External Review of
The Information Technology and
Administrative Management (ITAM)
Department
Submitted by
Dr. Marilyn R. Chalupa
Information Systems & Operations
Management Department
Miller College of Business
Ball State University
Muncie, Indiana 47306
May 2005
EXTERNAL REVIEW OF ITAM DEPT.
Table of Contents
Page
Historical Perspective of the ITAM Department..................................................................................... 1
University Strategic Goals within the Department ................................................................................. 2
Curriculum Strengths and Areas of Improvement ................................................................................. 3
Program Planning and Assessment....................................................................................................... 5
Faculty Strengths and Areas of Improvement Needed ......................................................................... 6
Students’ Concerns ................................................................................................................................. 8
Library and Information Literacy for Students and Faculty ................................................................... 9
Support Staff and Other General Issues .............................................................................................. 10
Future Direction of the Department ...................................................................................................... 11
Conclusions ........................................................................................................................................... 12
Appendix ................................................................................................................................................ 15
Sample Assessment Plan for Business Communications
Sample Internship Packet of Materials
EXTERNAL REVIEW OF ITAM DEPT.
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This external review is based on the review of the Information Technology and
Administrative Management Department (ITAM) self-study and the visit to the campus
where administration, faculty, students, and staff were interviewed. Areas addressed
include curriculum, program planning and assessment, faculty, students, library and
information literacy, and future direction of the department. Additionally, strengths of the
program will be identified and areas of possible improvement will be suggested.
Historical Perspective of the ITAM Department
Originally, this department trained people to work in the office like many business
education and administrative management departments originally did across the country.
As the workplace changed, so did the program that trained the future workforce. This
evolution continues as technology changes the way work is accomplished. As is typical of
most all higher education technology educators today, technology skills were acquired
through special workshops or through self-learning. Management Information Systems
workshops were first offered at the University of Minnesota in the mid-1980s. Technology
programs did not exist while most of today’s faculty were going through college or working
on their doctorate.
The department has transitioned successfully by changing its name and
curriculum to reflect its mission of preparing students to be competent in information
technology (IT) and business professional skills. It is the only four-year degree-granting IT
program in the state. It is unique in that it combines technology and business professional
skills. It is also somewhat unique in that this program that combines technology and
business professional skills is housed outside a College of Business. Information
technology is defined here as the technical skills related to design and development,
installation and implementation of information systems and applications. In a general
sense, IT means managing and processing information in an organization.
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The ITAM Department serves several different groups of students—retail
management technology, information technology, administrative management,
advertising, fashion merchandising, and business and marketing education. Additionally,
the department provides service courses to students across campus. The curriculum
supports the entry-level skills usually looked for by employers.
University Strategic Goals within the Department
Four of the five University Strategic goals identified in the self-study report appear to
be met with one goal not appearing to pertain to the ITAM Department.
Goal 1. The department’s academic programs are current and relevant as the
faculty researched curriculum of professional organizations (OSRA) and other similar
institutions, the NWCETS, and visited with local advisory groups and area industry
leaders. Advising students and keeping curricula information current and easily
accessible are accomplished by assigning students to a faculty advisor, posting
information on the web page, and preparing brochures that share information about the
curriculum.
Goal 2. Most of these goals are not applicable to the department.
Goal 3. Faculty have acquired grant money externally and internally. Faculty are
active in professional organizations at all levels (local, state, regional, and national),
participate in recruiting students, and teach freshman-level courses.
Goal 4. The faculty members’ service to the community at large gives visibility to
the Department, the College, and the University, especially when working with industry to
help students get internships. Service learning projects also increase awareness of the
department’s strong program offerings.
Goal 5. Maintaining a position of leadership in business teacher education is
critical. Without a business teacher education program, it can be difficult to promote the
program and recruit students to attend CWU and major in business and technology
EXTERNAL REVIEW OF ITAM DEPT.
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education. Furthermore, as secondary business teachers become scarce, there is less
opportunity to expose high school students to business and technology courses.
Maintaining relationships with secondary business teachers is a prime basis for recruiting
students to CWU.
Goal 6. A sense of community is felt when visiting with faculty and students. Faculty
serve on various university and college level committees; there is recognition of
outstanding teaching, research, and service; and diversity is encouraged as students are
exposed to different cultures via international-sponsored trips. However, diversity in
faculty within the department has yet to be accomplished.
Curriculum Strengths and Areas of Improvement
The ITAM Department has designed a strong IT curriculum to prepare graduates to
enter the workforce with the potential to become productive and successful employees.
The various specializations—Network Administration, Information Technology, Web
Administration, Database Administration, and Administrative Management—have IT
courses required. The Retail Management and Technology specialization and the
Fashion Merchandising specialization have very few IT courses required but have IT
electives. The Business and Marketing Education teaching majors have many of the IT
courses necessary to prepare future business teachers with the necessary technology to
teach and the tools with which to teach.
The common core is very strong in basic business, communications and professional
development, and technology-based skills. Graduates of this program should be sought
after by employers. The combination of technology and communication and professional
development skills is an asset to the students and a strength of the program. This
combination is the foundation to being a premier program.
All freshmen entering Central Washington University must take IT 101, a basic
computer application course. Therefore, it is essential that this basic course articulate into
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the other technology-based courses (word processing, spreadsheet, database,
presentation software) required of the ITAM majors so there is no gap or minimal overlap
of content. Thus the ITAM majors should have opportunity to take intermediate and/or
advanced courses rather than repeat much of the IT 101 content.
Although the many areas served by the ITAM Department have some technology
usage as a commonality, the department needs to decide if Fashion Merchandising and
Advertising really fit in the department. Currently, the Fashion Merchandising major has
very few IT courses required or as electives. Similarly, Advertising is a minor and there is
only one IT course as an elective. They may want to examine if the department resources
are adequate now and in the future to continue to support those options.
The faculty do not have to teach all the necessary courses as some are already
available in another area on campus. For example, Photoshop and ethics were
mentioned as already being taught in other areas on campus. Current course
prerequisites prevent ITAM majors from taking Photoshop.
The department name and the specialization areas use administrative management,
which is outdated. Possible department names could include variations of Business
Information Systems, Business Information Technology, or Information Technology
Management. It is recommended that administrative management be changed to better
reflect the duties or the nature of the work rather than job titles. Possible specialization
area name changes could include Managerial Supervision rather than Administrative
Management, Web Design and Development rather than Web Administration, Database
Management rather than Database Administration, and Retail Management and ECommerce rather than Retail Management and Technology. E-commerce could have
more emphasis in the Retail Management major and then it would fit with the objectives of
the Department. These names reflect content found in the curriculum.
An internship is required of all ITAM majors; therefore, students need assistance to
find and apply for internships. This is definitely a strength of the program and a faculty
EXTERNAL REVIEW OF ITAM DEPT.
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member should be designated as coordinator. This requirement should have continued
support to match employer and student.
An advisory board with members representing each of the specialization areas should
be organized to assist in helping the faculty keep the curriculum current, offering internship
opportunities to the majors, and allowing faculty to interview and/or visit their worksite to
gain new knowledge and skills to bring back to the classroom. Additionally, this group
could participate in teleconferences to discuss a current topic and answer questions and
be a panel of experts to evaluate student projects in a capstone course. Oftentimes, when
these members hear of a hardware need, they may be able to donate or know where to
find the needed hardware.
Program Planning and Assessment
Student admittance to the program is satisfied by acquiring a minimum GPA with
some “conditionally” accepted students that are close to meeting the GPA requirement.
The kinds of information gathered from graduate follow-up surveys can give some insight
into the benefits of the core courses but cannot always give adequate feedback about the
specific specialization areas as those areas get updated often and students may not have
had the updated courses. Data from internships is valuable only to the extent that it
reflects a particular intern’s abilities, not the whole department or program specialization.
Since there is no exit assessment, the department may want to consider a 400level course to be a capstone course for all ITAM majors. This course could be an
integration-type course requiring students to use the knowledge and skills acquired to
complete team projects. Various businesses and industries may have a short-term or
small-scale project that students could work on and prepare a presentation to the business
and industry leaders. Students from each of the specialization areas could be represented
on a team. This course could be as realistic as possible. This course would be the place
for some type of student assessment, even if the assessment tool asked questions
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pertaining to content from the common core as well as the specialized areas. Students
would answer the common core questions and their particular specialization area
questions.
A formalized plan of student assessment and program assessment for the
department needs to be established. The core courses required of all specialization areas
is the recommended place to start. Identify a capstone course. Identify what the students
should know and be able to do upon completion of the program. The Appendix has a
sample assessment plan for business communications.
Faculty Strengths and Areas of Improvement Needed
The ten tenure-track faculty and the four contract faculty appear to be devoted to their
profession and the University. Their strengths are in teaching and service. Faculty
strengths include their accessible to students and their caring about the students
(comments from students support this). The faculty members are strong in service to the
University and to the community at large. They are also strong in acquiring grants,
knowing how to teach (pedagogy) and understanding how students learn, and giving
presentations.
The faculty members have researched the business needs and what other institutions
are doing and have revised the curriculum to reflect these needs. They understand IT and
have a vision as to what their program should accomplish and they appear willing to
change to accomplish their vision. Based on comments from faculty and students, many
of the course assignments are application-based or hands-on, which connects concepts
and theories with practical application.
The faculty members appear to embrace the change that is consistent with the
technology field. Trying to “retool” or pioneer into the new areas requires risk taking as
faculty are moving outside their comfort zone. Time devoted to retooling usually means
less time for other duties, such as research, advising, committee work, curriculum revision,
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keeping current reading technology-related magazines and professional journals.
However, they somehow do most of these quite well.
Although the Department has many strengths, there are a few areas to improve. To
work toward accomplishing their vision of preparing students for life-long learning in IT,
faculty need to become more specialized and recognized as expert in their areas.
Additionally, there should be backup faculty in these specialized areas (especially for the
upper division courses). To accomplish specialization, faculty need financial support to
get the necessary training and some release time to develop and prepare to implement
the new courses (especially if this is to be done during the academic year). Another option
for faculty professional development could be a faculty externship with a stipend. In an
externship, faculty shadow or interview employee(s) in the workplace and acquire
knowledge and skills to take back to the classroom. Internal grants could support the
stipends.
Another area of improvement is research. Very few faculty have established a
research reputation or an authorship reputation. To become a premier IT department, it is
recommended that more tenure-track faculty acquire a research publication record. To
accomplish this, faculty may need support in the time-consuming task of data entry and
support to help them conduct sophisticated data analyses.
The loss of faculty positions and salary adjustments are a grave concern. The
College and University Personnel Association (CUPA) was mentioned often as a major
concern because their area was not classified. However, after reviewing the CUPA
classifications, it appears that the ITAM Department would fit in the 11.xx areas. These
areas would include Information Science/Studies (11.04), Data Entry/Microcomputer
Applications (11.06), Computer Software and Media Applications (11.08), Computer
Systems Networking and Telecommunications (11.09), Computer/Information Technology
Administration and Management (11.10), and Computer/Information Technology
Administration and Management (11.99).
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Students’ Concerns
The ITAM Department selected students for this visit. The two groups were asked the
same questions pertaining to the courses, student organization, advising, lab facilities, and
available resources.
The students were very passionate talking about courses, what is great and what
could be improved. IT 101 is a require computer course for all CWU students. When
students select a major in the ITAM Department, they felt some of the technology core
courses were similar to the IT 101 course. The department may want to look closer at the
articulation between the IT 101 course and the other technology core courses. Although
students receive hands-on types of assignments in some courses, faculty may want to
look closer at the kinds of activities and see if and how often theses activities are repeated
in other courses. Students commented that the personality assessments should be in the
Professional Development 310 course.
In some instances, students thought courses were misrepresented or too much
alike. The department may want to review course descriptions and/or syllabi to be sure
that the description and the syllabus match.
The student organization, ITAM Club, appears to be valuable to the students as
they are eager to work with the Department in creating a link on the web page that assists
students in finding internships with interested businesses. Currently, most internships take
place during the summer; however, students have indicated that some of the better
internship opportunities are available during the academic year. The department may
want to designate a faculty member to be the coordinator of internships as students feel
they need more assistance in finding and applying for internships. The number of
internships during the academic year could be accumulated and after so many, there is
one course release for a term for the coordinator. Internships during the summer could be
paid, similarly to faculty teaching a course. The department could develop a packet of
materials that identifies the process, the necessary paperwork needed, an evaluation form
EXTERNAL REVIEW OF ITAM DEPT.
for the supervisor, and what information should be in a summary report. This information
could also be on the web page with a link for internships.
Overall, advising by faculty appears to be excellent. With the updates in the
curriculum, there are more student questions. It is suggested that a form be prepared by
specialization indicating the sequence, pre-requisites, and what term(s) each course is
offered. To communicate course changes to students, it is also suggested that an e-mail
be sent to the appropriate majors.
Library and Information Literacy for Students and Faculty
Students believed the library to be adequate for research; however, most students
use the Internet to find current information. Their major concern focused on lab facilities.
To maintain cutting-edge technology, which is necessary to be a premier IT
program, computer labs need to have state-of-the-art equipment and the latest software.
Access to this equipment should fit the typical student lifestyle hours of studying. Access
to the labs with the needed software needs to be expanded to allow students to work and
print assignments before their 8 a.m. classes. Maintenance of hardware could be
improved as students indicated there were times class had to be cancelled due to lack of
working hardware. The upper division courses, rather than the lower division courses,
need to be in the most current labs. There is a need for hardware to better teach
networking concepts. An isolated network environment would be a somewhat modest
investment for students to learn to install. This would require hardware (server, routers,
hubs, etc.), and several network software programs such as Linux, Windows XX, etc.
Exposing students to peer-to-peer networks and client-server networks would be
appropriate and money well invested for students in a premier program to become
gainfully employed. An internship in this area would be easier to acquire if students had
some classroom experience with several network environments rather than just
conceptual theory and observation of the University’s network.
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Students would also like to see more coordination between Career Services and the
Department for job-seeking positions and internships. Scholarships available to majors
could also be enhanced. Currently, there is one department scholarship. The University
Foundation and/or the Alumni Office could help contact alumni to set up events and get
contributions for scholarships.
For the ITAM Department faculty to conduct the research needed to meet the new
research emphasis required by CWU, it is imperative that the appropriate journals,
pedagogical and research-based, be available. Such information systems or research
journals that publish technology-related manuscripts may include The Delta Pi Epsilon
Journal; Journal of Education for Business; OSRA’s Information Technology, Learning and
Performance Journal; the Journal of Computer Information Systems, the Journal of
Technology Education; Journal of e-Learning, and Journal of End-User Computing,.
Interlibrary loan is also an option to consider for the more expensive journals.
The library has the technology for video conferencing, an excellent way to bring
business people to the students without leaving work or the classroom. More of this
capability could be utilized.
Support Staff and Other General Issues
Currently, the secretary position is part-time. By changing to a full-time position, the
person in this position can prepare and balance monthly budget reports in a more timely
manner, conduct an analysis of enrollment figures for quarterly reports rather than just
reporting figures, and analyze and report information for the department chair to make
timely decisions. In addition, the person in this position oversees the lab problems to be
resolved. It is recommended that this position go back to full time to better serve the ITAM
Department, the College, and ultimately the students and the University.
Loss of faculty positions over the years has occurred in this department even though
student numbers increase. However, if the goal is to become a premier program, there
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needs to an appropriate number of qualified tenure-track faculty. The faculty need
research time, especially as they also have the unique need for continual update. This
continual update is even more critical for a premier program. An IT program is unlike other
programs. The IT faculty are constantly changing what they teach and with what tools
they use to teach. Textbooks are changed more often which requires revamping courses
and preparing new assignments, projects, and exams. Oftentimes, they must
troubleshoot hardware/software problems in their classrooms. They must do these unique
things while maintaining the appropriate level of teaching, research, and service.
Future Direction of the Department
The Department’s future plans are on target. In information technology, students
should be able to test out of courses that focus on learning a software application. The
concept of the “T-shaped” employee is the gemstone of becoming a premier IT program.
Information systems security is the current “buzz” and is essential for those interested in
network management. Project management may become a core course for all IT majors.
The value of industry certification is still in a state of uncertainty. Only recently are
some exams requiring performance rather than or in addition to just knowing concepts and
memorizing information. Earning certification is “technical” in nature and usually viewed
as community college or technical school level, not collegiate. Courses at the collegiate
level may be designed so that upon completion, students may be more interested in
studying further to take a certification exam but courses at the collegiate level seldom
prepare one to take the exam.
The struggle with identity is more external. The ITAM Department has gone
through an evolution and will continually evolve but outsiders don’t see the evolution.
Promotion of the new course offerings is recommended. Creating brochures for campus
audience and for public school teachers and high school students is an avenue to promote
EXTERNAL REVIEW OF ITAM DEPT.
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the program and recruit students. Faculty need to identify with a specialization to be
recognized as experts.
The Department needs to decide what they can do well and focus on those
areas. Advertising and Fashion Merchandising may need to be managed elsewhere. The
outcomes of these areas will not align with the program assessment.
Conclusions
Faculty members are comfortable with the direction the program is going. The
direction they have chosen is appropriate, timely, and an excellent information systems
program. The loss of faculty positions and salary adjustments are a grave concern, which
could affect their goals as well as becoming a premier IT program. It will take commitment
from everyone in the Department and additional support from the administration to achieve
the goals.
Because the department name and several of the course titles or specialization areas
include administrative management, it is recommended that administrative management
be changed to better reflect the duties or the nature of the work and not job titles.
The curriculum is relevant and very cutting edge. Project management is required in
most of the specialization areas. Knowledge management could be integrated into
selected specialization areas.
The curriculum for Fashion Merchandising provides the necessary skills “to work in
the fashion merchandising field as a fashion buyer, a fashion retailer, or a fashion
merchandise manager.” This is a totally different area that does not fit with IT goals. It is
recommended that this area be housed in Family and Consumer Sciences. This would
not require any change in faculty status or number for the ITAM Department, but it would
free up advising and other administrative duties related to managing this major and more
focus could be placed on becoming a premier IT program. The outcomes for this major do
not fit with the program assessment goals of a typical IT program.
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The Advertising minor “develops competence in advertising planning, production, and
distribution.” Since only three required courses and two elective courses are from this
department, it is recommended that this minor be housed in the Communications
Department, which has the majority of courses in the minor. The outcomes of this minor
do not reflect those of any IT program.
An advisory board consisting of business and industry leaders representing the
various specialization areas should be organized. These members could be very
beneficial in helping the department develop its reputation for offering cutting-edge
curriculum.
Business and marketing education programs need to continue and be supported.
These majors become the high school teachers that will encourage students to attend
CWU and major in IT or business or marketing education.
Assessment of the program needs to be defined; usually the core courses or selected
core courses are assessed as all students would participate.
Faculty are working hard to teach, conduct research, and serve the profession and
the community. They need release time to update technologically and conduct more
sophisticated research.
For the faculty to be recognized as experts in IT and for the program to become a
premier IT program in the state, the following suggestions are made:
1.
More faculty need to have a research agenda and acquire a reputation for publishing
quality research, especially in IT journals. To accomplish this goal, faculty will need
assistance in data entry and data analyses and more release time to work on
research, at least to get started.
2.
Faculty externships can help them learn new technology and see how the technology
is used in the workplace. Release time for training and to develop course materials is
essential. Internal and/or external grants may be needed to support stipends for
externships. Some new faculty hires should come from information systems
background.
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3.
Computer labs need to have state-of-the-art hardware and software.
4.
Computer labs need to be technically staffed so hardware is maintained and always in
operating condition. The workplace does not tolerate technology downtime as that is
equated to loss of revenue. In the classroom, technology downtime is equated to the
loss of learning time, which is not a positive reputation or image for the Department,
the College, or the University.
5.
The curriculum needs to stay vital and cutting edge. Advisory board members can
share the latest trends in business and industry.
6.
Continue to embrace change; retool; pioneer; take risks by moving outside the comfort
zone. University administration need to continue to support the faculty and the
department in whatever ways necessary to achieve the goal of offering a premier IT
curriculum in the state.
7.
Do a few things very well. It takes time to grow new specialization areas. Decide
which specialization areas are the most needed. With faculty having expertise and
establishing research publication records, demonstrating excellent teaching skills,
promoting the program to secondary school teachers and counselors, maintaining
advisory boards, and having the financial support of the University administration to
experiment and work toward their goals, students will be interested and want to attend
CWU and graduate from a premier IT program.
EXTERNAL REVIEW OF ITAM DEPT.
Appendix
Sample Assessment Plan for Business Communications
Sample Internship Packet of Materials
1