California State University Monterey Bay
Academic Affairs Division
Program Proposal Guidelines for
Revision of Academic Program, Learning Outcomes, or Degree Requirements
1. The completed Cover Sheet with Signatory Page should be the first two pages of the proposal.
Please insert your responses below to the remaining questions and prompts by using emboldened
text.
2. Description:
 What is the catalyst for the program change(s)? (e.g., assessment results, program review,
etc.)
The CSUMB College of Business is preparing to apply for accreditation by the Association
to Advance Collegiate Schools of Business (AACSB), and this change is being made to
bring the Bachelor of Science in Business Administration (BSBA) MLOs in alignment with
AACSB standards and requirements. In anticipation of working toward AACSB
accreditation, in our 2008 Program Review Program Improvement Plan the then School of
Business added General Knowledge and Skills Outcomes (GKOs) to its existing MLOs. At
the time, this was the process recommended and used by AACSB-accredited Colleges of
Business throughout the CSU. The GKOs prioritized by our School of Business included
Written Communication, Oral Communication, Critical Thinking, Quantitative Reasoning,
and Teamwork. In 2013, AACSB International released new Business Accreditation
Standards, which has triggered the realignment of our MLOs with the new Accreditation
Standards and the elimination of GKOs in that process.
 How will the proposed change(s) improve the quality and rigor of the program?
The revised MLOs align not only with AACSB standards, but also with WASC core
competencies and CSUMB ILOs (specifically the Intellectual Skills and Specialized
Knowledge ILOs), as illustrated in Attachments 1 and 2. This change gives an even greater
emphasis to the knowledge and skills employers expect students to have mastered upon
graduation (explained under the next bullet). Program rigor will be enhanced through the
balanced focus on discipline-specific knowledge and skills embedded in MLO 1, and the
core competencies/intellectual skills of written communication, oral communication, critical
thinking, and quantitative reasoning embedded in MLOs 2 through 5.
 How will the proposed change(s) contribute to student success?
Local employers have reported anecdotally to BUS faculty that the skills they consider most
critical for college graduates to possess upon graduation are communication skills,
interpersonal skills, and critical thinking skills. In 2012, the Monterey Peninsula Chamber of
Commerce, with the involvement of surrounding community Chambers of Commerce,
released the results of the Monterey County Education Survey conducted among employers
throughout the region. The survey results indicated that the areas where skills of new
employees are lacking include written communication, critical thinking, problem solving,
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and basic math, to name a few. Of those who responded to the survey, 81% also indicated
that they were either not satisfied or were only somewhat satisfied with the readiness of
locally educated entry-level employees. Additionally, a nationwide survey of employers
released this year that was conducted on behalf of the Association of American Colleges
and Universities (AAC&U) by Hart Research Associates reveals that 60% of employers
believe recent college graduates should have “both field-specific . . . and a broad range of
skills and knowledge that apply to a variety of fields” (p. 2). Four out of five employers
surveyed rate the following learning outcomes as “Very Important” for recent college
graduates to possess: the ability to effectively communicate orally, the ability to effectively
communicate in writing, the ability to think critically and analytically, and the ability to apply
knowledge and skills to real-world settings (Hart Research Associates, p. 4). This report can
be accessed at AAC&U Employer Study. This study has been conducted over a number of
years and influenced how the AACSB reshaped its standards and guidelines that it provides
accreditation-seeking Colleges of Business, such as ours. Focusing on these learning
outcomes that both local and national employers rate as important for new college
graduates to achieve will help ensure our CSUMB COB graduates can achieve greater
success throughout their careers.
 Include any additional anticipated implications of the program change(s).
Once the MLOs are approved, all Course Learning Outcomes (CLOs) will be aligned to the
MLOs and a curriculum map will be developed to support the scaffolding of knowledge
and skills development across the BSBA curriculum. All syllabi will be updated and
curriculum revisions in place for the 2016/17 academic year. These are also essential steps
in meeting the accreditation and documentation requirements of AACSB.
 Identify any potential impacts on other programs (e.g., shared courses, impact on FTEs,
etc.). NOTE: affected programs should be consulted, and the appropriate department chair
must be a signatory to the proposal.
All degree programs in the College of Business must comply with AACSB standards and
requirements for accreditation. Therefore, the newly approved COB BS in Sustainable
Hospitality Management (BSSHM) pilot program was developed to align with these
proposed BSBA MLOs, with the two degrees having MLOs 2 through 5 in common.
Additionally, as a result of conducting its Program Review and having to meet AACSB
standards, the COB MBA program MLOs will also be revised to align with these BSBA
MLOs. These changes for the MBA will be submitted to the SCCC at a future date.
3. Resources:
 Are any new resources necessary to implement the proposed change(s) (e.g., new courses
or new course sections; new or additional space; new or increased library or technology
resources; other)?
Implementing the changes to the BSBA MLOs will not require any additional resources.
4. Assessment:
 What criteria have been established to help the department to gauge whether the program
change(s) will successfully achieve the objectives described in #2?
Our first criteria for gauging whether the new MLOs will achieve the objectives we have set
forth is for them to align with the CSUMB vision, mission, core values, and Institutional
Learning Outcomes (ILOs). This alignment is illustrated in Attachment 1, as indicated
above. The alignment of the proposed MLOs with specific ILOs is illustrated in
Attachment 2, as well as points of assessment of these outcomes for students both entering
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2
the BSBA major and graduating from the BSBA program. As indicated in item #2, above,
under our 2008/9 Program Review Program Improvement Plan the School of Business (at
the time) established the process and criteria to assess our proposed MLO2 through MLO5,
which include Written Communications, Oral Communications, Critical Thinking, and
Quantitative Reasoning Skills. This action supported our plan to seek AACSB accreditation
within the next decade. During the 2015/16 academic year we will establish the process and
criteria for assessing MLO1 Knowledge in the Major and activate the College of Business
Assurance of Learning Committee. This committee will lead the development of indirect
measures (surveys, focus groups, and more) of student success to administer among
students, alumni, employers, service learning and internship supervisors, capstone clients,
and more, to serve as additional indicators of whether the new MLOs are contributing to
and/or enhancing student success. These indirect measures will be used to triangulate the
findings from multiple direct measures of student learning.
 What is the plan and the timeframe for this assessment?
The chart in Attachment 3 illustrates the progress made to date in our first cycle of assessing
and closing the loop (through the second measure) on what will become our new MLOs. We
have addressed the assessment of these MLOs (formerly GKOs) in our annual assessment
plans and reports since 2009 and will continue to do so over the coming years. The chart
also highlights the assessment tasks in process the current academic year to complete the
first cycle of assessment of MLO5 Quantitative Reasoning Skills (in conjunction with the
campus-wide assessment of this ILO) and those tasks planned for coming years to begin
evaluating MLO1 Knowledge in the Major. The timeline for this first cycle of assessing the
new MLOs extends over a 10 year period because of the formation of our College of
Business, the onboarding of our first Dean, and the completion of tasks required to begin
the process of seeking AACSB accreditation (including participating in AACSB assessment
training, developing a College-level strategic plan, establishing program goals for the BSBA,
revising our MLOs, and much more). Please note that the second measure of student
learning on the chart (under #7) is also the first step in our second cycle of assessing each of
the MLOs—beginning the process again the current academic year. Two cycles of
assessment must be completed within five years to meet AACSB
accreditation requirements. Supporting the assessment plan is the work faculty members
have done this academic year, illustrated in Attachment 4, to identify assignments that can
be used to assess student achievement of MLO2 through MLO5 in required courses.
5. Catalog Changes:
 Copy and paste from relevant areas of the current CSUMB Web Catalog, and use Track
Changes (in MS Word) to illustrate how the requested changes will appear in future
catalogs.
The revisions to the BSBA MLOs are indicated below, with the current wording for each
MLO marked through and the new wording provided:
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3
LEARNING OUTCOMES
CSUMB College of Business graduates will
MLO 1 Understand and apply the terminology, concepts, theories, and tools of
management
MLO 2 Produce business writing that meets professional standards
MLO 3 Prepare and deliver professional presentations
MLO 4 Produce a critical analysis of a business scenario
MLO 5 Analyze data using quantitative tools to support business analysis
6. Pathways:
 Include a sample pathway that illustrates recommended course sequencing.
‐ If the proposed change is for a degree or a concentration, the pathway must
demonstrate that the proposed change(s) can accommodate 120-units-to-degree.
‐ If applicable, include a pathway that reflects 60-units-to-degree that correlates to
the approved Transfer Model Curriculum.
The pathways are included in Attachment 5. Note that there are no changes to the pathways as
a result of revising the BSBA MLOs as proposed.
SUBMIT THE COMPLETED PROPOSAL & COVER SHEET WITH SIGNATORY PAGE
TO YOUR DEPARTMENT CHAIR
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ATTACHMENT 1
CSUMB/College of Business Alignment
CSUMB
College of Business
To become a recognized U.S. business college, engaged
regionally and globally, for developing responsible and
workforce-ready business graduates.
Refer to CSUMB Vision Statement.
To build a multicultural learning community founded on
academic excellence from which all partners in the
educational process emerge prepared to contribute
productively, responsibly, and ethically to California and
the global community.
Applied, active, and project-based
learning activities
Ethical reflection and practice
Multicultural and global
perspectives
Collaboration
Service learning
Technological
sophistication
We provide engaged teaching and learning for business
knowledge and skill development to promote our students’
success in their chosen careers. We provide integrated,
hands-on education and responsible (Profit, People, Ethics,
Equity and Planet) engagement with real-world challenges.
We support positive organizational outcomes and regional
development by our students and faculty members engaging
in practice-based research in collaboration with community
partners.
Excellence ~ Collaboration ~ Passion ~ Integrity ~
Innovation ~ Responsibility
Academic Affairs
Student Affairs
Social Life
Intellectual Skills (Critical Thinking, Information
Literacy, Quantitative Literacy, Written
Communication, Oral Communication)
Personal, Professional, and Social Responsibility
Integrative Knowledge
Specialized Knowledge
PG1 Have business knowledge and skills
PG2 Be effective written communicators
PG3 Be effective oral communicators
PG4 Be skilled critical thinkers
PG5 Be competent in quantitative skills
MLO1 Understand and apply the terminology, concepts,
theories, and tools of management
MLO2 Produce business writing that meets professional
standards
MLO3 Prepare and deliver a professional presentation
MLO4 Produce a critical analysis of a business scenario
MLO5 Analyze data using quantitative tools to support
business analysis
*Required by AACSB for accreditation. Are not measurable. Must align with University, as well as College, mission and
learning objectives (outcomes). BSBA MLOs must align with these.
** Contained in each course syllabus.
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ATTACHMENT 2
ALIGNMENT OF ASSESSMENT OF
INSTITUTIONAL LEARNING OUTCOMES
AND COLLEGE OF BUSINESS BSBA MAJOR LEARNING OUTCOMES
The following chart illustrates alignment of the College of Business (COB) Major Learning Outcomes (MLOs) with the CSUMB Institutional Learning
Outcomes (ILOs). It also maps points of assessment for student achievement of General Education Learning Outcomes (GELOs), ILOs, and COB MLOs. All
are assessed at or near the point of graduation for both WASC and AACSB accreditation purposes; all are assessed at the GE areas and other areas noted to
determine student achievement of learning outcomes entering the major and for planning intervention to close the loop in the assessment process. The COB has
approved the following five MLOs that all graduates are expected to achieve by the time of graduation: COB graduates will (MLO1) understand and apply
the terminology, concepts, theories, and tools of management; (MLO2) produce business writing that meets professional standards; (MLO3) prepare and deliver
professional presentation; (MLO4) produce a critical analysis of a business scenario; and (MLO5) analyze data using quantitative tools to support business
analysis.
* While there is no current BSBA MLO aligned with this ILO, the curriculum does include areas of focus and points of assessment to support student
achievement of this ILO for all BSBA graduates.
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6
ATTACHMENT 3
COLLEGE OF BUSINESS MAJOR LEARNING OUTCOMES ASSESSMENT TASKS
CYCLE ONE 2009-2019
Task
Lead
1. PLAN: Develop MLO/GKO area of
focus
a. Develop research question
b. Research and develop rubric/exam
c. Test rubric/exam in classroom
settings
d. Adapt rubric/exam
4. MEASURE #1: Collect and evaluate
evidence of learning (student work)
a. Determine courses
b. Determine assignments
MLO2
Written
Com
2009/10
MLO3
Oral
Com
2009/10
MLO4
Critical
Thinking
2010/11
MLO5
Quant
Literacy
2014/15

MLO Lead
MLO Lead
15-16 ✔ 09-10
✔ 09-10 ✔ 10-11
14-15
15-16 ✔ 09-10 ✔ 09-10 ✔ 10-11 14-15
FT Faculty
15-16 ✔ 09-10
✔ 09-10 ✔ 10-11
14-15
FT Faculty
15-16 ✔ 09-10
✔ 09-10 ✔ 10-11
14-15
FT Faculty
MLO Lead/
Instructors
Instructors
Instructors
15-16 ✔ 09-10
✔ 09-10 ✔ 10-11
14-15
✔ 09-10
✔ 09-10 ✔ 10-11
14-15
c. Assign and grade
d. Submit evidence for evaluation
5. EVALUATE/REPORT #1
a. Norm use of rubric
FT Faculty
b. Independently evaluate evidence
MLO Lead/Chair
c. Report findings to faculty
MLO Lead/Chair
6. INTERVENE
a. Plan and implement faculty
FT Faculty/
development
Instructors
b. Plan and implement teaching
FT Faculty/
interventions
Instructors
7. CLOSE THE LOOP: Collect and
evaluate evidence of learning
a. Measure #2 (go back to steps 4a-d)
FT Faculty
b. Evaluate #2 (go back to step 5a)
FT Faculty
c. Report #2 (go back to step 5b)
MLO Lead/Chair
✔ Completed tasks
Tasks for current academic year
Revised: 2/21/14
MLO1
Knowledge
in the Major
NA
15-16 ✔ 09-10
✔ 09-10
15-16 ✔ 09-10 ✔ 09-10

NA ✔ 09-10 ✔ 09-10
NA ✔ 09-10 ✔ 09-10
15-16 ✔ 09-10 ✔ 09-10


16-17 ✔ 11-12
14-15
✔ 10-11
✔ 10-11 14-15
✔ 10-11
✔ 10-11
✔ 10-11
15-16
15-16
15-16
✔ 11-12 ✔ 11-12
15-16
16-18 ✔ 11-13 ✔ 11-13 ✔ 11-13
15-17
18-19 14-15
14-15 14-15
18-19 14-15
14-15 14-15
18-19 14-15
14-15 14-15
Tasks for upcoming academic years
17-18
17-18
17-18
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7
ATTACHMENT 4
COLLEGE OF BUSINESS MAJOR LEARNING OUTCOMES
FACULTY-DESIGNATED POINTS OF ASSESSMENT
CSUMB College of Business graduates will . . .
(MLO1) Understand and
apply the terminology,
concepts, theories, and
tools of management
BUS 299
Excel spreadsheet
Ratios
Formulas
BUS 300S
Ethical formula
Stakeholder theory
assignment
Triple Bottom Line
assignment
BUS 304
In-class ethics essays
Case studies
BUS 305
Team case
presentations (2)
Individual papers (3)
Team business
analysis &
presentation
BUS 306
Mid-term exam
Final exam
BUS 307
Report
Team project
BUS 308
Spreadsheet
Team project
Individual project
BUS 309
Assignments
Case studies
BUS 310
Business plan
Cases
Essay
BUS 311
Assignments
Case studies
BUS 499
Team report sections
Team strategic
analysis final
reports
Revised: 2/21/14
(MLO2) Produce
business writing that
meets professional
standards
BUS 299
Case study
Memos (4)
Final reports (4)
BUS 300S
Case studies
BUS 304
Case study
Write Right
assessments
Reflective paper
Final case project
BUS 305
Team cases (2)
Individual papers (3)
Team business
analysis
BUS 306
Final report
BUS 307
Final report
Project (10k analysis)
BUS 308
SBIS project
BUS 309
Assignments
Business plans
Case studies
Course project
BUS 310
Case study
Essay
All BUS plan sections
except financial
BUS 311
Business plans
Case studies
BUS 499
Individual personal
life strategy paper
(MLO3) Prepare and
deliver professional
presentation
(MLO4) Produce a
critical analysis of a
business scenario
BUS 299
Individual project
Peer evaluations
Case studies (4)
BUS 300S
Oral presentations
Team/workshop
presentations
BUS 304
Final oral
presentations
BUS 305
Team case
presentations (2)
Individual paper
presentations (3)
Team analysis
presentation
BUS 306
Presentation
BUS 307
Presentation
BUS 308
Team project
presentation
BUS 309
Case studies
Course project
BUS 310
Presentations (2)
Market analysis
Cases
BUS 311
Case studies
BUS 358
Micro marketing
presentations
BUS 499
Capstone festival
presentations
BUS 299
Analyze loans
Retirement
HR
Case studies (4)
BUS 300S
Case study
BUS 304
Case studies
BUS 305
Team case
presentations (2)
Individual papers
(3)
Team business
analysis &
presentation
Team jigsaw
exercise
BUS 307
Presentation
Project: 10k
analysis
BUS 308
SBIS project
BUS 309
Case studies
Course project
BUS 310
Industry analysis
Market analysis
Funding (debt,
financial, equity)
BUS 311
Case studies
BUS 358
Computer
simulation
(business game)
BUS 499
Strategic business
analysis
csumb.edu/academicplanning
(MLO5) Analyze
data using
quantitative tools
to support
business analysis
BUS 299
Goal seek
Scenario manager
Pivot tables
Statistical tools
BUS 300S
Community scans
BUS 304
Assignments
applying
averages and
percentages
BUS 305
Team case
presentations
(2)
Individual
papers (3)
Team business
analysis &
presentation
BUS 307
Homework
Quizzes
Exams
Presentation
Project 10k
analysis
BUS 308
SBIS project
BUS 309
Spreadsheets
Software suite
Statistical tools
BUS 310
Financial plan
Excel-linked
spreadsheets
(5)
Weighted
scorecard
-Target
segments
-Distribution
channels
BUS 311
Spreadsheets
BUS 499
Ratio analysis
8
Attachment 5
General Freshman Pathway
Fall Freshman
Units Requirement
Course
Fall Junior
Units
Course
Requirement
FYS
4
E
BUS 300S
4
D4/Major
MATH 115 OR
MATH 130
4
B4/Major
BUS 304
4
A4/Major
BUS 201S
6
D1/D3/Major
Language 201
4
Language
Proficiency
1
BUS 305
4
Major
15
Total Units
16
Any Approved
Course
Total Units
Course
Any Approved
Course
BUS 299
Any Approved
Course
Any Approved
Course
Total Units
Spring Freshman
Units Requirement
Requirement
4
A1
BUS 306
4
Major
2
Major
BUS 307
4
Major
4
D2
BUS 308
4
Major
4
C2
BUS 358
4
D1/Major
Total Units
16
14
Fall Sophomore
Units Requirement
Course
Course
Spring Junior
Units
Fall Senior
Units
Course
Requirement
BUS 203
3
Major
BUS 309/311/312
4
Major
Any Approved
Course
4
B1/B3
BUS 310
4
Major
Language 102
4
C3/Language
Proficiency
4
Major
4
A2/A3
Upper Division BUS
Elective
Upper Division BUS
Elective
Total Units
4
Major
Any Approved
Course
Total Units
Course
15
Spring Sophomore
Units Requirement
BUS 205
3
Major
Any Approved
Course
4
B2
BUS 206
3
Major
4
C1
Any Approved
Course
Total Units
14
Course
Spring Senior
Units
BUS 499
Upper Division BUS
Elective
Upper Division BUS
Elective
Total Units
16
Requirement
6
Major
4
Major
4
Major
14
General Transfer Pathway
Fall Junior
Course
Units
Requirement
BUS 299
2
Major
BUS 300S
4
D4/Major
BUS 304
4
A4/Major
BUS 305
4
Major
Total Units
14
Spring Junior
Course
Any Approved Upper
Division Course
Units
Requirement
4
D2
BUS 306
4
Major
BUS 307
4
Major
BUS 308
4
Major
Total Units
16
Fall Senior
Course
Units
Requirement
BUS 309/311/312
4
Major
BUS 310
4
Major
4
Major
4
Major
Upper Division BUS
Elective
Upper Division BUS
Elective
Total Units
16
Spring Senior
Course
BUS 499
Upper Division BUS
Elective
Upper Division BUS
Elective
Total Units
Units
Requirement
6
Major
4
Major
4
Major
14