REQUEST TO COLLEGE CURRICULUM COMMITTEE FOR CURRICULAR IMPROVEMENTS
DEPARTMENT: BIS PROPOSED EFFECTIVE SEMESTER: Fall 2009 COLLEGE: Haworth College of Business
PROPOSED IMPROVEMENTS
Academic Program
Substantive Course Changes
Misc. Course Changes
New degree*
New course
Title
New major*
Pre or Co-requisites
Description (attach current & proposed)
New curriculum*
Deletion (required by others)
Deletion (not required by others)
New concentration*
Course #, different level
Course #, same level
New certificate
Credit hours
Variable credit
New minor
Enrollment restriction
Credit/no credit
Revised major
Course-level restriction
Cross-listing
Revised minor
Prefix
Title and description
COGE reapproval
Admission requirements
(attach current & proposed)
Other (explain**)
Graduation requirements
General education (select one)
Deletion
Transfer
Not Applicable
Other (explain**)
Other (explain**)
** Other:
Title of degree, curriculum, major, minor, concentration, or certificate: Business Minor
Existing course prefix and #: N/A Proposed course prefix and #: BUS 2003
Existing course title: N/A
Proposed course title: Information Technology in Business
Existing course prerequisite & co-requisite(s): None
Proposed course prerequisite(s): None.
Proposed course co-requisite(s): None
Proposed course prerequisite(s) that can also be taken concurrently:
Is there a minimum grade for the prerequisites or corequisites? No
for Non-Business Students
Credit hours: 3
N/A
The default grades are D for undergraduates and C for graduates.
Major/minor or classification restrictions:
Open to all WMU sophomore students or above who are in good standing with the university.
For 5000 level prerequisites & corequisites: Do these apply to: (circle one) undergraduates
graduates
both
Specifications for University Schedule of Classes:
a. Course title (maximum of 30 spaces): Information Tech in Business
b. Multi-topic course:
No
c. Repeatable for credit:
No d. Mandatory credit/no credit:
No
e. Type of class and contact hours per week (check type and indicate hours as appropriate)
1.
Lecture
3.
Lecture/lab/discussion
5.
Independent study
2.
Lab or discussion
4.
Seminar or
studio
6.
Supervision or practicum
CIP Code (Registrar’s use only):
Chair/Director
Date
Chair, College Curriculum Committee
Date
Dean David Shields
Date:
Curriculum Manager: Return to dean
Date
Graduate Dean:
Forward to:
Date
Date
Chair, COGE/ PEB / FS President
FOR PROPOSALS REQUIRING GSC/USC REVIEW:
Date
*
Approve
Disapprove
Chair, GSC/USC
Date
*
Approve
Disapprove
Provost
Date
Revised May 2007. All previous forms are obsolete and should not be used.
1.
Explain briefly and clearly the proposed improvement.
‘BUS2003 Information Technology in Business’ is a required course within the Business Minor for NonBusiness Students.
2.
Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those,
too.)
This course combines key elements of several Computer Information System courses for non-business
students. In this course, students are introduced to technologies that provide business processes automation
and add value to business.
3.
Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of
consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you
propose is not a duplication of an existing one.
This change has no effect on other colleges, departments or programs.
4. Effect on your department’s programs. Show how the proposed change fits with other departmental offerings.
This change will have no effect on the CIS programs other than making it available for the proposed minor. CIS
Program would have the responsibility of staffing the course and determining faculty qualified to teach the course.
5.
Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students
to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have
considered scheduling needs and demands on students’ time. If a required course will be offered during summer only,
provide a rationale.
No program conflicts are anticipated. However, any non-business students who begin in the Business Minor could not
use BUS2003 to satisfy BUS2700 requirements. Course will be offered year round if demand warrants.
6.
Student or external market demand. What is your anticipated student audience? What evidence of student or market
demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to
students?
Non-business students are expected to find BUS2003 an attractive course where they will learn technology and
business value of technology. This course will also provide a competitive edge for WMU students when applying for
employment in a business setting. Demand within WMU is expected to be substantial for the new minor, thereby for
the new course.
7.
Effects on resources. Explain how your proposal would affect department and University resources, including faculty,
equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising
will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs
and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.)
A few CIS faculty already have the expertise to teach the course. No negative effect on resources expected. Courses
will be taught in Schneider Hall using existing technology. No additional library resources are anticipated.
8.
General education criteria. For a general education course, indicate how this course will meet the criteria for the area
or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach
additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for
baccalaureate-level writing, or (c) requesting reapproval of an existing course.)
This course is not intended to serve as General Education course but will be available as electives for non-business
students.
9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These
are the outcomes that the department will use for future assessments of the course or program.
Major learning outcomes for this courses are:
 Explain the importance of technology in business applications and decision making.
 Explain how technology can be a competitive advantage for a business.
 Hands-On use of CRM, ERP, Web 2.0, or SCM software.
 Explain business processes and how business technology automates them.
 Identify components of a network infrastructure.
 Explain online business and promotional technologies.
 Hands-On use of business intelligence/reporting.
 Explain importance of privacy, information security, and ethics in the context of an organization.
10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college
assessment plan or informal assessment activities.
The accreditation association for business colleges, the Association to Advance Collegiate Schools of Business
(AACSB), continually revises its standards, most recently in January 2008. The proposed business minor is expected
to reduce the number of non-business majors in sophomore level BBA-required classes. This reduction will assist
HCoB’s efforts to meet an emerging informal standard among AACSB schools regarding faculty to student ratios.
The current HCoB ratio is substantially higher than those of our peer, competitor and aspirant AACSB schools.
11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for
Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from
Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with
Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community
college guidelines. Department chairs should seek assistance from college advising directors or from the admissions
office in completing this section.
Michigan community colleges currently offer undergraduate business courses that are identified as equivalent to
several lower-division BBA major requirements. These equivalent courses may be transferred for credit as 1000 and
2000 level BBA major and General Business minor requirements. Such courses would continue to be accepted as
equivalent for transfer students pursuing a BBA. If transfer students have taken the equivalent of BUS2700 and met
the required transfer grade requirements, the courses could be used as three credit hours toward the BUS 2003
requirement of the proposed Business Minor.
Transfer students who began their programs at a Michigan community college prior to Fall 2009 (or the effective
date of this proposal) will follow the transfer policies in effect at the time of their first semester at the community
college.
Catalog Descriptions of Required Courses for the Business Minor for Non-Business Students
BUS 2003: Information Technology in Business (3 credit hrs)
Catalog Description: This course introduces non-business students to modern business information and process
management using emerging information technologies to strengthen business process efficiency and technology
management. Technology is embedded in almost all primary and support activities that bring value to a business. The
dynamics of business technology is explored through business analysis tools as well as integrated enterprise systems, such
as enterprise resources planning (ERP), supply chain management (SCM), customer relationship management (CRM),
Internet business & marketing technologies, business data communication, business collaboration, business
intelligence/reporting, information security and compliance, and other essential concepts. These concepts and software
functions are brought to the classroom using lectures, numerous in-class hands-on exercises, team/individual projects,
and guest speakers.