
Conference
 AAS 2010 - Applied Assessment Seminar
 USW 2009 - Updated Standards Webinar

6
CBPA STRUCTURE
Dean
AACSB Accreditation
Strat. Plan. Com
(Faculty)
Dean
Director of Accreditation (Ogilvie)
Analyst (Flynn)
ASC – Varied based on Task
Strategy /
Mission
Faculty
Qualifications
Standard
1-15
AQ/PQ
Graduate Courses
Digital Measures
Publication Quality
Standard 2, 9, 10*
Assurance of
Learning
Undergraduate
Graduate
MSA
Offsite & Online
Standards 16-21*
*Focus of Interim Report , 5th Year Report and Visit
Documentation
Liaison:
1. AACSB Contact
2. University
Relations
Milestones:
1. Interim Report
2. 5th Year Report
3. On Site Visitation 7
AACSB MISSIONS

Advanced quality management education
worldwide through……
Accreditation
.
.
Thought
Leadership
Value Added
Services
8
AACSB, AN INTRODUCTION



AACSB was established in 1916.
Headquarters in Tampa, Florida.
Accreditation is





awarded base on 21 standards.
made at the institutional level.
is awarded in business, accounting, or both.
awarded to less than 10% of Business Schools Worldwide.
Accredited Institutions
 In 2011, 694 total, 620 in North America
In Process 184 – Mostly International.
9
STANDARDS

Standards
 Description
of requirements
 Less information on the “how to”
 Interpretive
material provided as a supplement
 Conferences, seminars, webinars, whitepapers cover
acceptable and best practices.
Mission / Strategy - Standard 1-5
 Faculty Qualifications - Standard 6-15
 Assurance of Learning - Standard 16-21

10
AACSB REPORTING CYCLE
Initial accreditation must cover all standards
 Maintenance of accreditation covers the areas
of weakness from last 5 year visit
 Upon initial accreditation an interim report is
due 2.5 years (July 2011)
 Every five years, a visit occurs in which a full
report is due.

 Documentation
key.
and Interview of faculty and staff is
11
Mission and Strategy
SECTION 1
12
AACSB ACCREDITATION: MISSION / STRATEGY


A school articulates its mission and action items as a
guide to its view of the future, planned evolution,
infrastructure, and use of resources.
The strategic management standards verify that a
school focuses its resources and efforts toward a
defined mission as embodied in a mission statement.



What is the overall mission to your organization?
How are resources deployed to support your mission?
How are your programs deployed to support your mission?

Profit / financial incentive is not enough of a reason for deployment.
(BPAV 2011)
13
FACULTY CONTRIBUTION TO STRATEGIC FRAMEWORK

Strategic Plan

Managed through strategic planning committee




Re-engergized in 2011-2012 with Dr. Mike Stull as Chair.
Primarily teaching based mission
Diverse student base
Areas for Concentration


Deployment of programs: MSA, Online MBA, International
Partnerships
Institutional accreditation
Excluding programs from accreditation
 If 25% or more of the program is taught by business faculty, it can
not typically be excluded
 Economics and International

14
STAFF CONTRIBUTION TO STRATEGY/MISSION

Standard 4 – Continuous Improvement
Processes are continually improved to continue to fulfill
mission.
 Documented Processes and Action Items


Standard 5 – Financial
Costs vs. Resources carefully examined
 Infrastructure fits activities: labs, classrooms, offices,
communications, computer equipment,
communication, basic facilities and processes


The key is to obtain data, track data, and base
change from data.
15
Faculty Qualifications
SECTION 2
16
FACULTY QUALIFICATIONS: DEFINED

A direct link exists between:
a
school’s mission
 the characteristics of students served by the
educational programs
 the composition and qualifications of the faculty
members providing the programs
 the overall quality of the school.
17
FACULTY QUALIFICATIONS: ACADEMIC
A clear policy must be in place that delineates
AQ / PQ criteria.
 Documentation must be maintained to
substantiate the status designation in a
portfolio.
 PRJs are universally required, though other ICs
are expanding (MOC, 2011)

18
FACULTY QUALIFICATIONS: AQ/PQ RATIOS
At least 90-percent of faculty resources are
either academically or professionally qualified.
 At least 50-percent of faculty resources are
academically qualified.
 Trends (ICAM, 2011)
AQ
PQ
 2002-2003
73%
22%
 2009-2010
63%
30%

.
19
FACULTY QUALIFICATIONS: AQ REQUIREMENTS

To be AQ, one must hold a doctorate degree
 Non-AACSB
schools or programs may be
questioned, in which a portfolio of ICs must be
provided (ICAM, 2011)
 Recent graduates receive a 5 year window to reach
AQ standards
 PhD students have 3 years to reach their
graduation once ABD status is met

IC policy set by school and compared to peers.
(ICAM, 2011)
20
FACULTY QUALIFICATIONS: PROFESSIONAL

Normally, the professional experience should
be relevant to the faculty member's teaching
assignment, significant in duration and level of
responsibility, and current at the time of hiring.
 Once
hired, the PQ status is granted for a five year
period.
 If the duration of employment is over five years, a
portfolio of continued professional activity must be
maintained.
21
PARTICIPATING VERSUS SUPPORTING

Regardless of the type of contractual relationships
between faculty members and the school, the
faculty is sufficient in numbers and presence to
perform or oversee the following functions:
Curriculum Development
 Course Development
 Other activities that support the instructional goals of
the school's mission, such as faculty development
activities, community service, institutional service,
service in academic organizations, economic
development.

22
FACULTY QUALIFICATIONS: PQ RATIOS

Participating faculty members will deliver at least
75-percent of the school's teaching (whether
measured by credit hours, contact hours, or other
metric appropriate to the school).

Normally, Participating faculty members will
deliver at least 60-percent of the teaching in each
discipline, each academic program, and location.
23
FACULTY QUALIFICATIONS
Ratios must be tracked and reported in each
discipline, each academic program, and
location.
 A single dip in ratios does not jeopardize
accreditation, though corrective action must be
reported and taken.

24
CSUSB’S STRATEGY FOR FACULTY QUALIFICATIONS

Policy Defined: AQ/PQ, Graduate Teaching and P/S


Update of Digital Measures Necessary
Area of Concentration

Recent trends issues (ICAM 2011)
Vitas matching database and tables
 Non-AACSB Doctorates
 PhD Students


Incentive programs underway for:



AQ and Research
Research Quality
High Quality Research
25
Assurance of Learning
SECTION 3
26
ASSURANCE OF LEARNING
Student learning is the central activity of higher
education.
 Definition of learning expectations and assurance
that graduates achieve learning expectations are
key features of any academic program.
 The learning expectations derive from a balance of
internal and external contributions to the definition
of educational goals.
 Learning goals should be set and revised at a level
that encourages continuous improvement in
educational programs.

27
ASSURANCE OF LEARNING: DEFINITION

Assurance of Learning Framework
 Create
learning goals that reflect the outcomes that
an institution wants students to obtain upon
graduation.
 Assess student learning, based on those learning
goals.
 Analyze and report results of the data from the
assessment process to the stakeholders.
 Drive change for continuous improvement from the
assessment program. – “Closing the loop”.
28
ASSURANCE OF LEARNING

AACSB states accredited schools must illustrate
a mature system for collecting and assessing
data for maintaining accreditation, outlined
from the AACSB standards.

“For schools with visit years in 2007-08 and
beyond, the impact of assessment outcomes
on continuing development of degree programs
should be evident.” (AACSB 2011, p. 69)
29
WHAT IS A ‘MATURE’ FRAMEWORK?***

Methodology is sound (reliable and valid)



Established and well thought out learning goals
No group data
Mature rubrics for assessment and rater reliability


Not a major concern, except if shows to be an issue (such as no improvement necessary for a majority
of learning goals)
Assessment

Course selection



Portfolios / Comps




No selection bias (population / e-portfolios)
Faculty driven
Data drives change in curriculum
Issues discussed in “recent trends”


Does not exclude any set of students that makeup the program
Consistency between courses for multi course sample (i.e. PA 315)
Mounds of data, does not drive change and improvements of curriculum
*** Accumulation of discussions from seminars/conferences
30
ASSURANCE OF LEARNING: LEARNING GOALS

Universal Skills that all students should possess
through development in their program upon
graduation
Four to six recommended.
 Goals can vary per program
 “Less is more... assess four learning goals well, rather
than six with less quality” (Trapnell, MOC 2011)


Examples from AACSB Material

Leadership, Globalism, Teamwork, Information
Technology, Oral Communication, Written
Communication, Ethical Reasoning, Problem Solving,
etc.
31
ASSURANCE OF LEARNING: LEARNING GOALS

One Direct Measure of each learning goal
required.
 Direct

= Student Assessment
Indirect learning goals, as necessary.
 Syllabi
analysis, employer surveys, faculty
feedback, etc.

Two cycles of data collection and analysis
required each five year cycle.
32
ASSURANCE OF LEARNING: METHODOLOGY

Programs have two options for selection of their
data target
 (1)
assessment of each concentration
 (2) assessment of the core courses of a program

Virtually every school uses the core course
program technique (ICAM 2011)
33
LEARNING GOALS - UG, MBA, MSA
Communication, Oral
 Communication, Written
 Problem Solving Skills


Innovative for UG/MBA
Ethical Reasoning Skills
 Informational Technology



Not included for MSA
General and Specific Management Knowledge and
Skills
34
CSUSB LEARNING GOALS DEFINED






Oral Communication
 Oral presentation in class, though participation is not enough
Written Communication
 Needs to be an individual assignment at least two pages
 Can be in- or out-of-class assignment
 Mature framework would have consistent content, textbook,
assignments between sections*
Problem Solving
 Individual Assignment with an essay style submission
Ethical Reasoning
 Essay style submission for assessment
Information Technology
 Project based assignment
Management and Specific Skills
 BAT Test and Comp / Portfolio
35
METHODOLOGY

Undergraduate







Oral Presentation – Course Embedded, Instructor assessment
Portfolio: Three assignments of the student choosing, some data is group assignments.
Comp Exam
Proposal for improved framework in work for Spring 2011 (not met).
MSA



Core Course Methodology
Blind Review Process
MBA


Course Embedded Measures
Framework in Place
Will begin collecting data in 2011-2012
Online Courses and PDC


Issues obtaining data in a timely manner .
Not enough core courses, expanded to concentration courses for online classes
36
DATA COLLECTION REFINED
Oral
Communication
Written
Communication*
Problem Solving *
Ethical
Reasoning*
Information
Technology
Specific Content
Skills
Method
Course
Eval.
Essay
UG
MGMT 302
MBA
MGMT601
MSA
ACCTG 615
PA315
MGMT685
Essay
Essay
MGMT302
PA315
MGMT601
MGMT685
Culm. Exp. Or
ACCTG620
Culm. Exp.
ACCTG 620
Project
INFO309
INFO609
NA
Exam
MGMT 490
Comp
Culm. Exp.
* Two Learning Goals can be combined via one measure
37
DATA COLLECTION TIMELINE
AY
09-10
10-11
11-12
12-13
Cycles
completed
Undergraduate
Ethics, Info Tech, Gen
MGMT
Written, Oral, Problem
Solving, Gen MGMT
Pilot UG: All LGs
Close Loop
2
MBA
Portfolio/Comp
MSA
Conceptualization
Portfolio /Comp
Framework
Defined
Pilot: All LGs
All LGs
2
Pilot: All LGs
All LGs
2 (Portfolio) and
2 (Course Embedded)
38
UG LEARNING GOALS RESULTS
Skill
Previous Cycle
3 category
Cycle 2
5 category
Cycle 3
Oral
36%
7%
Spring 2011
Written
30%
41%
Spring 2011
Problem
Solving
NA
40%
Spring 2011
Info Tech 7%
11%
Spring 2012
Ethics
17%
15%
Spring 2012
MGMT
Skills
48% (47% CSU)
49% (49% CSU) 48.9% (52% CSU),
% of students not meeting minimum learning goal skill.
39
MBA LEARNING GOALS RESULT
Skill
Cycle 1
Cycle 2
Cycle 3
Oral
n/a
6%
12%
Written
2%
5%
27%
Problem
Solving
0%
3%
7%
Info Tech
2%
13%
0%
Ethics
13%
31%
6%
MGMT
Specific
Skills
0%
18%
7%
% of students not meeting minimum learning goal skill.
40
CLOSING THE LOOP

Undergraduate Framework:
 MGMT 306 Curriculum Change for Prerequisite of CBPA
program courses:
 18 courses will implement the prerequisite from all
departments in the CBPA.
 Human Resources Concentration Approval by SHRM/AACSB:
 13 specific learning outcomes that must be aligned in a
concentration prior to approval by Society for Human
Resources (SHRM).
 Need
more results with each learning goal in
this area.
41
MBA REFINEMENT OF PROCESS
(NOT TRULY CLOSING THE LOOP)

From Communiqué


Majority of learning goals resulted in less than 10% of
students at unacceptable levels.
Faculty Action
Include Learning Goals in Syllabi and course content
 2 of 3 assignments in portfolio should be individual



3 assignments required, but five learning goals




There are not enough individual assignments to cover the required three
assignments
Need one assignment to cover multiple learning goals
Ethical reasoning assignments limited.
Encourage students to go to writing center
Comp exam feedback

See Communiqué - feedback by concentration
42
INDIRECT MEASURES

Core Course Committee Revitalization at the
Undergraduate Level or other faculty driven
process
 Consider
at Graduate Level
Rubric Refinement, All Programs.
 Syllabi analysis and improvements at
undergraduate levels

 Will

Implement at Graduate Level
Dream Project (possible direct measure)
43
FROM 2009 AACSB REPORT AOL

The team found that the College has not developed an
assessment program that leads to improvement in the
undergraduate and MBA programs. Particular concern:
 Closing the Loop: “the impact of assessment outcomes on
continuing development of degree programs”.
 Not completed assessments at the Undergraduate and MBA
level
 … (UG) …re-evaluate the UG assessment plan and make
appropriate changes to ensure that the process will lead to
program improvements.
 Assessment of various programs: MBA Regular, Professionals,
and Executive Programs.
 Report changes of learning goals, admission standards, or
program design.
44
SYLLABI ANALYSIS – LEARNING GOALS

Identification of Learning Goals through syllabi
analysis (Undergraduate)
Last two years of analysis was to communicate the
need for more detail in syllabi.
 Now, consideration of integrating learning goals not
previously integrated is being asked of faculty.


Not all learning goals can be integrated in all
courses.


180 size classes, Online classes, etc.
But we can do more!
45
FACULTY ACTION NECESSARY

Providing Syllabi to Department
 Need
the population of syllabi
 Historically takes 2 months to collect syllabi
 Provide
to department ASC each term
 Respond to emails requesting syllabi.

Consider Learning Goals
 Individually
 Core
Areas Groups
 Curriculum Committee
46
INDIRECT MEASURES: SYLLABI
Written
2009
2010 Sp2011
50%
0%
75%
0%
0%
0%
50%
0%
60%
2008
0%
0%
0%
Oral
2009 2010 Sp2011
0%
0%
0%
0%
0%
0%
0% 25%
0%
2008
0%
0%
0%
Ethics
2009
2010 Sp2011
0%
0%
50%
0%
0%
50%
0%
0%
20%
40%
75%
0%
FIN 313
FIN 314
SCM 304
2008
33%
33%
75%
MGMT 302
MGMT330
MKTG 305
100% 100%
75% 75%
0%
0%
100%
80%
33%
80%
100%
17%
100%
25%
0%
PA 315
MGMT 490
INFO 309
100% 100%
25% 71%
100%
33%
29%
50%
50%
50%
80%
0%
50%
2011: Green = 19 Yellow = 2
2010: Green = 11 Yellow = 2
2009: Green = 14 Yellow = 3
80%
40%
0%
80%
50%
17%
67%
75%
60%
100%
100%
100%
100%
80%
71%
100%
100%
100%
33%
0%
100% 100%
100% 67%
0%
90%
50%
50%
50%
66%
57%
100%
100%
14%
83%
50%
100%
83%
Red = 6
Red = 14
Red = 10
*Will mature system at UG level and redefine categories.
**Graduate categories will go through same cycle.
Less than 50% and
No Improvement
Less than 50%, but
improving
50% or more
47
STANDARDS

Standard 7 – Student Retention


Evaluation of progress, retention rates, corrective
action
Standard 8
Staff Sufficient to program
 Academic Advising, Career Advising


Standard 14


Syllabi and learning assessment must be
documentation and maintained
Standard 15

Managing curriculum through documented processes.
48
REPORTING REQUIREMENTS
49
TIMELINE: 5 YEAR CYCLE

Strategy / Mission


Faculty Qualifications



Faculty reports for full academic year prior to visit
Annual reports should be maintained for internal use, but not necessary
for report, except if requested by team
Assurance of Learning



Updated and the governing focus of all accreditation tasks
Two full loops of cycles
All programs must be assessed, including off site, online, etc.
Result of 5th year report: Maintenance Award, 6th year, removal
of accreditation
50
6TH YEAR
6th Year report does not delay cycle.
 Must sufficiently take corrective action to get
reaffirmed.
 25% of schools at this time get 6th year (ICAM
2011)

 Previous

years 40-60% (MOC, 2010)
Top reasons for 6th year review (ICAM 2011)
 Faculty
Qualifications
 Assurance of Learning
51
OTHER REPORTING REQUIREMENTS




Interim Report and Application due Summer at 2.5 year mark.
 Covers Areas of Concern from last report with corrective action
 Identifies Peer and Aspirant Schools, which typically (though not necessarily) are
a derivative of the peer vitiation committee (ICAM, 2011)
Annual Reporting of data
 BSQ
 Salary Report
 Misc. Surveys
Other AACSB Reports
 If we participate, we will be given others aggregate data
Affinity Groups
 Specialized groups, meetings, and information.
 MBA for Working Professionals, Entrep., Assessment, etc.
52
Near Term Strategy
53
NEXT STEPS FOR AOL

Strategy



Faculty Qualifications




Update Strategic Plan
Obtain Data From Staff
Update Digital Measures
Begin Reporting Information to Administration
Accumulate / Update Documentation
Assurance of Learning

Meet minimum standards for AoL.




MBA framework the main focus
All Programs need Change based on data.
Analyze data: Curriculum Map, Curriculum Proposals, Learning Goal
Interest
Launch a Strategic AoL Committee
54
MAJOR PROJECTS

Formation of AACSB Library
 Strategy:
Strategic Plan, Committee Notes, etc.
 Faculty Qualifications: Digital Measures Reports,
Faculty Qualifications Files
 AoL: Raw Data, Reports, Communique

AACSB Regional Conference
 Hosted
by CSUSB
 Scheduled for Fall
55
FEEDBACK FROM AACSB
56
RECENT TRENDS OF ISSUES (BPAV2011)

Faculty qualifications – need clear policy as to
what designated AQ/PQ and P/S. THIS
STATEMENT MUST MATCH VITAS.

Teams are now checking, due to % in tables not
matching vitas recently.
Committee meeting minutes should be available to
visiting team.
 Collect less data for AoL and use it more



Mounds of data collection and not closing the loop.
Questioning of graduates of non-AACSB schools
with IC review (MAC2011)
57
BLUE RIBBON COMMITTEE
Update of standards with recognition of the
issues and “continuously improve” the
accreditation process
 2011 Committee

 Members
- 21 Deans/Provosts and 2 AACSB
representatives
 Recognizes major issues and concerns at a
strategic level
 ~5 years to adapt to new standards
58
2011 BLUE RIBBON COMMITTEE TOPICS

Faculty Intellectual Contributions






Research and Teaching Relationship
More consistent definition of participating and supporting
designations
Faculty employment at more than one institution
Deployment of international partnerships, especially with
non-AACSB schools
Scope: Institutional rather than school (major issue with
international schools)
Long term moving to multiple levels or models of
accreditation.
59
HANDS ON EXERCISE
60
EXERCISE: STRATEGY/FACULTY/STUDENT

What are the best
practices in the CBPA?

What are the existing
processes that need
improvement?


Could be in your area or
another area.
May not be possible, but
everything should be
captured.

What new processes /
metrics could be helpful
in the CBPA?



Think outside the box.
Think of other institutions
or other Colleges.
Remember to be data
driven.
61
STAFF CONTRIBUTION TO ACCREDITATION













Advising
Commencement
Awards Banquet
Internships
Classroom Assignments
Student Complaints
Student Interaction
Course Substitutions
Incomplete Paperwork
Grade Changes
Brochures / Program Literature
Scholarships
UG Advising Data






IT Staff
 Faculty IT Issues
 Standardization
 Resource allocation
ASC’s
 Communication to Unit/Faculty
 Budgets
Internship Office
 Success Rates
 Employer Survey
 Annual Report
College Staff
 Faculty Incentives
 Dean’s Award
AACSB Coordinator
 Tracks all Faculty Contributions
 Processes incentives
 Information to Chairs
ASC’s
 Track for Faculty Budgets
62
SECOND HALF OF WORKSHOP:
OUTLINE AND OBJECTIVES
63
STAFF INCENTIVES FOR THIS SUMMER

Part #1: Summer BBQ (sponsored by CBPA)



Part #2: Second Half of Workshop


Your time to do with as you please.
Part #3: Bingo Event (not sponsored by CBPA)




Have received approval from Dean to have a Summer BBQ
for all staff.
Department ASCs are given first opportunity to plan event.
San Manual Indian Casino
2:30-4:30pm Session Unofficially Sponsored with one sheet
for each staff who attends ($20 value)
Beth Flynn to provide markers and expertise.
Part #4: Create a Staff Incentive Plan for next AY.
64