CURRICULUM CONTENT AND EVALUATION
Graduate
Consistent with the mission of the College, the three masters programs include an orientation toward the
management of technology. The Master of Science in Management program includes specific courses and
an integration of management of technology topics throughout the curriculum. This includes topics such
as marketing technology products, new product development, managing technical professionals, project
management and management of the R&D function, and strategic management with a focus on the
defense, aerospace, telecommunications, computer, and other related technology industries. The Master
of Accountancy program includes a specialized track in Information Systems Audit and Control, and the
Master of Science in Management Information Systems encompasses a range of areas pertaining to
information technology. Detailed information on each of these programs is presented in this chapter.
CG.1
CURRICULUM CONTENT
CG.1.1. Perspectives: MBA
CG.1.1: Both undergraduate and MBA curricula should provide an understanding of perspectives that
form the context for business. Coverage should include:
● ethical and global issues,
● the influence of political, social, legal and regulatory, environmental and technological
issues, and
● the impact of demographic diversity on organizations.
In June 1995, the graduate faculty adopted policy statements prescribing the coverage of each of the
perspectives (Policy Number CAS 95-06-30). In each case except the global perspective, the approach is to
interweave the coverage throughout the required courses in the MSM program. The global issues
perspective was to be covered in one of the core area courses at the time, MGT 550 (International
Business). In May 1997 the Graduate Curriculum Committee (GCC) refined the policy by crossreferencing coverage of the perspective topics with specific courses. The GCC (formerly, Graduate
Program Advisory Committee) coordinated the review and the development of the cross-referenced
material, with the individual faculty responsible for each course supplying the course content
information.
Following a brief program review in 2001, the graduate faculty made the decision to replace the core area
course, MGT 550, with ECN 600. With MGT 550 no longer a required element of the curriculum, the
graduate faculty decided to cover the global issues perspective with the interweaving approach. Given
the very topical nature of the global issues perspective, the policy statement regarding its coverage (CAS
02-01-09) contains a so-called Virtual Master Course Syllabus that prescribes the topics to be covered and
the courses in which they will be covered.
In Spring 2002, the GCC coordinated a review of the current policy statements regarding coverage of the
perspectives, and updated them to include Matrices of Coverage that better help to illustrate and
document coverage of the perspective (Policy Number CAS 02-05-09-B). In each of the Matrices, key
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issues related to the perspective are listed across the top row of the matrix with each of the required
courses listed down the left-hand column. Coverage related to a key issue is noted in the body of the
matrix and explanatory notes about the coverage follow the matrix. The documentation is available for
review upon request.
CG.1.3 MBA and Other General Management Master’s Programs
CG.1.3.a: The curriculum should include instruction in the following core areas:
● financial reporting, analysis and markets,
● domestic and global economic environments of organizations,
● creation and distribution of goods and services, and
● human behavior in organizations.
Normally, these MBA core areas should require a minimum of 18 semester hours if taken at the
graduate level. Part or all of this requirement may be completed at the undergraduate level.
The MSM curriculum includes instruction in each of the MBA core areas (Policy Numbers CAS 95-06-30
and CAS 01-01-12-A). The courses used to satisfy the requirement are listed in Table CG.1.3.a – 1.
Table CG.1.3.a – 1
Coverage of MBA Core Areas
MBA Core Area Requirement
financial reporting, analysis and
markets
domestic and global economic
environments of organizations
creation and distribution of goods and
services
human behavior in organizations
Course(s)
ACC 600 (Foundations of Accounting for Managers)
FIN 601 (Financial Decisions Under Uncertainty)
ECN 600 (Foundations of Economics)
MSC 600 (Operations Management)
MKT 600 (Survey of Marketing Management)
MGT 600 (Organizational Theory Behavior and
Environment)
TOTAL
Credit
Hours
3
3
3
3
3
3
18
Complete coverage of the core area requirements is accomplished in the six courses listed, or 18 semester
hours. FIN 601 is required of all MSM students. A student may be waived from the other core area
courses by having completed approved undergraduate coursework with a minimum grade of “C”. At
the time a student is admitted to the MSM program, their transcript is reviewed by the MSM Advisor to
determine if any of the core area requirements have been satisfied by appropriate undergraduate
coursework. Table CG.1.3.a – 2 lists the undergraduate courses at UAH that can be used to waive the
core area courses. To waive 15 graduate hours of core area courses would require 27 semester hours of
undergraduate coursework.
In each of these cases, even if the student has undergraduate credit for a particular core area, they are
advised at the time of admission to act in their own best interest to self-select into courses where their
knowledge may be weak, outdated, or if minimal grades were earned.
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Table CG.1.3.a – 2
Coverage of MBA Core Areas with Undergraduate Coursework
MBA Core Area Requirement
financial reporting, analysis and
markets
domestic and global economic
environments of organizations
creation and distribution of goods and
services
human behavior in organizations
UAH Undergraduate Courses Used to
Waive Core Area Courses
ACC 211 (Financial Accounting)
ACC 212 (Management Accounting)
6 hours of economics
MSC 288 (Business Statistics II)
MSC 385 (Production/Operations Management)
MKT 301 (Principles of Marketing)
MGT 301 (Managing Organizations: Theory,
Behavior, and Communications)
BLS 211 (Legal Environment of Business)
TOTAL
Credit
Hours
3
3
6
3
3
3
3
3
27
Students with undergraduate degrees in science or engineering typically require all five of the 600-level
foundation courses. Students with undergraduate degrees in liberal arts typically require all five of the
600-level foundation courses and, in many cases, the statistics and calculus courses. Students with
undergraduate business majors from AACSB accredited universities typically meet all of the
prerequisite/foundation requirements. For 2002-03, the distribution of MSM admissions by
undergraduate field was:
Field
Business
Engineering
Science
Liberal Arts
Number Admitted
23
26
18
9
Percentage
30%
34%
24%
12%
C.1.3.b: The MBA curriculum normally should require a minimum of 30 semester hours beyond the
MBA core areas (C.1.3.a). A minimum of 18 hours is required in courses outside the area of
specialization, if any.
The MSM curriculum calls for the completion of 30 semester hours beyond the MBA core areas
requirement (Policy Numbers CAS 95-06-30 and CAS 01-01-12-B). The required courses are listed in
Table CG.1.3.b. It should be noted, however, that since the core area course, FIN 601, is required of every
student, completion of the MSM program actually requires 33 hours beyond the 15 hours in the MBA
core.
Students can follow one of two plans in completing the MSM degree requirements. Plan 1 allows
students the option of writing a thesis. In this case students take the nine courses listed in Table CG.1.3.b
and complete six hours of MGT 699, i.e. thesis research. Since 1998 only one student has completed the
program under this option.
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Table CG.1.3.b
MSM Curriculum
Credit Hours
Beyond the Core
ACC 602
ECN 626
MIS 634
MKT 604
MKT 606
MGT 601
MGT 622
or
MGT 631
MGT 698
Electives1
Managerial Accounting
Managerial Economics & Technology
Management of Information Technology
New Product Development
Marketing in a High Technology Environment
3
3
3
3
3
3
Introduction to Technology Development
Management of Technical Professionals
or
Strategic Human Resource Management in a
Technological Environment
Strategy for Management of Technology
3
TOTAL
3
6
30
TOTAL
3
33
Required from the Core
FIN 601
Financial Decisions Under Uncertainty
1
Students following Plan I select 6 hours of MGT 699 (Master’s Thesis).
Students following Plan II select 6 hours of graduate electives.
Plan 2, a non-thesis option, requires students to take the nine courses listed in Table CG.1.3.b and six
hours of elective coursework. Any 500 or 600-level course offered in the College (excluding the core area
courses) can be taken as an elective. Graduate courses taken outside the College to be used as electives
must have the prior approval of the MSM Advisor. Given the fairly high proportion of practicing
engineers and scientists in the MSM program, it is not uncommon for students to take an elective course
in the College of Engineering, particularly in the Department of Engineering Management.
Courses at the 600-level are reserved exclusively for graduate students. The MSM curriculum requires
eight of the ten courses beyond the MBA core to be taken in 600-level courses. Therefore, at least 80% of
the student’s coursework is in courses exclusively for graduate students (Policy Number CAS 95-06-30).
In response to students requesting a concentration of coursework in a specific discipline, the MSM
curriculum allows students to specialize in three areas – Management Information Systems, Human
Resource Management, and Marketing. Each specialization limits the number of courses in the
concentrated area to four (12 hours). Therefore, beyond the MBA core, 18 hours is taken in courses
outside the area of specialization. The specializations consist of the following:
Management Information Systems:
MIS 634 and three of the following: MIS 500, 512, 520, 540, 560, 565, 580, 640, 655, 660, 670.
Human Resource Management:
MGT 622, MGT 631, and two of the following: MGT 560, 561, 562.
Marketing:
MKT 604, MKT 606, and two of the following: MKT 515, 570, 580, 602, 611, 650.
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CG.1.3.c: Basic skills in written and oral communication, quantitative analysis, and computer usage,
should be achieved either by prior experience and education, or as part of the MBA curriculum.
Basic skills in written communication, quantitative analysis, and computer usage are essentially viewed
as prerequisites to the MSM program. Even though courses within the MSM curriculum provide further
development of these skills, there are no courses specifically designed to provide training in these areas.
The policy regarding coverage of the basic skills (CAS 95-06-30) stipulates that achievement of the basic
skills can be evidenced by equivalent coursework, placement exam, and/or experience. At the time a
student is admitted to the MSM program, their transcript is reviewed by the MSM Advisor to determine
if the student possesses these skills through equivalent coursework. Table CG.1.3.c lists the type of
undergraduate coursework, and equivalent UAH courses, which would provide evidence that the
student has the particular skill. If coursework is not present, the MSM Advisor consults with the student
to determine if the student’s work experience can serve to satisfy the requirement(s). The MSM Advisor
uses a certain measure of judgment in making the determination. While we are diligent in monitoring the
level of preparation of incoming students, we also do not want to set up unnecessary requirements for
individuals who have developed these basic skills in the workplace.
Basic skills in written communication can be satisfied with a number of different courses, including
technical writing. For some students, substantial work experience that has required extensive reportwriting and other types of business correspondence can be used in lieu of coursework that may be
lacking or supplement coursework that is old.
The first element of the quantitative analysis skill requirement – calculus – must always be satisfied with
coursework. This provides some assurance that there is a least common denominator among the
students in the program in terms of their quantitative skill. Any calculus course will satisfy the
requirement. In most cases, the second element – basic statistics – must also be satisfied with coursework.
Students who have not had a specific course in statistics, but believe that they have mastered the basic
elements of statistics in other courses, may take a validation exam to verify their knowledge of basic
statistics. If they pass the validation exam, they will not be required to take a course.
Oral communication skills are obtained through a number of oral communication activities and
assignments required in many of the required courses. Table CG.1.3.c lists the required courses having
oral communication activities as well as the type of activity.
In each of these cases, even if the student has credit for a particular skill, they are advised at the time of
admission to act in their own best interest to self-select into courses where their knowledge may be weak,
outdated, or if minimal grades were earned.
In cases where English is the second language, additional coursework may be required. In addition to a
minimum TOEFL score of 550 required for admission, students are required to take an English Language
Placement Test (ELPT), given by the English Department. Based upon the results, up to five additional
three hour courses in English as a Second Language (ESL) may be required for those non-native speakers
of English who need to improve their language skills. The ESL courses include the following:
ESL 100
ESL 101
ESL 102
ESL Spoken English I
ESL Listening/Speaking II
ESL Listening/Speaking III
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ESL 103
ESL 104
ESL Composition I
ESL Composition II
ESL 100, 101 and 102 are designed primarily to assist students in improving their oral communication,
comprehension, and vocabulary skills. ESL 103 and 104 are designed to assist students in improving their
reading comprehension and writing skills.
Table CG.1.3.c
Coursework Coverage of Basic Skills
Basic Skill
Written Communication
Quantitative Analysis
Computer Usage
Oral Communication
Typical Coursework
Composition I, II
Business Writing
Technical Writing
Calculus1
Basic Statistics2
Computer Applications
Required Course
MGT 601
Evidence of Possession
Equivalent UAH Course(s)
EH 101, 1023 (Freshman Composition)
EH 3003 (Strategies for Business Writing)
EH 301 (Technical Writing)
MA 1453 (Math with Applications II)
MSC 2873 (Business Statistics I)
MIS 1463 (Computer Applications in Business)
Activity
Student teams present their research results in a
20-minute briefing with a 5-minute Q&A. Briefing
is supported by visual material.
ACC 602
Students can volunteer to do short presentations
of homework problems for extra credit.
MGT 622
MGT 631
None
Student teams either work through a negotiation
exercise or make a presentation as a culmination
of a semester-long team project.
MKT 604
Student teams are required to make a major case
presentation during the term as well as a 25minute professional PowerPoint presentation of
their Marketing Opportunity Analysis.
MKT 606
Students are required to make several 5-10 minute
progress reports on their class project as well as a
10-minute final report.
MGT 698
Students make a 5-10 minute midterm
presentation on the progress of their term project.
At the end of the course, it is a 20-30 minute
formal business presentation to outside guests.
Both utilize PowerPoint.
Required. Cannot be satisfied with experience.
Required. If not satisfied with coursework, must be satisfied with a validation exam.
3 Required of UAH undergraduate business students.
1
2
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CG.1.3.d: Each school’s curriculum planning process should set additional requirements consistent
with its mission and goals. The program also should allow adequate elective material for reasonable
breadth.
MOT Emphasis
Consistent with the College’s mission, the MSM program is designed as a graduate degree program in
business administration offering a unique education in the management of technology (MOT). The
educational emphasis of the program builds upon knowledge and skills in all of the business disciplines to
prepare students to apply this knowledge to the requirements of the technology-based and technologyimpacted organizations in the Huntsville region and beyond. The program was designed to be an
interdisciplinary program in business for practicing managers primarily in the early to mid career stages.
The typical student has an educational background in business, engineering or science, but aspires to mid
level and upper level management positions in either government R&D organizations or technology firms.
In light of the MOT focus, the College’s curriculum planning process has a policy regarding the coverage
of topics and issues related to the MOT emphasis. The policy (CAS 02-05-09-A) was revised in Spring
2002 and contains a Matrix of Coverage that better helps to prescribe, illustrate, and document coverage
of the MOT emphasis. Within the Matrix, key issues related to MOT are listed across the top row of the
matrix with each of the required courses listed down the left-hand column. Coverage related to a key
issue is noted in the body of the matrix and explanatory notes about the coverage follow the matrix.
Breadth Requirement
The faculty have structured the MSM curriculum to include a number of required courses in ACC, ECN,
FIN, MGT, MKT, and MIS beyond the MBA core. This is done for two reasons. First, it insures that
students are exposed to a reasonable breadth of subject matter in all the business disciplines. (Note that
MGT 601 is not a general management course, but performs a special function with regard to our emphasis
in the management of technology. See section CG.1.3.e.) Second, since the size of our faculty does not
allow us to offer large numbers of graduate elective courses, it allows us to better manage the demand on
our graduate faculty.
CG.1.3.e: The curriculum should integrate the core areas and apply cross-functional approaches to
organizational issues.
Formally, the curriculum includes two courses, Introduction to Technology Development (MGT 601) and
Strategic Management (MGT 698) as the primary means of integrating the core areas and applying crossfunctional approaches. Segments of New Product Development (MKT 604) also deal with integrating
across functional areas. Informally, the Graduate Curriculum Committee expects, and encourages,
individual faculty members to work together to investigate opportunities to integrate their courses with
others in the curriculum.
MGT 601 is the first course in the curriculum and sets the stage for the integration of the functional core
areas courses that follow. MGT 601’s integration goals include introducing the students to holistic
management of technology issues, assisting students in acquiring an integrative systems approach to
thinking about and managing the organizational impacts of technologies, especially emerging
technologies, and introducing students to key management processes and process thinking. These goals
are achieved by using an introductory strategic management perspective and by using faculty from each
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department to introduce the remainder of the MOT curriculum. The course also utilizes managers of
technology in the local area to discuss cross-functional issues in their organizations.
MGT 698 plays the capstone role of integration. The primary mechanism is the use of strategic
management cases. By presenting organization-wide cases with inter-related, multi-functional, complex,
and unstructured problems, the faculty require students to use the specific knowledge and skills from the
core areas to analyze each case and to make comprehensive recommendations to solve the problems
uncovered by the analysis. The course also heightens the students' appreciation of the organization-wide
perspective of the CEO. Additionally, the course is designed to help students understand and appreciate
how a business fits into its environment and the world at large.
MKT 604 addresses the integration of new product and technology development across traditional
organizational boundaries; for example, managing relationships among R&D, marketing, and
production. Boundary-spanning roles are also emphasized.
The faculty's goal is to produce graduates who are integrative, systems thinkers or horizontal, as opposed
to vertical, thinkers. Our graduates should be able to think about and solve problems that cut across
organizational boundaries and involve organizational processes. They should be boundary-spanning
problem solvers whether those boundaries are within the organization or across external organizational
boundaries.
CG.1.4
Specialized Master’s Programs
CG.1.4.a: Specialized master’s programs should prepare students who seek specialized roles in
business, management and related professions.
Master of Accountancy (MAcc)
The purpose of the MAcc program is to provide students with the background necessary to enter and/or
advance a career in public, private, or government accounting. The program is reflective of the academic
environment of UAH, the mission of the College, and the systems emphasis within the Department of
Accounting and Information Systems. These goals and objectives are accomplished by equipping
students with the coursework necessary to contribute successfully in a technologically oriented
environment. The MAcc was launched in 1997 in response to regulatory changes in the state of Alabama
requiring the completion of 150 semester hours prior to taking the CPA exam. Since there were no
graduate-level accounting programs offered in the state north of Birmingham, UAH was ideally
positioned to offer the MAcc. Details of the background and justification are in the program proposal
dated October 1, 1996.
Master of Science in Management Information Systems (MS-MIS)
The purpose of the MS-MIS program is to provide students with advanced preparation to enter a
professional career involving the use, definition, analysis, design, implementation, and operation of
management information systems. The program is reflective of the academic environment of UAH, the
mission of the College, and the business environment of the region. While the program provides students
with the background to enter the information technology (IT) profession in a variety of positions, the
overall structure of the program is designed to provide students with the educational framework
appropriate for a career leading to the position of chief information officer. The MS-MIS was launched in
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2001 in response to student and employer demand in north Alabama. The details of the background and
justification for the program are in the program proposal dated March 20, 2000.
CG.1.4.b: Normally, each specialized master’s program should require a minimum of 30 semester
hours, of which at least 12 should be in the area of specialization.
Master of Accountancy (MAcc)
The curriculum for the MAcc consists of 33 semester hours of graduate coursework beyond program
prerequisites. The program includes 15-21 hours of accounting (including at least 15 semester hours at
the 600-level) and 12-18 hours in other disciplines (including at least 9 semester hours at the 600-level).
Thus, at least 24 of the 33 semester hours in the program (or 73%) consist of courses at the 600-level
(courses exclusively for graduate students). The curriculum for the MAcc program is presented in Table
CG.1.4.b. – 1.
Table CG.1.4.b. – 1
MAcc Curriculum
Credit Hours
ACC: 600-level
ACC 602
Managerial Accounting
or
or
ACC 614
Cost Management
ACC 607
Advanced Accounting Information Systems
ACC 680
Financial Accounting Theory
ACC 6xx
Elective
Elective
ACC 6xx
Non-ACC: 600-level
Management of Information Technology
MIS 634
Electives
Electives: 500 or 600-level1
Non-ACC elective
Free electives
3
3
3
3
3
3
6
3
6
TOTAL
33
1 Students desiring a 30-hour thesis option would take 6 hours of ACC 699 (Master’s Thesis) instead of these nine
hours of electives.
Information Systems Audit and Control (ISAC) Track
The MAcc program offers a specialized track in information systems audit and control. The ISAC track is
designed for students with undergraduate accounting degrees and the prerequisites are identical to the
MAcc prerequisites with the addition of an advanced auditing course and two programming courses. The
curriculum for the MAcc ISAC track is presented in Table CG.1.4.b. – 2.
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Table CG.1.4.b. – 2
MAcc ISAC Track Curriculum
Credit Hours
ACC: 600-level
ACC 602
or
ACC 614
ACC 607
ACC 642
ACC 680
ACC 6xx
MIS: 600-level
MIS 634
MIS 640
MIS 660
MIS 670
MIS: 500-level
MIS 597
MIS 560
Managerial Accounting
or
Cost Management
Advanced Accounting Information Systems
Advanced Internal & Operational Auditing
Financial Accounting Theory
Elective
3
3
3
3
3
Management of Information Technology
Relational Databases Management Systems
Information Security Management
Business Contingency Planning
3
3
3
3
Information Systems Design
Data Communications
3
3
33
TOTAL
Master of Science in Management Information Systems (MS-MIS)
After satisfying program prerequisites, the curriculum for the MS-MIS consists of 33 semester hours of
graduate coursework. The program includes 21-24 semester hours of MIS (including at least 15 at the 600level) and 9 to 12 semester hours in other disciplines (including at least 9 at the 600-level). Therefore, at
least 24 of the 33 hours in the program (or 73%) consist of courses at the 600-level (courses exclusively for
graduate students). The curriculum for the MS-MIS is presented in Table CG.1.4.b. – 3.
Table CG.1.4.b. – 3
MS-MIS Curriculum
Credit Hours
MIS: 600-level
MIS 634
Management of Information Technology
MIS 640
Relational Database Management Systems
MIS 655
Advanced Databases and Applications Development
MIS 680
Enterprise Resource Planning (ERP) Systems
Elective
MIS 6xx
Non-MIS: 600-level
Managerial Accounting
ACC 602
MSC 600
Operations Management
FIN 601
Financial Decisions Under Uncertainty
Electives: 500 or 600-level1
MIS electives
Free elective
3
3
3
3
3
3
3
3
6
3
TOTAL
33
1 Students desiring a 30-hour thesis option would take 6 hours of MIS 699 (Master’s Thesis) in place of these nine
hours of electives.
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CG.1.5 Doctoral Programs
The College of Administrative Science offers no doctoral programs.
CG.2 CURRICULUM PLANNING AND EVALUATION
CG.2.1 Curriculum Planning
CG.2.1: The curriculum for each degree program should be the result of a curriculum planning process
and should be consistent with the school’s mission.
At the graduate level, the Graduate Curriculum Committee (GCC) ensures that the MSM, the MAcc, and
the MS-MIS programs conform to the College’s mission and to AACSB curriculum standards. Curriculum
changes may be initiated by a member of the graduate faculty, a department, or the Graduate Curriculum
Committee. Proposals are first discussed and approved at the departmental level, then forwarded to the
GCC for approval, then submitted to the Dean for approval. At this point, proposals for minor additions,
deletions, or modifications of existing courses are sent directly to the Dean of Graduate Studies for review
and approval by the University’s Graduate Council Curriculum Committee. The Provost (Vice President
for Academic Affairs) provides the final level of approval.
Proposals for major curriculum changes and new programs are brought before the College’s graduate
faculty by the Dean. If approved by the graduate faculty, they are submitted to the Dean of Graduate
Studies for review and approval by the University’s Graduate Council Curriculum Committee, and then to
the Provost for the next level of review. Following approval by the Provost, proposals for major changes
are then submitted to the University of Alabama System Board of Trustees, and finally to the Alabama
Commission on Higher Education (ACHE).
The process is illustrated in Exhibit CG.2.1. The two programs added in the last five years (MAcc and MSMIS) are a testament to the effectiveness of the graduate curriculum planning process. Both programs
navigated the process efficiently so as to begin offering coursework in a timely manner.
CG.2.2 Monitoring of Programs for Effectiveness
CG.2.2: Each degree program should be systematically monitored to assess its effectiveness and should
be revised to reflect new objectives and to incorporate improvements based on contemporary theory and
practice.
The University seeks to have all degree programs formally reviewed at some point every five years. Each
of the graduate programs has been reviewed to some extent in the last five years. Formal reviews
notwithstanding, each of the College’s graduate degree programs is continually monitored by the faculty
and Graduate Curriculum Committee (GCC) to assess the effectiveness of the curriculum in meeting the
program’s educational objectives and desired outcomes. At the graduate level, outcomes assessment tools
include the EBI part-time MBA survey, periodic use of the Graduate Business Student Council as a focus
group for program feedback, employer survey, and objective and narrative student evaluations of each
faculty in each class. The various assessments provide important feedback to faculty, departments, and the
GCC regarding needed changes and improvements.
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Exhibit CG.2.1
Graduate Curriculum Planning Process
Alabama Commission on Higher Education
University of Alabama System
Board of Trustees
New Degree Programs
Provost
Graduate Dean
Graduate Council
(Curriculum Committee)
College Dean
College Graduate Faculty
Major Curriculum Changes and New Degree Programs
Graduate Curriculum Committee (GCC)
Departmental Faculty
Faculty Member
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A brief review of the MSM program in 2001, prompted by the retirement of our first eminent scholar,
brought about several important curriculum changes. With the arrival of our new eminent scholar, a
formal review was begun in Spring 2003 and should be completed in Fall 2003.
A five-year assessment of the MAcc program conducted in August 2002 (also required by ACHE) revealed
several indicators of the program’s success. The average annual number of FTE students in the program is
13.1, exceeding the ACHE requirement of 7.0. The average annual number of graduates is 8.0, again
exceeding the ACHE requirement of seven. (Note that the program began in Spring 1998 and graduated
just one student that term. Not counting the 1997-98 year, the average annual number of graduates is 9.75.)
Finally, a survey of all MAcc graduates (85% response rate) revealed that 100 percent of the respondents
had obtained professional positions in the accounting/auditing field or are using the degree in their chosen
field.
A first year evaluation of the MS-MIS program was performed in 2002 to assess if the program was meeting
ACHE criteria at the end of the first year. The average annual number of FTE students exceeds the ACHE
requirement of 12, the number of graduates in the first year was 5 (compared to a required 5-year average
of 8), and a survey of the graduates indicated that 3 of the 4 respondents had obtained professional
positions where their MS-MIS degree would apply.
Summary of Effectiveness
Outside of a formal program review, a curriculum problem or issue generally surfaces in one of two ways.
It may be the result of a regular assessment such as a survey or course evaluation. Alternatively, the
faculty’s own informal assessment of their courses and disciplines through student performance and
feedback provide the impetus for curriculum changes.
Table CG.2.2 provides several illustrations of how a curriculum problem/issue was identified, an
assessment was done, and the feedback loop was closed, leading to a change in the graduate curriculum.
Table CG.2.2
Evidence of Continuous Improvement in the Area of Graduate Curriculum
Issue/Assessment(s)
New MAcc and MS-MIS programs
1. Student surveys
2. Business surveys
Student desire for more electives in the
MSM program
1. MGT 698 focus groups with the Dean
2. Student survey
Improvement in MSM curriculum.
1. Faculty feedback
2. Student performance and preparedness
Leadership skills lacking
1. Employer Survey
Student desire for MSM Specializations
1. MGT 698 focus groups with the Dean
Action Taken
MAcc program launched in 1998.
MS-MIS program launched in 2001.
MGT Department offered a series of courses on new
venture strategy and funding.
Change MGT 690 to elective, creation of MKT 604, and
realigning the content of MKT 606.
Addition of the graduate elective, MGT 629.
Specializations added in MIS, Marketing, HRM
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AACSB SELF-EVALUATION REPORT – GRADUATE CURRICULUM
CG - 13
Objectives and Plans for the Next Five Years
The Graduate Curriculum Committee has formulated the following goals and plans for the next five
years:



After the revision of the College’s mission and vision are completed, evaluate the need for any
graduate curriculum changes.
Complete the formal MSM program review in Fall 2003.
Conduct the next formal review of the MS-MIS program in 2006.
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AACSB SELF-EVALUATION REPORT – GRADUATE CURRICULUM
CG - 14