AACSB WORKSHOP: 3 JUNE 2011
Dr. Kristie Ogilvie
Agenda
 “Gems” in the CBPA
 Introduction of AACSB
 AoL / Curriculum in Relation to AACSB
 Curriculum Mapping Defined
 Syllabi Analysis
 Hands On Workshop
 Feedback from AACSB
CBPA Gems
 Numerous activities unknown at the College level
 Numerous activities in individual concentrations
or courses
 Melissa Hartmann, MGMT 306
 Dr. Anna Ni, PA 315
 Dr. Mike Stull, Entrep. Program
 With the impressive quality of our faculty, there
may be are more….
 And those who could be a gem with the right
opportunity!
Structure
Dean**
AACSB / Accreditation
Strat. Plan. Com
(Stull)
Dean
Director of Accreditation (Ogilvie)
Analyst (Flynn)
Strategy /
Mission
Standard
1-15
AQ/PQ
Graduate Courses
Digital Measures
Publication Quality
Standard 2, 9, 10*
Assurance of
Learning
Undergraduate
Graduate
MSA
Offsite & Online
Standards 16-21*
*Focus of Interim Report , 5th Year Report and Visit
** Dean Rose is a current mentor and peer reviewer for AACSB
Documentation
Liaison:
1. AACSB Contact
2. University
Relations
Milestones:
1. Interim Report
2. 5th Year Report
3. On Site Visitation
INTRODUCTION TO AACSB
AACSB, An Introduction
 AACSB was established in 1916.
 Headquarters in Tampa, Florida.
 Accreditation is awarded base on 21standards.
 Accreditation is made at the institutional level.
 Accreditation is awarded in business, accounting,
or both.
 AACSB accreditation awarded to less than 10% of
Business Schools Worldwide.
 Accredited Institutions
 In 2011, 694 total, 620 in North America
 In Process 184 – Mostly International.
Standards
 Standards
 Description of requirements
 Less information on the “how to”
 Interpretive material provided as a supplement
 Conferences, seminars, webinars, whitepapers cover
acceptable and best practices.
 Mission / Strategy - Standard 1-5
 Faculty Qualifications - Standard 6-15
 Assurance of Learning - Standard 16-21
AACSB Accreditation
 Initial accreditation must cover all standards
 Maintenance of accreditation covers the areas of
weakness from last 5 year visit
 CBPA: AoL and Faculty Qualifications
 Upon initial accreditation an interim report is due
2.5 years into accreditation cycle
 CBPA: July 2011
 Every five years a visit occurs a full report is due.
 CBPA: AY 2013-2014, requested Winter term visit
ASSURANCE OF LEARNING
(AOL)
Assurance of Learning
 Student learning is the central activity of higher
education.
 Definition of learning expectations and assurance that
graduates achieve learning expectations are key
features of any academic program.
 The learning expectations derive from a balance of
internal and external contributions to the definition of
educational goals.
 Learning goals should be set and revised at a level that
encourages continuous improvement in educational
programs.
AACSB on Curriculum / AoL
 …. faculty members must decide which components of
the curriculum will contain certain learning goals
 …. they must establish monitoring mechanisms to
ensure that the proper learning experiences occur.
 Course syllabi, examinations, and projects should be
regularly reviewed to see that learning experiences are
included to prepare students to accomplish the intended
learning goals.
 Results are summarized across all students and the
results are used for curricula development purposes and
revision.
Assurance of Learning
Definition
 Assurance of Learning Framework
 Create learning goals that reflect the outcomes that an
institution wants students to obtain upon graduation.
 Assess student learning, based on those learning
goals.
 Analyze and report results of the data from the
assessment process to the stakeholders.
 Drive change for continuous improvement from the
assessment program. – “Closing the loop”.
Assurance of Learning
 AACSB states accredited schools must illustrate a
mature system for collecting and assessing data
for maintaining accreditation, outlined from the
AACSB standards.
 “For schools with visit years in 2007-08 and beyond,
the impact of assessment outcomes on continuing
development of degree programs should be
evident.” (AACSB 2011, p. 69)
What is a ‘mature’ framework?***

Methodology is sound (reliable and valid)

Established and well thought out learning goals

No group data

Mature rubrics for assessment and rater reliability
 Not a major concern, except if the results show to be an issue (such as no improvement
necessary for a majority of learning goals)

Assessment
 Course selection

Does not exclude any set of students that makeup the program

Consistency between courses for multi course sample (i.e. PA 315)
 Portfolios / Comps

No selection bias (population / e-portfolios)

Faculty driven

Data drives change in curriculum

Issues discussed in “recent trends”


Mounds of data, does not drive change and improvements of curriculum
*** Accumulation of discussions from seminars/conferences
Assurance of Learning
Learning Goals
 Universal Skills that all students should possess
through development in their program upon
graduation
 Four to six recommended.
 Goals can vary per program
 Examples from AACSB Material
 Leadership, Globalism, Teamwork, Information
Technology, Oral Communication, Written
Communication, Ethical Reasoning, Problem Solving,
etc.
Assurance of Learning
Learning Goals
 One Direct Measure of each learning goal
required.
 Direct = Student Assessment
 Indirect learning goals, as necessary.
 Syllabi analysis, employer surveys, faculty feedback,
etc.
 Two cycles of data collection and analysis required
each five year cycle.
Assurance of Learning
Assessment
 There are three most accepted data collection
methods (over 97% of institutions use one of these
methods):
 (1) Selection
 Entrance exam, such as SAT or GMAT
 (2) Course embedded measures
 (3) Stand alone testing
 Graduation exam
Assurance of Learning
Methodology
 Programs have two options for selection of their
data target
 (1) assessment of each concentration
 (2) assessment of the core courses of a program
 Virtually every school uses the core course
program technique (ICAM 2011)
Assurance of Learning:
Learning Goals - UG, MBA, MSA
 Communication, Oral
 Communication, Written
 Problem Solving Skills
 Innovative for UG/MBA
 Ethical Reasoning Skills
 Informational Technology
 Not included for MSA
 General and Specific Management Knowledge and
Skills
 Accounting Specific Knowledge for MSA
Learning Goals Defined
 Oral Communication
 Assessment
 Oral presentation in class, though participation is not enough
 Group presentation is acceptable, though assessment is captured at the individual
level
 Syllabi Analysis
 Oral presentation discussed in grade section or schedule of syllabi
 Written Communication
 Needs to be an individual assignment
 At least 2 pages
 Can be in- or out-of-class assignment
 Mature framework would have consistent content, textbook, assignments
between sections
 Problem Solving
 Individual Assignment
 Essay style submission
Learning Goals Defined
 Ethical Reasoning
 Assessment
 Essay style submission for assessment
 Syllabus analysis
 Coverage in course with learning outcomes, content covered in course,
and/or assignment.
 Most approved texts have a chapter or portion of text related to ethics in
various disciplines.
 Information Technology
 Project based assignment
 Management and Specific Skills
 BAT Test
 First valid and reliable exam issued in Spring 2011, have been piloting since
2009.
 Comp / Portfolio or ETS test
Assurance of Learning
Data Collection Methodology
Oral
Communication
Written
Communication
Problem Solving
Ethical Reasoning
Information
Technology
MGMT Specific
Content Skills*
Method
UG
Course Eval. MGMT302
MBA
MGMT685
MSA
ACCTG 615
Essay
PA315
MGMT685
Comp
Essay
Essay
Project
INFO309
PA315
INFO309
INFO 609
MGMT685
INFO609
Comp
ACCTG 620
NA
Comp
Comp
Exam/Essay MGMT 490
* MSA = Accounting Specific Content Skills
Syllabi Analysis –
Learning Goals
 Identification of Learning Goals through syllabi
analysis (Undergraduate)
 Last two years of analysis was to communicate the
need for more detail in syllabi.
 Now, consideration of integrating learning goals not
previously integrated is being asked of faculty.
 Not all learning goals can be integrated in all
courses.
 180 size classes, Online classes, etc.
 But we can do more!
Faculty Action Necessary
 Providing Syllabi to Department
 Need the population of syllabi
 Historically takes 2 months to collect syllabi
 Provide to department ASC each term.
 Respond to emails requesting syllabi.
 Consider Learning Goals
 Individually
 Core Areas Groups
 Curriculum Committee
AoL Maturing its Framework
 As faculty are refining their syllabus, the AoL
methods are maturing.
 Past system was a static evaluation
 Red/Yellow/Green (next slide)
 We will be completing a curriculum map to
understand where we will be intentionally placing
our learning goals into the curriculum.
 The next slide reports historical findings
 By next AY, we will have a mature curriculum map,
from a variety of sources and maturing the
framework.
Assurance of Learning
Indirect Measures: Syllabi
Written
2009
2010 Sp2011
50%
0%
75%
0%
0%
0%
50%
0%
60%
2008
0%
0%
0%
Oral
2009 2010 Sp2011
0%
0%
0%
0%
0%
0%
0% 25%
0%
2008
0%
0%
0%
Ethics
2009
2010 Sp2011
0%
0%
50%
0%
0%
50%
0%
0%
20%
40%
75%
0%
FIN 313
FIN 314
SCM 304
2008
33%
33%
75%
MGMT 302
MGMT330
MKTG 305
100% 100%
75% 75%
0%
0%
100%
80%
33%
80%
100%
17%
100%
25%
0%
PA 315
MGMT 490
INFO 309
100% 100%
25% 71%
100%
33%
29%
50%
50%
50%
80%
0%
50%
2011: Green = 19 Yellow = 2
2010: Green = 11 Yellow = 2
2009: Green = 14 Yellow = 3
80%
40%
0%
80%
50%
17%
67%
75%
60%
100%
100%
100%
100%
80%
71%
100%
100%
100%
33%
0%
100% 100%
100% 67%
0%
90%
50%
50%
50%
66%
57%
100%
100%
14%
83%
50%
100%
83%
Red = 6
Red = 14
Red = 10
*Will mature system at UG level and redefine categories.
**Graduate categories will go through same cycle.
Less than 50% and
No Improvement
Less than 50%, but
improving
50% or more
Learning Goals into Individual Courses
 Ethics:
 Covered in most core textbooks
 Covered in a Special Topics lecture
 Take home assignment considering any topic in
business in relation to ethics
 Journal entries
 Oral Communication, Written Communication,
Information Technology, Problem Solving.
 How can these be best integrated into your course?
 Teaching Knowledge Factory will be a resource.
Curriculum Mapping Defined
 Curriculum mapping is a process in which the
defined learning goals / skills / topics are mapped
in a strategic view of a curriculum to illustrate the
places in which these variables are identified to be
present in a program.
 Curriculum Mapping is a procedure for:
 reviewing curriculum
 illustrate where skills should be identified and at what
level
 assist faculty in maturing and developing curriculum
appropriately
Overall Process
 Define the learning goals in which need mapping.
 Define where in the program or curriculum the learning goals are:
 (I) Introduced = First exposure. The concepts and theories are discussed, though
not criticality analyzed or to an in-depth level to fully understand the implication
of application of such theories. Assessment may be in definition and concept type
assessments, commonly multiple choice questions.
 (D) Developed = The learning goals moves from an introductory level to a more
thorough understanding of the theories and implications of those theories.
Assessments may include short answer type submissions or multiple step
quantitative assessment.
 (M) Mastery = Students demonstrate a thorough understating of the concept and
depth of understanding of the implications to the subject matter. The student has
in depth knowledge of the learning goal. Assessments may include essay style
submissions or multiple step quantitative assessment where judgment is needed.
 Map the learning goals in the curriculum to the level appropriate for the stated goal.
Assurance of Learning:
Learning Goals - UG, MBA, MSA
 Communication, Oral
 Communication, Written
 Problem Solving Skills
 Innovative for UG/MBA
 Ethical Reasoning Skills
 Informational Technology
 Not included for MSA
 General and Specific Management Knowledge and
Skills






Communication, Oral: Each student can effectively present information
orally.
Communication, Written: Each student can effectively communicate in
writing.
Innovative Problem Solving Skills: Each student can apply knowledge in
new and unfamiliar circumstances and devise innovative solutions to cope
with unforeseen events.
Ethical Reasoning Skills: Each student can recognize / analyze problems and
choose / defend resolutions for practical business situations.
Information Technology Skills: Each student can use information technology
to support the structure and processes of the organization, and use
information technology in decision-making.
General and Specific Management Knowledge and Skills: Each student
should obtain required general and specialized management knowledge and
skills for the creation of value through integrated operations and distribution
of goods, services, and information.
Curriculum Map
Curriculum Mapping: Where are our Learning Goals: (I)ntroduced, (D)eveloped, and
(M)astered
 UG: Lower Division Core Courses:



UG: Upper Division Core Courses:









Fin 313 & 314, PA315, MKTG 305, MGMT302, MGMT330, INFO 309, SCM304, MGMT 490
MBA Core:


INFO 101, ACCTG 211 & 212, MGMT230, SCM210
Acct 606 , Fin 602, Info 609, Mgmt 601, Mgmt 685, Mktg 605, Scm 607.
.
.
Course #
Oral Communication
|
Written Communication
|
Ethical Reasoning
|
Problem Solving
|
Information Technology
|
MGMT Specific Skills
|
Course 1
__302______
I, D
I, D
D
D
I, D
Course 2
________
|
|
|
|
|
|
Course 3
________
|
|
|
|
|
|
.
Lower-division requirements (32 units)
 1. ACCT 211. Introductory Accounting I (4)
 2. ACCT 212. Introductory Accounting II (4)
 3. ECON 200. Principles of Microeconomics (4)
 4. ECON 202. Principles of Macroeconomics (4)
 5. INFO 101. Introduction to Information Technology (4)
 6. MGMT 230. Business Law (4)
 7. SCM 210. Applied Business Statistics (4)
 8. Four units chosen from (also meets the General Education
requirement category B1):




MATH 110. College Algebra (4)
MATH 120. Pre-Calculus Mathematics (4)
MATH 192. Methods of Calculus (4)
MATH 211. Basic Concepts of Calculus (4)
Upper-division core requirements (36 units)
 1. FIN 313. Business Finance (4)
 2. FIN 314. Corporate Financial Management (4)
 3. INFO 309. Information Management (4)
 4. Four units chosen from:
 MGMT 302. Management and Organizational Behavior (4)
 PSYC 302. Management and Organizational Behavior (4)
 5. MGMT 330. Legal Environment of Business (4)
 6. MGMT 490. Strategic Management (4)
 7. MKTG 305. Marketing Principles (4)
 8. PA 315. Government-Business Relations (4)
 9. SCM 304. Principles of Supply Chain Management (4)
Concentrations
 Accounting
 Accounting Information






Systems
Entrepreneurial
Management
Finance
Human Resources
Information
Management
Information
Management
Information Assurance
and Security
Management
International Business
Management
Marketing
Real Estate
Sports and Entertainment
Management
 Supply Chain and
Transportation
Management





**Specialty areas and
minors not listed.
Current Curriculum
Lower Division Core
ACCT 211.
Intro Acctg I
ACCT 212.
Intro Acctg II
INFO 101.
Intro to Information Tech.
MGMT 230.
Business Law
Math
Requirement
Upper Division Core
FIN 313.
Business Finance
FIN 314. Corp.
Financial Mgmt
ECON
200 & 202
MGMT 330. Legal Enviro. of Bus.
SCM
SCM 304.
Princ. of Supply Chain Mgm
ACTG
MGMT 302 (or PSYCH).
Mgmt & Org Behavior
FIN
Real
Estate
PA 315.
Gment-Business Relations
ENTP
*MGMT 490.
Strategic Mgmt
Course Embedded Measures for AoL
*One core course can be taken concurrently with 490
** Upper Division Writing Requirement (not only MGMT)
MKTG
INFO
INFO 309. Info. Mgmt
MKTG 305.
Marketing Principles
SCM 210.
Applied Bus Stats
Cntn
MGMT
HR
**MGMT306
Curriculum Suggestions
 Type of Change:
___ Sequencing
___ New Course
___ Removal of course
___ Other
If new course, placement in curriculum: Core, Concentration, Program?
 Explanation: ______________________________
____________________________________________
____________________________________________
____________________________________________
Near Term Objectives
 Finalize AoL Framework in Spring 2011
 Conduct pilot assessments beginning as early as






Summer 2011
Finalize Strategic AoL Faculty committee
Curriculum Map finalized prior to next syllabi
assessment (Winter 2011)
Compile Teaching Knowledge Factory Book
Hold regional conference for all AACSB schools in
Southern California
AACSB Library of documentation
Hold AACSB workshops next AY
FEEDBACK FROM AACSB
Recent Trends of Issues (BPAV2011)
 Ensure that actions, strategy, and philosophy are
derived from your mission.
 A recent issue are institutions that are expanding their
programs – it is not enough to say it is based on increasing
funding, but needs to align to the mission of the
institution.
 Faculty qualifications – need clear policy as to what
designated AQ/PQ and P/S. THIS STATEMENT
MUST MATCH VITAS.
 Teams are now checking, due to % in tables not matching
vitas recently.
 Committee meeting minutes should be available to
visiting team.
Recent Tends (ICAM 2011)
 Collect less data for AoL and use it more
 Mounds of data collection and not closing the loop.
 Inaccurate % of AQ/PQ/O
 Teams will be sampling Vitas per the Policies, which
need to match.
 Questioning of graduates of non-AACSB schools
with IC review (MAC2011)
Outgoing Chair Remarks at ICAM @ UCI
(ICAM 2011)
 In state student pay less
 Public Institutions are becoming financially
dependent
 Out of state / Country students given priority,
though not for Mission based reasons
 This needs a strong look at resulting implications
 Recommendation: Increase in-state tuition,
decrease out-of-state/country tuition
Blue Ribbon Committee
 Update of standards with recognition of the issues
and “continuously improve” the accreditation
process
 2011 Committee
 Members - 21 Deans/Provosts and 2 AACSB
representatives
 Recognizes major issues and concerns at a strategic
level
 ~5 years to adapt to new standards
Previous Blue Ribbon Committee (2003)
 Required research for accreditation
 Recognized importance of PQ faculty
 Focused on strategic management
 Improved global applicability to standards
 Introduced Assurance of Learning (AoL)
 ICAM 2011
2011 Blue Ribbon Committee Topics
 Faculty Intellectual Contributions
 Research and Teaching Relationship
 More consistent definition of participating and supporting
designations
 Faculty employment at more than one institution
 Deployment of international partnerships, especially with
non-AACSB schools
 Scope: Institutional rather than school (major issue with
international schools)
 Long term moving to multiple levels or models of
accreditation.