05/07/2016
SEB BAC Meeting
By Kai Chen, EFA
Present:
BAC Members:
Christine Amos, Vice President, Bank of Cooperstown
Dimitri Grivas, President, ARMA International, L.L.C., and his wife Nancy Grivas
Jason Hecht, Professor of Finance, Ramapo College of New Jersey
Tom Kane, EVP, Chief Human Resources Officer, Constellation Brands
Case Lanting, Senior Marketing Manager European Projects Marketing & Business Dev, CSEM SA
(Swiss Center of Electronics and Microtechnologies)
Darryl Lincoln, Project Manager Corning Life Sciences – Oneonta
James McAteer, VP Capital Group
Johna Peachin, Owner Peachin & Associates
Jamie Reynolds, SVP/Regional Executive, NBT Bank
Grace Ts’ao, Emeritus Faculty, Emeritus Faculty
Zel Bianco,
Faculty Members:
Yen, David, Dean, SEB
Michael McAvoy, Assistant Professor Economics; Chair of EFA
Paul Bauer, Assistant Professor Economics
Kai Chen, Assistant Professor Finance
William O’CEA, Professor Economics
Philip Sirianni, Assistant Professor Economics
Donald Trippeer, Associate Professor Accounting
Izabella Lokshina, Prof Mgmt. Info. Systems, Chair of MMI
Barbara J. Durkin, Assistant Professor of Management
Jie Feng, Assistant Professor Marketing
Chien-Wei Lin, Assistant Professor Marketing
Mine Ozer, Associate Professor Management
Stephen, Walsh; Associate Professor Marketing
William Weinell, Lecturer; Coordinator of Internships
Jing Yang, Assistant Professor Management
Hua Zhong, Associate Professor Management
9:30-10:00
Background information about
AACSB review
David C. Yen – Dean, SEB
Professor Kai Chen: Taking minutes
A. Opening (9:00 AM)
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4.
Self-introduction of attending members.
Welcome notes by Dr. Yen.
Asking for favors from BAC members for the project: interview with BAC members.
Description of agenda
B. Background information about AACSB review (9:30 AM)
1. Information about AACSB review team’s visit.
a. Time: 2/12/2017-2/14/2017.
b. Team’s members
c. Previous visit: John Kooti, the chair of the review team has come. He met with Dr. Yen
and talked to tenured faculty and tenure- tracked faculty.
d. Proposed visiting itinerary for 2017 visit, including discussion of strategic planning,
assessment of faculty qualification, meeting with tenured and tenure-tracked faculty, and
the free time to write the report.
e. What we have done
f. Questions and discussion
1) Cees Lanting: two points. First about MMI assessment, and second about the
resources.
2) Tom Kane: do right project management. Two comments, confidence on time frame.
3) Darryl Lincoln: Any contingency to meet uncertainty?
9:30-10:00
Background information about
AACSB review
David C. Yen – Dean, SEB
Professor Kai Chen: Taking minutes
2. SEB Strategic Planning: Reporter: Mine Ozer- Chair, SEB Strategic Planning Committee, David
C. Yen – Dean, SEB, Bill O’Dea - Assessment Coordinator, Mike McAvoy – Chair, EFA,
Izabella Lokshina – Chair, MMI
a. SEB vision
b. SEB mission
c. SEB key goals
1) What do we want to be
2) What must we change to sustain the quality
3) What must we preserve
4) What is the most important work
d. Questions and discussion
1) David Yen: Not to lose Econ Program; three additional sources of students: transfer,
adult, and international; master program of financial planning and control; supply
chain management concentration starts 2016 Fall; no enough faculty for international
business concentration.
2) Mike McAvoy: hired an Econ professor, need one more Accounting professor.
3) Darryl Lincoln: difference between SEB vision and the university vision; how to get
there
4) Johna Peachin: a clarification question
5) Jason Hecht: Thinking to future and teaching excellence.
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6) Dimitri Grivas: Think about the future for the moment, don’t look inside.
7) Jason Hecht: Five short points: don’t be best in the local, to be best nationwide; don’t
limit to business, for example, the healthcare management and water management;
attracting people; standing out, thinking about how to get there and getting there step
by step.
8) Grace Ts’ao: why fail recruiting accounting professor, what the gap the school offer
and the market offer.
3
Meeting Minutes for SEB Internship
By Wilson Lin, Assistant Professor of Marketing, MMI
11:15-11:55
Report and discussion about
faculty qualification and
Intellectual contribution
Paul Bauer - Chair, Faculty Qualification
Committee
David C. Yen – Dean, SEB
Bill O’Dea - Assessment Coordinator
Mike McAvoy – Chair, EFA
Izabella Lokshina – Chair, MMI
Professor Wilson Lin: Taking minutes
Key points:
1. The SEB’s Definition of Faculty Qualifications describes the requirements for initial
qualification and the intellectual contributions and activities required to maintain
qualifications. Separate definitions are provided for Scholarly Academics (SA), Practice
Academics (PA), Scholarly Practitioners (SP), and Instructional Practitioners (IP). Please
refer to the AACSB continuous improvement report Appendix 5 for details.
2. SEB exceeds the AACSB recommended percentages (90%) of the qualified faculty.
Discussion:
Professional Engagement Activities
1. Leadership role in an academic association or professional society should be evaluated
by the tangible benefits and its impact on the field (Jamie Reynolds)
Other scholarly outputs/activities (Jason Hecht)
1. Should double check on Cabell’s webpage (www.cabells.com).
2. Junior faculty should establish a research pipeline consists of primary and secondary
tier publication.
3. Every faculty member needs to prepare for the questions from the AACSB review
team regarding your publication. The key is to document all your contribution.
4. Evaluation is based on quantity and quality (e.g., google citation, research gate
citation, circulate rate).
5. Should avoid the double counting.
6. The conference vs. presentation ratio could vary by disciple.
Overall
The SEB should have a dedicated secretary who collect the above information on the
regular basis (Dimitri Grivas).
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1:05 -1:55
Learning outcomes
assessment – EFA
Mike McAvoy – Chair, EFA
Bill O’Dea - Assessment Coordinator
David C. Yen – Dean, SEB
Izabella Lokshina – Chair, MMI
Professor Wilson Lin: Taking minutes
Key points:
Accounting major
1. CPA exam pass rate (45%) is better than the average of all NY state college institution
and the average of SUNY system.
2. ETS Test score for the Bachelor's Degree in Business (85) is better than the national
average (75).
3. Will constantly monitor student’s progress in key areas such as oral communication,
CSR & ethic issue, and analytical skill so we can close the loop.
Discussion:
Should collect CPA exam pass rate of the recent graduates (within a year time frame)
(Tom Kane).
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2:00- 2:50
Learning outcomes assessment –
MMI
Izabella Lokshina – Chair, MMI
David C. Yen – Dean, SEB
Bill O’Dea - Assessment Coordinator
Mike McAvoy – Chair, EFA
Professor Jie Feng: Taking minutes
BAC Minutes May 7th 2016 (2:00 pm-2:30 pm)
By Professor Jie Feng, MMI
MMI Assessment for the Major of Business & Economics by the Chair of MMI Dr. Lokshina
MMI’s Assessment & Assurance of Learning Plan is developed based on: Mission; Business Economics
programmatic & learning goals; General & management-specific knowledge & skills, required by the
accreditation standards, & Curriculum mapping
Mission includes 1) the MMI's primary role is teaching & preparation of students; 2) Faculty scholarship
& professional development complement & enrich instruction; 3) Instruction receives primary weight,
followed by research & service; 4) MMI is committed to continuous evaluation & improvement in the
areas of the curriculum, faculty development & scholarship, & service
Programmatic Goals include facilitating preparation for a career in business; developing critical
intellectual capabilities, knowledge, & skills; giving a robust foundation in economics; providing
preparation in the functional areas of business; and allowing specialization through curriculum
concentrations
There are seven Learning Goals: G1. Students will acquire a solid understanding of economics; G2.
Student will acquire the essential knowledge of the business disciplines of management, marketing,
accounting, finance, & information systems; G3. Students will be able to analyze complex business
problems & synthesize appropriate solutions; G4. Students will be able to identify ethical dilemmas &
demonstrate ethical reasoning; G5. Students will understand group dynamics & work effectively in teams;
G6. Students will be able to speak effectively in business environments; G7. Students will be able to write
clearly & effectively
General Knowledge & Skills include Communications abilities (G6, 7); Ethical understanding &
reasoning abilities (G4); Analytic skills (G2, 3); Use of information technology (G2); Dynamics of the
global economy (G1); Multicultural & diversity understanding (G2); Reflective thinking skills (G2)
Management-Specific Knowledge & Skill include Ethical & legal responsibilities in organizations &
society (G4); Financial theories, analysis, reporting, & markets (G2); Creation of value through the
integrated production & distribution of goods, services, & information (G2); Group & individual
dynamics in organizations (G5); Statistical data analysis & management science as they support decisionmaking processes throughout an organization (G2,3); Information technologies as they influence the
structure & processes of organizations & economies, & as they influence the roles & techniques of
management (G2); Domestic & global economic environments of organizations (G1); Other
management-specific knowledge & abilities as defined by the school (G2,3,6,7)
Dr. Lokshina then presented Business Economics Major Program Content Coverage Table. The table
listed 14 core courses: ECON 111, 112,211,212, ACCT 100 and 122, FINC231, LAW222, MGMT 241,
MKTG 261, MGMT 343, MGMT 345, MGMT 353 AND MIS 351. Each of them has been evaluated
based on the topics covered, general knowledge & skills and management-specific knowledge & skill.
Dr. Lokshina also explained the knowledge & skills required by AACSB Standards & Assessment &
Assurance of Learning Plan:
1) Communications in both written & oral form (every year — EBI & Alumni Surveys; Faculty
Assessment of Written Communication & Faculty Assessment of Oral Communication in the
Organizational Behavior course; & Faculty Assessment of Team Presentations in the Strategic
Management & Management Information Systems courses)
2) Development of interpersonal, teamwork & leadership skills (every year — EBI & Alumni
Surveys, & Faculty Assessment of Team Presentations in the Strategic Management &
Management Information Systems courses)
3) Development & application of quantitative skills (every year — ETS & Senior Exams; EBI &
Alumni Surveys; computer-based simulations in the Production & Operations Management
course)
4) Development & application of reflective & critical thinking (every year — EBI & Alumni
Surveys; an assignment in the Organizational Behavior course)
5) Obtain, process & use information (every year — ETS & Senior Exams; EBI & Alumni Surveys;
assignments in the Management Information Systems & Marketing Management courses)
6) Evaluate the business functions such as finance, management, marketing, law, & organizational
behavior/human resources & understand their integration (every year —ETS & Senior Exams;
EBI & Alumni Surveys)
7) Understand the context of managerial decision-making (every year — EBI & Alumni Surveys)
8) Appreciate the role of innovation & emerging technologies (every year —EBI & Alumni Surveys)
Assessment Instruments include Educational Testing Service Field Examination in Business; Senior
Exam; Qualitative assessment by faculty of students' teamwork skills in Strategic Management, the
capstone course; Qualitative assessment by faculty of students' oral communication skills in
Organizational Behavior course; Qualitative assessment by faculty of students' written communication
skills in Organizational Behavior course ; Qualitative assessment by faculty of students' ethical
understanding & reasoning skills in Fundamentals of Management course; Qualitative assessment by
faculty of students' critical thinking skills in Organizational Behavior course; Qualitative assessment by
faculty of students' information management skills in MIS & Marketing Management courses; Results of
computer-based simulations; Performance on course exams, projects, & papers; Relevant Questions from
AACSB/EBI Undergraduate Student Satisfaction Survey; Alumni Survey.
Dr. Lokshina then illustrated 2015-16 Assessments of Teamwork, Critical Thinking, & Oral & Written
Communication Skills; 2015-16 Assessments of Teamwork, Critical Thinking, & Oral & Written
Communication Skills; 2015-16 Assessments of Ethical Reasoning & Information Management; 2015
EBI Undergraduate Business Exit Survey; 2015 Alumni Survey Results; Assessment, Analysis & LoopClosing Actions
3:00-3:30
Comments and suggestions
David C. Yen – Dean, SEB
Bill O’Dea - Assessment Coordinator
Mike McAvoy – Chair, EFA
Izabella Lokshina – Chair, MMI
Professor Jie Feng: Taking minutes
BAC Minutes May 7th 2016 (2:30 pm-2:45 pm)
By Professor Jie Feng, MMI
General Comments from BAC members
Dean Yen first thanked participants for their comments.
Jason: Jason shared the experience in his college when AACSB team came to evaluate. He mentioned that
team can tell when things aren’t above aboard. Faculties must have consistent stories among different
groups. He also suggested that more internal measures need to be imbedded in the report such as the
correlation between GPA and ETS exam scores. Loop into internal and external measure.
Cees: After Oct, informal briefing note to BAC and faculties with key issue and messages should be
prepared. This note should not be shared with outside people so everyone has the same concept. Preparing
an executive summary.
Tom Kane: Faculties should prepare the visit. After the self-evaluation report is done, prepare bullet
points for all faculties to review and prepare.
Tom Kane:
1. I am unclear on the expectations and role of the BAC. There is little to no follow-up to
previous issues that were raised and discussed. (Where do we stand on the branding
project?)
§ I encourage you to provide a recap of the previous session and progress to
date. Ideally in a standard and consistent format.
§ Consider creating an executive-session with the Dean and BAC members
only. Either at the beginning and/or end of the day. (30 minutes).
2. Presentations are not shared in-advance with any participants – including those expected to
comment during the session.
§ Perhaps have a pre-meeting of the faculty and require earlier submissions of
material.
§ Circulate as much material in-advance as a pre-read to all attendees.
§ Reduce material on the presentation slides to only the salient points - all other
material can be in an appendix for reference but not presentation.
§ Consider adopting a 10 page, 20 minute, 30 font format for all presentations.
3. Little time is left for discussion and debate during the presentations.
§ The sheer number of attendees make it difficult to engage in serious discussion or
debate.
§ Consider reducing the number of faculty attendees or have them rotate attendance
throughout the day.
§ Invite the students in for breakfast/ lunch. It is unclear when they
attend. Although rewarding - their presence can inhibit an open-flow of
communications.
Cees: Information can be used by faculties for other purposes i.e. continuous improvement. Prepare a list
of questions for continuous improvement. Need to think about preparing for the next review. Do it for
your self-improvement, not just for AACSB process.
Dean Yen: All faculties need to be on the same page at the time of team visit. The school should prepare
several meetings with different groups without assessment coordinator. All faculties should read the
report.
After the review, the school will focus on strategic planning, and focus on continuous improvement.
BAC members will be in the fall meeting around the first week of December. For that meeting, there will
be 1 or 2 sessions concerning the final version of the report.