Program Director Self-Study Report
For Program:
Bachelor of Science in Management
Submitted by Program Director Name:
Dr. Wendy Dittmann
Year:
2011
Planning and Review Committee
Strengths of the program
• Degree completion for technical college graduates
• Curriculum meets graduates needs
• Faculty
• Flexibility in program curriculum
o 4 concentrations
o Online delivery
o Availability of classes
• Full-time program director and shared support staff
Challenge of adapting to change
• Enrollment limitations for students paying customized tuition
• Resources, specially faculty, to meet demand
• Technology supporting learning
Student Service Expectations
• Logistics of transferring credits to UW Stout
• Communicating academic requirements to students
Enrollment (data from PARQ)
2005
212
2006
248
2007
298
2008
373
2009
425
2010
453
2011
440
Retention rate 1 year, in program
2006-07
59.2
2007-08
68.9
2008-09
67.7
2009-10
77
Graduation rate, 6 year, in program
2000
67.9
i
2001
55
2002
62.5
2003
70.7
2004
62.2
ii
Program Director Self-Study Report
For Program:
Bachelor of Science in Management
Submitted by Program Director Name:
Dr. Wendy Dittmann
Year:
2011
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 Describe how the program relates to UW-Stout's Strategic Plan.
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
Definition: Experiential education refers to a pedagogical philosophy and
methodology concerned with learning activities outside of the traditional
classroom environment, with objectives which are planned and articulated
prior to the experience.
Students in the B.S. in Management (BSM) transfer into the program as juniors
or seniors and most often hold technical college degrees or diplomas.
Experiential learning has been a significant component of their education
before they enter UW-Stout.
At UW-Stout, experiential learning is incorporated in a number of the required
classes. Adult students draw from experience outside the classroom to enrich
their own, and their classmates', learning experiences. Two of the required core
classes, BUMGT 304 and INMGT 400, utilize experiential learning activities
as an integral part of the class experience.
1.1.2 What are the initiatives used to increase and support program enrollment,
student retention and graduation rates?
BSM is delivered under the customized instruction model. Enrollment, retention
and graduation are in the forefront of its survival. A full-time program director,
with responsibilities including academic advisement and student retention, has
been in place since 2002. A program manager has served the program since 2002,
addressing non-academic services. In 2007, a student support services person was
hired to meet the needs of the expanding distance education offerings in CTEM.
In 2010, the program manager and student support services positions were
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reassigned to Stout Online and continue to serve programs in COM and STEM.
Recruitment efforts include direct mail to technical college graduates, advertising
in technical college publications, technical college visits to recruit students and
network with faculty, direct mail to industry and social media marketing. These
efforts are coordinated by the program director; some internal to the program,
others through Discovery Center or Integrated Marketing.
Retention efforts are focused towards academic and non-academic areas. In the
academic area instructors are offered professional development opportunities with
the intent of increasing student engagement and learning. Research in retaining
distance education students supports areas outside of curriculum as having a role
in retention. Stout Online supports a program manager and student support person
to serve students outside of the classroom experience. The program manager has
been integral in streamlining processes for the distance student. Working with IT
and IRX she facilitated the development of an online request form for texts.
Making the processes clearer and seamless creates a happier student. The student
support position has been a key person in retaining students in the BSM program
by providing timely information about registration, student billing and important
dates; things an on-campus student would hear in by being around other students.
Graduation is the target for every student. In the introduction class a teaser
question on every quiz is a fill-in the blank: I will graduate with my Bachelor of
Science degree in Management in (year). BSM students create graduation plans,
and while they are not set in stone, the plans provide a visual representation of
how they, as working adults/parents/students, will graduate.
1.1.3 Respond to the program facts and your program’s creative endeavors related to
the diversity aspects of Inclusive Excellence: “UW-Stout’s plan to intentionally
integrate diversity efforts into the core aspects of everything we do. Diversity
is broadly defined and includes, but is not limited to, race/ethnicity, gender,
sexual orientation, age and disability status.”
BSM recruits graduates of the WTCS. Distance education students are
recruited in the urban centers in Wisconsin with the intent of creating a diverse
student body.
Recruitment visits in Fall 2011 are planned for Milwaukee, Madison, Green
Bay, Kenosha/Racine, Appleton and Waukesha, the seven most populous cities
in the state. Minority enrollment in the program in 2010-2011, among those
identifying race, is 6%. Retention rate for minority students reflect the same
rate as all students, and has in the past 5 years ranged from 0-83%. Six year
graduation rates for minorities range from 75-100%.
Student responses to the alumni survey reported the course work in ethnic
studies discourages racism and has given a greater appreciation of ethnical
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diversity at a lower than average score for the programs under review this year.
1.1.4 Describe the environmental sustainability initiatives of your program: “UWStout’s attempt to make students, faculty, and staff more aware of the
importance of sustaining our environment through energy conservation, waste
reduction, and other measures that will not bring harm to the environment, and
to provide students with innovative research opportunities in these areas.”
Instructors in the program were surveyed to determine the level of inclusion of
sustainability in the curriculum. When asked to score the class on a scale of 05, 5 being the most inclusion of the topic, responses for core classes included:
INMGT 325, Quality Management includes sustainability including ISO 14000
EMS. Environmental stewardship is introduced in regards to what a quality
organization would do, in the same light as corporate public outreach and
corporate ethics. (3)
INMGT 400, Organizational Leadership reported including sustainability in
terms of organizational survival and leader characteristics. (3)
BUMGT 304, Principles of Management, presents the topic to some degree.
(1)
BUINB 260, International Business, has its largest sustainability focus on
socio cultural forces in international business and natural resources and
environmental sustainability in international business. (3)
Accounting, Technical Writing and Intro to Management did not report
sustainability in the curriculum.
Courses in the concentrations included instructor reported scores of 0-5.
1.1.5 List various training and development opportunities of core faculty teaching
within your program.
Faculty is supported through university and college professional development
opportunities. Additionally, the program has been able to support summer
workshops on topics including assessment, technology used in distance
education, and andragogy.
Faculty is provided with technology they deem necessary to deliver quality
online classes; software or hardware.
Faculty is supported through memberships in professional organizations.
New adjunct faculty receive an introductory email and information about
support services/technology for distance education instructors. New adjuncts
have been sent resources including books such as Going the Distance: A
Handbook for Part-time and Adjunct Faculty Who Teach Online (Beck &
Grieve, 2008).
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2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design
2.1.1 State the program objectives.
Student Objectives for the B.S. in Management
The Bachelor of Science in Management (BSM) recognizes the need for lifelong learning by providing a degree completion opportunity for technical college
graduates. The program provides a sequence of management courses with
concentrations in the business, human resource, industrial and quality
management.
Upon completion the graduate will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Contribute to industry through the application of business and management
principles.
Implement the systems and processes of the business, industrial or service
sectors.
Communicate effectively in both technical and non-technical contexts.
Demonstrate an understanding of business ethics.
Apply quantitative solutions in making business decisions.
Apply quality principles to assure stakeholder satisfaction.
Utilize a variety of management approaches, techniques and tools
Demonstrate awareness of diversity of culture and economy in the global
market.
Demonstrate professional development and program competencies through
portfolio development
Revisions to these objectives will addressed at the Spring 2012 advisory
committee meeting. Concentration objectives do not exist at this time, but
development is planned..
2.1.2 What are the initiatives used to determine the need for program revision,
including but not limited to program enrollment, student retention or student
graduation rates.
The Program Advisory Committee has been actively involved in revisions of the
program since the previous PRC.
The program was revised from a B.S. in Industrial Management to a B.S. in
Management in 2006. Three concentrations were developed; business, industrial,
and service management. The three concentrations were designed to align with
the divisions of the Wisconsin Technical College System in order to allow
degree completion for more of the 20,000 annual Associate of Applied Science
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graduates of WTCS. Core classes were revised to reflect trends in industry as
reflected through research and advisory committee input. BUMGT 304,
Principles of Management was added to address a gap in a basic management
course. An international business class was added to address the globalization of
the economy. The recent student surveys reflected the need for an international
business class as well, which may reflect the fact that some students have been in
this program a long-time and are completing under previous requirements.
In 2009 two additional concentrations were added, quality and human resource
management. A change in core courses included the replacement of a quality
survey course, INMGT 120, with a more applied quality course, INMGT 325.
Assessment in major surveys reported lower preparation in the application of
quality principles than other program objectives. The surveys continue to report
lower preparation in applying quality principles, but these changes are just
working the way throught the curriculum.
Students surveyed for this report reported the curriculum/classes/courses, and the
connection to industry, being a strength of the program.
2.1.3 Is your program defined as a distance learning program (yes/no)? – Or delete all
together.
Yes.
2.1.4 Give examples and explain the ways in which the program intentionally
integrates diversity efforts, functions and contributes to the program.
The BSM contains the general education requirements for Racial and Ethnic
Studies. One course in the core is designated as ESC, INMGT 400,
Organizational Leadership.
By applying real-life experience in the classroom students raise diversity issues.
2.1.5 UW-Stout “programs are presented through an approach to learning which
involves combining theory, practice and experimentation” (Mission Statement).
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor.
Students in the BSM program are introduced to research in INMGT 100, the 1
credit introductory course. Research methods are included in other core classes
including BUINB 260, International Business.
Experiential learning is a cornerstone of the program. Students apply their
professional experiences to learning experiences in the program. INMGT 400
and BUMGT 304, core classes, include case studies and application of
experience. Capstone classes in 3 of the concentrations provide more intense
experiential learning.
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A co-op or internship is not required in this program because of the nature of the
program. Students have work experience.
2.1.6 Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent do they influence
the structure of the curriculum?
The College of Management is seeking ACBSP accreditation and the B.S. in
Management program is included in that effort. The curriculum will need
modification in order to meet a minimum of 30 hours in each of the 11 common
professional components (appendix 1).
The challenge to meet the common professional components must be met all of
the credits in the program, and evaluation extended beyond the core 22 credits.
Inclusion of concentration classes to meet common professional components
will require further evaluation.
2.2 Faculty/Academic Staff Expertise
2.2.1 List the key people in the curriculum. A key instructor is one who teaches at
least one required professional course in your program.
Three departments are involved in delivering the 7 core courses in the program
Operations and Management:
Dr. Mike Galloy
Dr. Leonard Pederson
Kerry Fierke
Business Department
Karen Ferree
Dr. Abi Fapetu
Scot Vaver
English and Philosophy
Diana Weiss
Additional courses in the four concentrations are delivered by the operations
department, business department and psychology departments.
Approximately 35 sections of distance education classes are offered for the BSM
each term(Spring, Summer, Fall) with in coordination of delivery with other
distance prgrams, ICT, GEM, HRM certificate, engineering technology, and
manufacturing engineering,
http://www.uwstout.edu/programs/bsm/upload/matrix.pdf.
6
Fall 2011
36 sections
11 taught by Faculty
25 Academic Staff/Adjunct
Because some of the teaching AS are off-campus they do not have a connection
to the program. New and returning academic staff receive a welcome email from
the programs explaining the population being served and some expectations of
the program. While the hiring and oversight is not the responsibility of the
program, the quality and preparation of the teaching staff affect student learning
and satisfaction. The survey of faculty reflects a lack of connection to the
program as they may be teaching one course for UW-Stout.
2.2.2 What additional areas of faculty/academic staff expertise are currently needed?
The Stout baccalaureate experience for distance education students should be
similar to the experience of on-campus students. The majority of classes
students in degree completion programs are upper-level courses.
The faculty is well-prepared to teach the courses need in this degree. However,
the demand for sections strains the present resources and adjunct faculty must be
sought. In planning for the fall roll-out of the change in enrollment limitations,
distance education students allowed only to enroll in courses offered with
customized tuition, the program added three sections of core classes.
Additionally, in August three core classes were added. Enrollment was shifted
from limited general education offerings to core classes, and increased the need
for adjunct instructors. A consistent, Stout-experienced adjunct pool would be an
asset to this and other distance delivered courses.
Previously, distance education students enrolled in campus offered general
education classes, without limitation. Online general education with customized
tuition was also offered to meet the need of out of state or international students,
as well as those registering late in the cycle. Student enrollments were spreadout throughout the university's offerings: while the separation of students, and
their varied requirements, has pushed more of the enrollments into the major
classes, straining those resources.
Stout has a unique approach to learning. Assurance that adjunct instructors
understand and address that approach may require additional screening and
professional development offered through the departments or university.
2.3 Facilities
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2.3.1 What special facilities and or capital equipment currently available are utilized
and how do they strengthen this program? What additional facilities (special
classrooms, labs, additional space involving minor construction) have been
requested and has that been filled?
The BSM has in the past used interactive television and utilized Millennium Hall
classrooms. Classroom capture, the recording of a lecture and presentations, is
being used in place of synchronous interactive television. Until the recent change
to Tegrity software, the BSM was using one of the ECHO 360 equipped rooms
purchased with program funds and maintained through LTS. Several, but not all,
instructors use Tegrity.
LTS has provided training and support of technologies used in delivering quality
distance education. Trouble-shooting and alternative solutions are offered to
instructors. Connecting the adjunct, off-campus, faculty with these resources
including in the introductory email, but the program director or manager may be
called on to answer technology questions.
2.4 Resources for the Program
2.4.1 Evaluate as to currency/up-to-datedness, quality, relevance, and quantity of the
library resources to support the program. List or describe any information or
service needs created over the past three years by concentration and course
changes and include a brief statement as to how these needs have been met by the
library.
The library provides exceptional service to distance education students. A
dedicated distance education librarian, Jana Reeg-Steidinger, has supported the
program by providing an instructional video for INMGT 100, the introduction
class. She is available for all distance education students in addition to her role as
reference librarian.
Instructional Resources mails rental textbooks to distance education students, a
service well appreciated. The program supported the development of an online
tool for student requests. Implementing the new system empowers the student, as
well as assuring a correct address for mailing. Additionally the library, Kathy
Winters, has provided scanned chapters of textbooks to carry over any late
arriving texts.
Working with faculty to determine program needs, the program director has
consistently requested materials from the library budget. The collection for
management, and the concentrations, are updated.
Subject guides exist for business, management, operations and supply
management, service management, and other topic areas in the major are current,
8
http://libguides.uwstout.edu/browse.php?o=s.
2.4.2 List any special resources used to meet program and/or student needs such as:
Academic Computing, Instructional Technology Services for curriculum
materials development, ASPIRE, Research Center, Media Self-Instruction Lab,
Academic Skills Center, etc. List or describe any other resources which are
needed to meet the program objectives with a brief statement as to how these
would enhance or maintain the concentration quality.
The university supports distance education in many ways. The Math Center
provides distance support, as well as the Writing Center.
ASK5000 provides support for distance education students and D2L support is
available 24/7 for students. Students do, however, often refer these questions to
the instructors.
At this time, no additional resources beyond those offered are needed.
2.5 Assessment in the Major (AIM)
2.5.1 Attach your most recent Assessment in Major report. AIM attached
3. Supply evidence of the quality of the graduates of the program.
3.1
Describe the demand for graduates and anticipated changes or trends in such
positions/roles.
A demand for the program exists. The 20,000 annual graduates of the Wisconsin
technical colleges make up the prospective student population of the BSM degree
completion programs. Degree completion programs attract those students bringing
credits to the degree and hoping to leverage previous education to a baccalaureate.
These students know it is advantageous to use previously earned credits toward the
baccalaureate degree.
Noel-Levitz (2008) reported a 186 percent growth of adult learners enrolled in fouryear institutions in the years between 1970 and 2005 and estimated the adult student
population will grow another 20 percent in the next 10 years. Eduventures (2008)
reported an increasing demand for degree completion programs, including in
Wisconsin.
Students in the program are seeking to position themselves for employment, to be
prepared if things change. The educational level required by employers has increased
in the past quarter century. The educational level of managers and professionals grew
from 38% with a college degree in 1973, to 52% in 1998 (Carnevale, 2000) and
9
continues to grow. Employers are recognizing the baccalaureate degree as necessary
for entry–level managerial positions (Kozlowski, 2002).
In 2008, Wisconsin ranked 29th among states in the percentage of adults holding a
baccalaureate degree.
Wisconsin 26% Adults with 4 year degrees $37,767 per capita income 2008
Minnesota 32%
$43,037
US Average 28%
$40,208
The UW System Growth Agenda,
http://www.wisconsin.edu/assets/sites/growth_agenda/docs/Case_Statement.pdf.
surmises that increasing the number of 4-year degree holders would increase the per
capita income of the state. Increasingthe number of baccalaureate degree holders to
the level of Minnesota would, by their supposition, raise the Wisconsin income by $29
billion.
Applications – down 18% from fall 2010 to fall 2011. Projected enrollment to remain
flat for next year, then falling. Target enrollment 400-500.
•
Increased competition from privates and UW Campuses. Will increase further in
2011.
o
Rasmussen College: Appleton, Green Bay Wausau
Lakeland: Fox Cities, Sheboygan, Central Wisconsin, Madison, Milwaukee, Green
Bay
o
UW Green Bay and UW Oshkosh have grown very quickly, Bachelor of
Applied Studies, http://www.uwgb.edu/adultdegrees/,
http://www.uwosh.edu/llce/cnl/programs BOA
o
UW River Falls Adult degree completion,
http://www.uwrf.edu/CBE/AdultDegreeCompletion.cfm
o
UW Colleges, 4 year B.A.A.S.
o
UW EC Bachelor of Professional Studies in Organizational Leadership
and Communication, http://onlinebachelordegree.wisconsin.edu/index.aspx
3.2 Interpret the data from the Planning, Assessment, Research and Quality (PARQ) office
of the alumni follow-up surveys.
In 2006 the degree changed from a BS in Industrial Management to a BS in
Management with concentrations. One year grads would include BSM and industrial
management graduates, while five-year grads would be from the industrial management
program.
One year graduates of the BSM rate the importance of their experience at UW Stout
slightly higher than the total population, with 2 exceptions: Speaking and presenting
ideas effectively and listening effectively. While both of these general education
objectives are addressed in the program, it is understandable that an online program
might have lower ratings. That difference dissappeared for five year graduates who
10
rated both speaking and listening higher than the general population. They rated their
experience at UW-Stout lower in contributing to their appreciation of literature and the
arts.
In the area of personal development all areas were rated slightly higher by both 1 and 5
year graduates than the total populations results in areas of organization, decision
making, ethics, and leadership and equal ratings in working in teams, creative thinking
and mental well-being.
One-year and five-year graduates rated course availability, academic advising and the
digital environment significantly higher than the total population. Laboratory facilities
were rated lower than the total population.
Senior year experience is surveyed. Students in the BSM valued every area with the
exception of finding employment higher than the total population. Financial
management and continuing education had the largest positive difference in mean.
BSM graduates were employed at the same rate, and one-year graduates had an average
salary higher than the total population (54K/36K). Some of that gap was closed by five
year grads (59K/52K). As working adults, many of whom are already employed, this
difference is not surprising. They rate the value of their education, would choose to
attend Stout, and enroll in the same program at approximately the same rate as the the
total population.
One employer of 1 one-year graduate and zero employers for five year graduates
responded.
When asked what they liked best about UW Stout it was clearly the ability to obtain a
4-year degree online. The transferability of technical college credits, faculty,
connection of curriculum to real-world, and advisment all received mention. When
asked for improvements the responses were less clear cut and in some cases reflected a
personal experience: the ability to get transcripts online, figure out the billing, computer
science online, or masters programs.
Selected Comments, Liked Best and Suggested Improvements
5 year
I like that I feel known at Stout even though I was a distant education student.
Everyone treats you respectfully and goes above and beyond to help you answer
questions or get information that you need. I have always felt that stout does a great
job with "Customer Service" with it's students. I also feel the school has a high level of
organization that helps students get from the beginning to the end of their education
without many issues.
1 year
The number of courses offered over the summer. The transferring of credits from a
different school. The option of taking a CLEP test for certain courses.
Even though i was an online student i never felt like i was missing out on anything. The
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staff was very supportive, lessons were manageable, professors were motivating,
knowledgeable and patient. The tuition was very reasonable.
More online programs for working adults, MBA programs
course requirements, I understand people need to be diversified, but something's are a
waste of money and time if they are not directed towards your degree. It’s just a way
for college totulie money.
more majors online
Graduates fo the BSM are confident that Stout played a significant role in both their
professional and personal development. The degree serves the intended audience: the
adult student with a technical education. Distance students expect services to be
available and appreciate personal connections with faculty, advisors and student
support services.
3.3 Interpret the major results from your Specific Program Surveys conducted by the
Planning and Review Committee.
In 2006 the degree changed from a BS in Industrial Management to a BS in
Management with concentrations. One year grads would include BSM and industrial
management graduates, while five-year grads would be from the industrial management
program.
When asked how the program prepared them to meet the program objectives the fiveyear grads ranked all areas higher than the 1-year graduates with the exception of
"applying quality principles." A 2009 curricular change from a quality survey course to
an applied quality class hopes to address the fact this area reports a lower preparation
than the others. The awareness of the diversity of culture and economy in the global
market had a lower mean for the five-year grads. Since 2004 an international business
class has been added to the curriculum.
I would like to interpret the perception of better preparation by five-year graduates to
the fact the graduates see more value as they progress in their careers.
4. Supply evidence of continuous improvement efforts of the program.
4.1. Describe the strengths and unique features of your program that distinguish it from
similar programs. What are the weaknesses of the program?
Strengths
As a degree completion baccalaureate degree the BSM's strengths include the opportunity
for technical college graduates to complete a UW Stout degree. Students report the
curriculum and faculty as strengths of the program.
The flexibility of the online format meets the needs of many working adults.
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The program accepts and encourages credit for prior learning. Students can earn credit in
the technical emphasis area through the development of a professional portfolio. Students
also use CLEP, department test-outs, or industrial certifications to earn credits in the
program.
An introductory 1 credit class provides students with knowledge and skills needed to
navigate an online distance education program.
Affordability when compared to other distance education degrees, $315/ credit, 20112012, includes text rental. Resource rental is a service students appreciate and a selling
point for recruitment .
A full-time program director, shared program manager and shared student support person
provide a high level of service to distance education students.
Weaknesses
The online format is not the delivery method of choice form some students. Additional
avenues of engagement need to be encouraged and supported (Tegrity, Blackboard
Collaborate, other technologies).
Some students report unexpected additional costs for technology (microphones, cameras).
However, because the courses are taught across the university and colleges, by faculty
and adjunct, there is not a consistent need of a certain technology. One intructor may use
SKYPE when teaching a general education class, while an instructor in the COM may
use Blackboard Collaborate. Since the previous PRC of this program we used the
Wonder-Network, other ITV technologies, Blackboard, D2L, Echo 360, Camtasia,
Blackboard Collaborate, Tegrity, and others to deliver classes. Technology is a moving
target. Students adapt and instructors are under the pressure to be trained and competent
using new technologies to assure learning.
Inconsistent preparation of instructors to deliver online classes.
Assessment of student learning can be improved.
While UW Stout and the BSM program recognize the value of awarding credit for prior
learning, the campus may need to be encouraged to offer these opportunities to distance
education students.
A challenge to serving the 400+ students in this undergraduate degree program, and the
other 300+ students in other undergraduate distance programs, is course availability.
Beginning in the fall of 2011, students who pay customized tuition are limited to only
those courses delivered for distance students. An example in the affect on students is that
during Winterm 2011students in the BSM program had a choice of 43 sections that might
serve their program needs and in Winterm 2012 they have a choice of 5 sections. An
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exception process is in place, and students have been allowed to cross-enroll with
program director and college permission.
The program added six sections of courses in the major to meet the needs of students
displaced segregating them from the general population. The program may have to
explore delivery of winterm courses in the major.
BSM has the mass to deliver an array of courses in the major every term. Two of the
concentrations, human resource management and quality management, are smaller and
the delivery of those courses are limited to being offered once per year,
http://www.uwstout.edu/programs/bsm/upload/matrix.pdf.
A larger challenge is the delivery of general education classes by Stout Online. This has
been a learning process and progress is being made to serve these student,
http://www.uwstout.edu/de/upload/Online-Courses-Grid.pdf . Humanities, ENGL 102
and analytical reasoning are areas of high demand, but students entering the BSM each
bring a different need and the needs are hard to predict. This continues as an area of
concern to the program director.
Students report student services that meet their needs from every office at UW Stout.
Areas that could be addressed include:
Admissions - Additional resources could be directed to the admissions and transfer
process to ensure transcripts are reviewed and credits applied in a timely fashion.
Admissions process over 900 transfer students each fall, and students in the BSM may
bring in transfer credits from up to 7 colleges. Additionally, they continue to earn credits
and transfer credits to Stout during their degrees.
Registration and Records - Continued attention paid to the accuracy of Access Stout
(PeopleSoft) Academic Requirement Reports (ARR). Registration and Records has
worked with the program to improve the accuracy of these reports. The Registrar has
worked with the College and subs/waivers within the major are applied in the College of
Management. This has proven to be a successful approach to providing students with the
most correct tool to help them plan their academic careers.
In some cases, students in the program do not value general education. Survey results
show a lower than average importance in several general education areas. Comments also
reflected the attitude. Previous technical education included a limited amount of general
education and as adult students they do not see an immediate connection and reward.
This could be addressed in the introductory course,
http://www.uwstout.edu/provost/currhb/meanbac.cfm.
4.2. Submit evidence of program response to the concerns and recommendations in your
previous program review.
Recommendations made during the 2004 Program Review
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Continue to monitor student satisfaction
In 2003 and 2009 students in Stout distance education programs were surveyed as to their
satisfaction in areas outside of curriculum. In all areas, with the exception of Registration and
Records and Financial Aid, the ranking of Very Satisfied increased. Considering this survey was
done during the conversion to People Soft, the Registration and Records results are acceptable.
Additionally graduate candidates are surveyed annually as part of the AIM.
Assessment of learning
The AIM includes indirect and direct measures of student learning. A portfolio has been included
in two of the concentrations, but not included in the others.
An external assessment of student learning has not been used previously, but with coordination
from the College of Management will be added to the assessment plan.
External Assessment
The program was reviewed by UW System in 2005.
AIM
Program director continues to respond and act on issues raised in feedback from Assessment in
Major reports.
Delivery of Online General Education classes.
All general education classes are available online. Beginning in the fall of 2011 distance
education student are allowed to enroll only in general education classes offered through Stout
Online, http://www.uwstout.edu/de/upload/Online-Courses-Grid.pdf. A student can meet
graduation requirements through the classes offered.
This is a system that is still a "work in progress". Over 800 students are seeking an
undergraduate degree through distance education and a system is being developed to assure they
have adequate general education courses available. An exception process is in place to allow
distance education students to seek classes beyond those offered by Stout Online,
http://www.uwstout.edu/de/exceptions.cfm.
Program revision
The program was revised and BUMGT 116 replaced with BUMGT 304, a higher level
management course. Other program revisions included the addition of BUINB 260, International
Business and replacing INMGT 120, Quality Concepts, with INMGT 325, Quality Management.
Wondernet
Wondernet did disappear and LTS, Sali Mounce, coordinated the delivery of interactive
television (ITV) courses. ITV increasingly fell out of favor and in the fall of 2011 was
discontinued as a delivery method. The program supported ECHO 360 classrooms on campus,
and that technology was replaced with Tegrity classroom capture has supported faculty training
and development in new technologies.
4.3 In the next seven years, what are the major improvements or changes you plan to
15
implement to improve program quality?
Program objectives will be reviewed and revised.
Assessment for those objectives will be developed, internal and external direct measures
in coordination with the College of Management accreditation.
Objectives for concentrations will be developed
Assessment tools for those concentrations will be developed.
Curriculum is reviewed by program advisory committee.
Continue to advocate for quality online instruction through faculty or academic staff with
the support of the College of Management.
Continue to advocate for faculty/academic staff hired to serve program.
5. Attachments-Please include electronic links.
5.1 Submit any other information or documentation that may be helpful to the Planning and
Review Committee in reviewing the quality of the program including interpretation of
data from Institutional Research and PRC data.
5.2 Links of specific program information to be included:
• Program plan sheet
• Current assessment in the major
• Individual program facts
• Current program advisory committee
• Other items requested by the consultant
16
Appendix 1
College of Management
Undergraduate Common Professional Component (CPC) Compliance
Management
Hour Class Sessions by CPC Topic
1a
1b
1c
1d
2a
2b
2c
2d
3a
3b
MK
LA
CORE COURSES
T
FIN ACC MGT
W
ECO ETH GLO IS STAT
INMGT 100
5
1
1
STAT
130*
30
INMGT 200/210
5
5
3
20
2
7
5
10
3
5
ECON
201/210*
45
BUACT 206
4
44
2
2
3
BUINB 260
6
2
2
6
5
6
12
45
1
2
BUMGT 304
2
2
45
4
1
11
6
3
1
INMGT 325
3
3
3
20
5
3
5
5
5
10
INMGT 400
2
20
10
5
10
10
5
2
TOTALS
18
14
54
116
28
67
46
77
20
50
*taken as part of the general education core requirements
Still under discussion
17
4a/b
POL/COMP
10
20
7
14
20
20
91
Total
17
30
85
45
55
94
89
82
84
18
Assessment in the Major
Program Outline
Annual Update 2010-2011
Program Director:
Program Name:
Date Submitted:
Department:
College:
Dr. Wendy Dittmann
B.S. in Management
October 10, 2011
Operations and Management
College of Management
The B.S. in Management degree completion program was first delivered in the 2006-2007
academic year, with the continuation of the B.S. in Industrial Management delivered to on-going
students. The Bachelor of Science degree in Management is a blend of business, management
and technical courses preparing graduates for a variety of leadership positions in industry.
Completion of this degree builds on an A.A.S. degree and offers graduates increased flexibility
to pursue new and challenging opportunities.
The Bachelor of Science in Management (BSM) recognizes the need for life-long learning by
providing a degree completion opportunity for technical college graduates. The program
provides a sequence of management courses with concentrations in the business, human
resource, industrial and quality management, with continuing students in the suspended service
management concentration. Human resource and quality management were added in 2009.
Enrollment (data from PARQ)
2005
212
2006
248
2007
298
2008
373
2009
425
2010
453
2011
440
Retention rate 1 year, in program
2006-07
59.2
2007-08
68.9
2008-09
67.7
2009-10
77
Graduation rate, 6 year, in program
2000
67.9
2001
55
2002
62.5
2003
70.7
2004
62.2
Methods of Assessment
Portfolio assessment:
A measure of assessment of student learning in the management program is an analysis of
student work in a portfolio. The program is designed for working adults with technical
background. The professional core of 40 credits is meant to complement that technical
background with managerial skills needed to succeed in industry. One method of student and
program evaluation is portfolio development in order to reflect the connection between the
19
academic studies of students in the program and experiences in industry.
The student’s first exposure to a professional portfolio occurs in INMGT 100, Introduction to
Management. In INMGT 100, typically the first class taken in the major studies sequence,
students learn the general purpose and expectations of portfolio development. Students are
expected to submit several components of the portfolio and outline the entire document. In 20102011 academic year 198 BSM students enrolled in INMGT 100.
The second exposure, in a class setting, is the development and submission of a portfolio in
INMGT- 460, Industrial Management. A capstone course, INMGT 460 includes a reflection
component as part of the portfolio process. The coordination between the program director and
the instructor of this class is ongoing. This reflection piece was shared with the program director
and will be presented to the advisory board. INMGT-460 serves as a capstone class for the
industrial and service management concentrations. (rubric appendix 1). The business
concentration uses BUMGT-490, Strategic Management as the capstone and does not include a
portfolio. New concentrations in Human Resource Management and Quality Management do not
have capstone classes. See Actions Based on Assessment Data and assessment plan.
Portfolio Performance data
The portfolio is graded in three distinct assignments. A goal is to have at least 90% of the
students above 90% on all three areas.
Spring 2010
Spring 2011
Fall 2009 n=22
Fall 2010 n=19
n=26
n=32
% > 90 Section
100%
92.3%
100%
87.5%
1
% > 90 Section
82%
92.3%
100%
94.5%
2
% > 90 Section
95.5%
84%
90.5%
90.7%
3
% > 90 Total
95.5%
77%
90.5%
94.5%
The INMGT 460, capstone class has received excellent feedback from graduates in the past, and
continues to play an important role in the program.
Employment Report, http://www.uwstout.edu/careers/upload/anrpt.pdf
The 2009-2010 reported 87 graduates: 92% of the available graduates were employed, with a
salary range of $17,000 to $120,000. The median salary reported was $51,000.
MEASURES
Graduate Survey 2010 Program Objectives
One and five-year graduates were surveyed on the program student learning objectives as part of
the graduate survey. Additionally graduate applicants for 2010-2011 were asked to rate the
importance of each objective, and if the program prepared them in the area.
Results
Scale: 1= Not at all, 5 = Very Well
20
As a result of your program how prepared are you
to:
Contribute to industry through the application of
business and management principles
Communicate effectively in both technical and nontechnical contexts
Apply quantitative solutions in making business
decisions
Apply quality principles to assure stakeholder
satisfaction.
Apply a variety of management approaches, techniques
and tools
As a result of your program what is your level of
awareness of:
Business ethics
Diversity of culture and economy in world markets.
5 year grads
2004
N=11
1 year grads
2008
N= 35
4.4
4.07
4.2
4.09
4.2
3.93
3.56
3.72
4.2
4.0
4.4
4.0
4.06
3.97
In all cases, except applying quality solutions, the five year graduates rated their preparation and
awareness higher than the one-year graduates. In both groups the preparation in quality
principles was ranked lowest. A curricular change has been made in 2009 and a higher level,
more applied, quality class has replaced a survey class.
Graduate applicants 2010-2011 were surveyed as to the importance of each of the program
objectives and to the preparation. Graduate applicants were those students who applied to
graduate in summer 2010, fall 2010 and spring 2011.
Graduate Applicants
Please indicate how important the objective is in
2010-2011
attaining career goals.
N=41
Please indicate how well the program has prepared you
Importance/
so far to accomplish this task.
Preparation
Contribute to industry through the application of
4.10/3.90
business and management principles
Communicate effectively in both technical and non4.38/4.05
technical contexts
Apply quantitative solutions in making business
4.05/3.90
decisions
Apply quality principles to assure stakeholder
3.90/3.73
satisfaction.
Apply a variety of management approaches, techniques
4.37/4.22
and tools
Demonstrate professional development and program
3.57/3/74
competencies through portfolio development
As a result of your program what is your level of
awareness of:
Business ethics
4.22/4.21
Diversity of culture and economy in world markets.
3.95/4.14
21
Graduate applicants ranked each of the objectives, with the exception of portfolio which is an
assessment method, very important or essential (>3.9). The perceived importance of the
objective to their career ranks higher than the preparation they received in the program in all
areas except portfolio and the diversity of culture and economy in world markets.
Course Ratings
A second assessment measure of the management program asked 109 2010-2011 graduate
applicants of the program to rank the importance to their careers of each course within the
program. Forty-two students responded to the survey.
Major Studies courses:
Rate the following courses in terms of importance for your career
INMGT 100
1= unnecessary
7%
2= somewhat important
15%
3= important
37%
4= very important
20%
5= essential
22%
INMGT 120/325
1= unnecessary
5%
2= somewhat important
3%
3= important
25%
4= very important
40%
5= essential
28%
INMGT 200 /INMGT
1= unnecessary
0%
210
2= somewhat important
3%
3= important
33%
4= very important
35%
5= essential
30%
INMGT 400
1= unnecessary
0%
2= somewhat important
0%
3= important
18%
4= very important
33%
5= essential
50%
BUACT 206
1= unnecessary
2%
2= somewhat important
19%
3= important
38%
4= very important
24%
5= essential
17%
BUMGT 304
1= unnecessary
0%
2= somewhat important
0%
3= important
27%
4= very important
32%
5= essential
41%
BUINB 260
1= unnecessary
2%
2= somewhat important
7%
3= important
41%
4= very important
29%
5= essential
20%
ENGL 415
1= unnecessary
7%
22
2= somewhat important
3= important
4= very important
5= essential
17%
19%
26%
31%
Technical Writing, ENGL 415, rated the lowest at 24% in unnecessary and somewhat
important. After AIM feedback and input from the advisory committee ENGL 415’s delivery
has been targeted to the distance student population. BUMGT 304, Principles of Management
and INMGT 400, Organizational Leadership, had 100% important or higher rankings. INMGT
400 rated the highest at 83% in very important and essential. The 2006 revision of the program
added BUMGT 304 to the curriculum, and it has consistently received positive feedback from
students as to its importance.
Graduate applicants rated the concentration classes.
Business Management Concentration N=18
Rate the following courses in terms of importance for your career
BUMKG 330
1= unnecessary
0%
2= somewhat important
19%
3= important
50%
4= very important
19%
5= essential
13%
BUACT 207
1= unnecessary
6%
2= somewhat important
0%
3= important
44%
4= very important
39%
5= essential
11%
BUACT 340
1= unnecessary
0%
2= somewhat important
6%
3= important
28%
4= very important
39%
5= essential
28%
BUMIS 333
1= unnecessary
0%
2= somewhat important
0%
3= important
33%
4= very important
39%
5= essential
28%
BULGL 318
1= unnecessary
0%
2= somewhat important
6%
3= important
50%
4= very important
22%
5= essential
22%
BUMGT 490
1= unnecessary
0%
2= somewhat important
6%
3= important
17%
4= very important
56%
5= essential
22%
23
Finance, BUACT 340, and Strategic Management, BUMGT 490, were the two classes
receiving rankings of important or higher from all students.
Human Resources Management N= 6
Rate the following courses in terms of importance for your career
PSYC-382
1= unnecessary
0%
2= somewhat important
0%
3= important
17%
4= very important
33%
5= essential
50%
PSYC-403
1= unnecessary
0%
2= somewhat important
0%
3= important
17%
4= very important
33%
5= essential
50%
PSYC-485
1= unnecessary
0%
2= somewhat important
0%
3= important
17%
4= very important
33%
5= essential
50%
PSYC- 381
TRHRD-360
RC-381
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
17%
0%
0%
33%
50%
0%
0%
33%
17%
50%
0%
33%
0%
17%
50%
Human resource management is one of the newer concentrations, and one of the fastest growing.
Competencies in the concentration are guided by those covered in the Professional Human
Resource (PHR) exam, developed by the Society for Human Resource Management (SHRM).
RC 381 ranks lowest in importance to the graduate applicants and PSYC 381 is the only other
class to receive a less than important rating.
24
Industrial Management Concentration N=16
INMGT 300
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 305
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 320
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
RC 381
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 365
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 460
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
0%
0%
21%
50%
29%
0%
0%
33%
47%
20%
0%
0%
29%
36%
36%
0%
15%
31%
23%
31%
0%
0%
13%
40%
47%
0%
13%
6%
38%
44%
Four of the six required classes are viewed as important or higher by all of the respondents.
INMGT 365, Project Management, was ranked very important or essential by 87% of the
respondents while 82% rated the capstone, INMGT 460 very important or essential. RC 381
ranks lowest in importance to the graduate applicants.
Service Management Concentration N=1
PSYC 382
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
SRVM 111
1= unnecessary
2= somewhat important
3= important
25
0%
0%
0%
0%
100%
0%
0%
0%
SRVM 354
SRVM 410
SRVM 420
INMGT 460
Capstone
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
100%
0%
0%
0%
0%
100%
0%
0%
100%
0%
0%
0%
0%
0%
100%
0%
0%
0%
0%
0%
0%
100%
With an n=1 the data reflects little information to act on.
Quality Management Concentration N=1
INMGT 300
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 320
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
INMGT 365
INMGT 410
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
26
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
100%
INMGT 420
INMGT 440
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
1= unnecessary
2= somewhat important
3= important
4= very important
5= essential
0%
0%
100%
0%
0%
0%
0%
0%
100%
0%
0%
With an n=1 the data reflects little information to act on. Although, it is of interest that the
Quality classes in the concentration rate lower than other classes.
Dissemination of Information
AIM data is shared with Dean’s office, College of Management, advisory committee, faculty
within program, and department chairs serving program.
Actions Based on Assessment Data
The B.S. in Management will complete the Program Review cycle in 2011-2012. Additional
decision guiding data will be drawn from information collected as part of that process.
From the data collected for the AIM, it might be said that over time the degree is considered
more valuable to the graduate. A gap exists between the students’ perception of need for the
application of quality principles and the preparation. With the change in course in 2009, from a
survey class, INMGT 120, Quality Concepts, to INMGT 325, Quality Management the gap is
addressed. Subsequent surveys may confirm.
Results have been used to alter curriculum in the quality area. Lead instructors in classes have
utilized the feedback received. Quality classes, INMGT 120, INMGT 325, INMGT 320, INMGT
410, INMGT 420 and INMGT 440 were reviewed by department faculty for coverage and
overlap. Textbooks were reviewed and new texts were implemented in some of the classes.
Additionally, courses delivered to the students in this program have been customized to meet the
needs of adult students. An example would be ENGL 415, Technical Writing. After previous
AIMs and advisory committee input the instructor focuses on delivering information succinctly,
executive summary and PowerPoint presentations to groups.
A capstone classes offered in three of the five concentration rate high as to their importance, and
to the preparation we offer. The need to have a capstone experience in all concentrations, and
ACSBP accreditation now being sought, may lead to a capstone class being offered as part of the
core classes in the major. The existence of a capstone would also allow for a pre and post
assessment tool. The advisory board will discuss this in the fall 2011.
Program objectives will need to be revisited with accreditation and with those changes a change
in the assessment model will be introduced.
27
Assessment Plan 2011-2012
The College of Management is completing the application for accreditation by ACBSP. As part
of that process, an assessment plan is in development.
Continuing assessment
Program Review (7 years)
Assessment in Major (Annually)
Alumni Follow-up Survey
Employer Survey
Student evaluations of Co-op experiences
Employer evaluations of Co-op experiences
Annual Undergraduate Employment Report
2011-2012 Improvement Plans for the B.S. in Management
Learning Objective for program will be revised, May 2012
Learning Objective for each concentration will be developed and presented to the advisory
committee, May 2012.
Assessment methods to be determined
Direct External Measurement – External assessment will be administered (ETS, Peregrine, Ivy).
Because this is a distance education program a variety of delivery and proctoring methods will
need to be determined. Coordination to be supported by College of Management.
Direct Internal Measurement – Added to BUACT 206 (or another core class) with coordination
by College of Management
Collect data points over time – External assessment, portfolio and direct internal. Coordination
to be supported by College of Management.
Information shared with faculty, department, college and advisory committee.
28
Appendix A: Portfolio Checklist & Rubric
Points
5
10
15
100
25
Develop an Electronic Portfolio Organizer in the required format
Customized Template
Cover page
Table of Contents
Career Summary – 10 pts
[This section provides a summary narrative (3-5 healthy paragraphs) of
your career and professional experiences.
Items should include previous:
• titles or roles;
• industries and organizations;
• responsibilities;
• skills and expertise developed;
• overall results and
• quality delivered
Goals:
Should include desired: roles, responsibilities, work experiences, skills,
areas of expertise, leadership plans, qualitative objectives, or personal
preferences.
• Immediate 3 pts
• Short-term 3 pts
• Long-term 3 pts
•
Personal Mission Statement – 6 pts
• Self-Assessment
• Reflect on your work values, priorities, requirements, etc
Resume 100 pt
• Per template
• Content information – 5 pts
• Career Objective – 10 pts
• Skills – 5, 2 pts each
• Experience – 5, 10 pts each
• Professional – 5 pts
• Recognition – 5 pts
• Education – 5 pts
Cover Letter
• Date & Prospective Employer Name & Address, 1 pt
• Salutation, 1 pt
• First Paragraph, 5 pts
• Middle Paragraph(s) “Make your case!”, 10 pts
• Closing Paragraph, 5 pts
• Signature, 1 pt
29
10
10
15
10
10
• Your Contact Information, 2 pts
Skills-Work Experience Artifacts
• Please try diligently to identify 5 work experience or major skills
items
Insert Title, Description, Relevance and Artifacts if relevant
Education
• Previous
• Current
• Relevant Courses
Professional
• Organizations – 4 pt
• Recommendations – 4 pts
• References – 4 pts
Accomplishments – 2 pts each
• Personal /Professional
Elevator Speech
•
•
•
•
•
210
(2 Pts) Who am I?
(2 Pts) What do I offer?
(2 Pts) What requirement-problem is solved?
(2 Pts) What are the main contributions I can make?
(2 Pts) What should the listener do as a result of hearing this?
TOTAL
30
Advisory Committee
Wendy Dittmann, Program Director
Internal
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Abel Adekola, Dean, COM
Michael Galloy, Dept. Chair; Operations & Management
Mandy Wolbert, Adult Student Services Coordinator
Mark Fenton, Program Director, B.S. in Business Administration
Pam Holsinger-Fuchs, Director of Enrollment Management
John Lui, Director, DVR
Kat Lui, Associate Dean, COM
Diane Olson, Assoc. Professor Operations & Management
Heidi Rabeneck, Outreach Program Manager
Kevin Tharp, College of STEM
Leslie Voigt, School of Education, College of CEHHS
Julie Watt, Associate Dean, College of AHSS
Sandy White, Stout Online and Outreach
Linda Young, Admissions
External
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Beth Hein, Education Director; Business; CVTC
Mark Hendrickson, FLC Manager; Manufacturing & Construction Programs; CVTC
Richard Best, Executive Director; Workforce Resource
Greg Brinkman, Human Resources Consultant; Greenheck
Carol Buck, Emergency Management Coordinator; County
Mark Danovsky; Andersen Corporation
Don Hall III; SBC Global
Lindsay Howe, Assistant Manager; Sears Auto Center West
Joanne Kocik, Career Specialist; WITC
John Laabs, Professional in the Field
James Mackey, Education Director; Wisconsin Technical College
Joe Maxfield, Plant Engineering Manager; Nestle U.S.A.
Deborah Neuheisel, Adult Student Initiatives Coordinator, UW Barron County
Ruth Wright; US DOL/OSHA
31