APPENDICES
1
Appendix A
Learning Objective for B.B.A. Core Courses Taught
by Department of Managerial Sciences
2
Learning Objectives: MGS 3100 Business Analysis
Upon completion of the course, the student should:


Demonstrate competence in analysis/development of some common models
mathematically, graphically, and with a spreadsheet.
Be able to interpret model results in the context of the business situation and
explain them in plain language.
Learning Objectives: MGS 3400 Managing People in Organizations
Upon successful completion of this course students should be able to:










Demonstrate knowledge of the major ideas, concepts, and theories of
management and organizational behavior on written examinations.
Demonstrate competence in management and organizational behavior by
analyzing organizational problems and opportunities, applying relevant theory to
the situation, and proposing appropriate interventions.
Understand why people behave the way they do.
Develop an awareness of his or her own behavior in dealing with others.
Design motivational programs for themselves and others.
Understand the extent to which and how people can be influenced.
Facilitate group decision-making and problem solving.
Analyze the cultural and political environments of organizations.
Determine the appropriate formal structure for an organization.
Develop and demonstrate competencies in team building, communication,
leadership, motivation, ethics and social responsibility through experiential
exercises.
Learning Objectives: BUSA 4980 Strategic Management
Upon completion of this course, students will be able to:





Conduct an environmental analysis for any firm in any industry
Determine the strategies used by companies in the marketplace
Identify the nature of mergers and acquisitions of firms and the potential
ramifications
Conduct an analysis of a business case and present recommendations for
positioning the company for future success
Recommend the appropriate organizational structure to fit the strategic direction
of the firm
3
Appendix B
Learning Objectives for B.B.A. Degree in Managerial Sciences
4
Objective 1:
All BBA graduates in the Department of Managerial Sciences will be able to effectively
use the concepts and tools of the social, psychological, and cultural aspects of
organizations in the identification and analysis of managerial problems.
Objective 2:
All BBA graduates in the Department of Managerial Sciences will be able to effectively
use the concepts and tools in their area of concentration—Business Analysis,
Entrepreneurship, Human Resource Management, or Operations Management—in a
highly effective identification and analysis of problems in that area, and in making
recommendations for action on those problems.
Objective 3:
All students in any MGS undergraduate track need to develop critical thinking skills for
problem solving in their track. At the time of their completion of the degree, students in
their chosen functional track will show their ability to apply critical thinking techniques in
addressing issues and problems that they are likely to confront as managers.
5
Appendix C
Results from Survey of Managerial Sciences
Undergraduate (B.B.A.) Majors
6
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
UNDERGRADUATE STUDENT SURVEY RESULTS
October 2013
N = 95
Response rate = 10%
Table 1. General Learning Outcomes
To what degree is your major program of
study contributing to your doing or
achieving the following:
No
contribution
2
3
4
Significant
5 contribution
Writing clearly and effectively
%
0.0
%
2.1
%
14.9
%
20.2
%
29.8
% N
33.0 94
M(SD)
4.77(1.13)
Speaking clearly and effectively
0.0
2.1
12.6
23.2
27.4
34.7 95
4.80(1.12)
Locating and organizing information from
multiple sources
1.1
7.4
6.3
18.9
32.6
33.7 95
4.76(1.25)
Integrating new information with past
knowledge
1.1
3.2
8.4
12.6
37.9
36.8 95
4.94(1.14)
Analyzing problems from various points of
view
1.1
3.2
1.1
14.7
43.2
36.8 95
5.06(1.01)
Developing original ideas
2.1
6.3
8.4
28.4
23.2
31.6 95
4.59(1.30)
Understanding ethical standards
2.1
2.1
9.6
16.0
25.5
44.7 94
4.95(1.24)
Note. Mean scale: 1=No contribution to 6=Significant contribution.
Table 2. Program Preparation/Challenge
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
1.1
%
4.2
%
3.2
%
18.9
%
30.5
%
42.1
N
95
M(SD)
5.00(1.14)
My experience in the department has
fostered my interest in my program of
study.
5.3
2.1
14.7
20.0
32.6
25.3
95
4.48(1.35)
My program of study is academically
challenging.
2.1
1.1
2.1
15.8
36.8
42.1
95
5.11(1.05)
Overall, instructors in the department stress
high quality work from students.
1.1
3.2
3.2
12.6
33.7
46.3
95
5.14(1.08)
My program of study is preparing me for my
career or future educational goals.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
7
Table 3. Program Quality
Please rate the following items:
Poor
2
3
4
5
%
1.1
%
4.3
%
5.4
%
18.3
%
37.6
%
N
33.3 93
M(SD)
4.87(1.13)
Availability of undergraduate courses in the
department
4.3 12.8
13.8
25.5
26.6
17.0
94
4.09(1.14)
Overall quality of undergraduate instruction
in the department
2.1
5.3
5.3
21.1
37.9
28.4
95
4.73(1.21)
Procedures used to evaluate student
performance
4.2
5.3
10.5
22.1
33.7
24.2
95
4.48(1.34)
Overall quality of undergraduate courses in
the department
Excellent
Note. Mean scale: 1=Poor to 6=Excellent.
Table 4. Faculty Interaction
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
6.3
%
13.7
%
20.0
%
26.3
%
18.9
%
14.7
N
95
M(SD)
3.82(1.44)
In my department, faculty are available to
answer questions or discuss my concerns
about my program of study.
3.2
1.1
10.5
18.9
32.6
33.7
95
4.78(1.23)
In general, faculty in my department are
appropriately prepared for the courses they
teach.
2.1
0.0
9.5
9.5
27.4
51.6
95
5.15(1.15)
In general, faculty in the department
motivate me to do my best.
2.1
4.3
10.6
11.7
35.1
36.2
94
4.82(1.27)
My department promotes an environment
of inclusiveness and respect.
1.1
2.1
7.4
12.6
33.7
43.2
95
5.05(1.10)
I would recommend my department to
other students like myself.
2.1
3.2
6.4
12.8
31.9
43.6
94
5.00(1.21)
In my department, students have
opportunities to do research-related
activities with faculty.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
8
The following items were developed by the Department of
Table 5.
When did you decide to major in Managerial
Sciences?
N = 92
When I was in high school
My freshman year
%
16.3
18.5
My sophomore year
31.5
My junior year
My senior year
27.2
6.5
Table 6.
What sub-specialty (if any) within Managerial Sciences
are you focusing on?
N = 86
Business Analysis
Human Resource Management
%
10.5
24.4
Operations Management
23.3
No sub-specialty
Other
32.6
9.3
Other:
Cardiovascular Specialty Management
Culinary Management
Entrepreneurship
Health Administration (although it is not offered in the undergraduate program)
It's not exactly a sub-specialty, but I have chosen to minor in hospitality administration.
Small Business management
9
Starting my own financial planning firm
Table 7.
Please indicate the extent to which you
agree with the following statements:
In my major classes, I am pleased with the
academic ability of my classmates.
In my major classes, I am pleased with the
academic diligence of my classmates.
Strongly
disagree
2
3
4
5
Strongly
Agree
%
2.2
%
5.4
%
9.7
%
16.1
%
37.6
%
29.0
N
93
M(SD)
4.69(1.26)
2.1
3.2
11.7
14.9
37.2
30.9
94
4.74(1.23)
Qualitative Data:
The following statements are in response to the comment sections in the online
questionnaire. All responses are exported directly into a Word document without any
changes to wording, punctuation, or grammar. Please note that each paragraph
represents one respondent’s comments.
What factors influenced your choice of major?
I wanted a degree I could use for many thing in the future (1 Count)
Parents and career interests. (1 Count)
Work experience Faculty interactions - research projects, SHRM, co-authoring a paper General interest in
the subject matter (1 Count)
I didn't like any other business concentration. (1 Count)
Ive always been interested in business and managerial science seemed to incorporate all aspects f
business. (1 Count)
Publicity and reputation of the Robson College of Business. (1 Count)
Career Change (1 Count)
Academic advisor gave me bad information which delayed my graduation date for Accounting major. (1
Count)
Current work environment (1 Count)
Talking with my academic advisor help me to pinpoint the right path for myself. (1 Count)
Many Opportunities from my major (1 Count)
I knew that I did not want to enter accounting or finance, managerial science provided what I viewed as a
wide selection of opportunity in business. I was then able to narrow my career choice to project
management. (1 Count)
10
career choices (1 Count)
I really liked the faculty and staff. The program appeared, at the time, to be exactly what I needed to be
successful in my chosen career. As I am now almost complete with my program, I am pleased that the
department did more than meet my expectations- it exceeded it. (1 Count)
I want to become a entrepreneur and a future business owner. (1 Count)
Transfer student. Robinson College of business did not have an undergraduate international business
degree. (1 Count)
I want to work in Human Resources. (1 Count)
Having the opportunity to get two degrees while at GSU as well as the desire to own my business one
day.## (1 Count)
Wanting a degree that was general and would allow me to graduate. (1 Count)
I would like to own my business. (1 Count)
Wanting a well rounded business major that allowed flexibility within companies. (1 Count)
My passion for the sport industry (1 Count)
My choice of major was influenced by my career goals. (1 Count)
Job market/ availability of jobs based on my major after graduation (1 Count)
ability to take classes in the evening also, mostly relevant to my career path (1 Count)
Work experience and what I enjoy doing (1 Count)
I decided to come back to GSU after a long absence (after earning my first Bachelor's Degree) and
experience in the real world to have a credential to match the career I fell into after college. So, question
5.1, I cannot answer accurately, since I decided on this path way after my Senior Year in college. (1 Count)
I always wanted to have a job where I can make hard decisions, problem solve, and lead others in the right
direction. (1 Count)
Family members have similar degree. (1 Count)
Really enjoyed the required managerial science class with Dr. Butler. (1 Count)
Past work experience and interest in working with people (1 Count)
my experience (1 Count)
the variety of job options available for MGS majors and the great reputation of the Robinson College of
Business (1 Count)
The applicability to a majority of different industries. (1 Count)
The flexibility of the career in which I go into (1 Count)
I am a full time working business professional and I have an interest to become a project manager.
Although there is not a BA offered for my career choice, I feel that Managerial Science degree will prepare
me for my career path in project management.(1 Count)
11
real-world work experience (1 Count)
Organization Planning Office Environment (1 Count)
Current career and future aspirations (1 Count)
Lack of a major I really wanted / Lack of good advisor. (1 Count)
I did not want to continue a degree in accounting. (1 Count)
the need to want to work in a field that is hands on and constantly challenging (1 Count)
My current job. (1 Count)
My future goals (1 Count)
Need straightest path to graduation. 20 years experience has taught the rest. (1 Count)
Dual degree (1 Count)
I provided a wide variety of fields and career options. I could graduate with a concentration in HR,
Operations, Entrepreneurship, or Business Analysis. Very well ranged major. (1 Count)
what careers this major lead to. (1 Count)
I'm a non-traditional student and chose this major because it most closely matched my job experiences or
so I thought. (1 Count)
Gradution Date (1 Count)
interest (1 Count)
student counsel, self anaylysis (1 Count)
Future plans i.e. entrepreneurship (1 Count)
My own experiences in business (1 Count) I've always wanted to start my own business and have been
interested in the
inner workings of a business and its operations (1 Count)
Just something I enjoy and want my career to be (1 Count)
Double Major (1 Count)
I wanted to learn how to effectively manage people and organizations. (1 Count)
I wanted to major something in the business field, and coming to Georgia State there was variety of
business majors I can choose. The one that interested me the most was Managerial Sciences. (1 Count)
Job opportunities (1 Count)
Already in field, just want to get Degree. (1 Count)
It is a respectable major with enough flexibility to lend itself to many career fields. My degree will allow
me to enter any business field with a great understanding of how to effectively manage a company. The
skills I've learned in managerial sciences courses can be applied to all areas of my life, from
12
extracurricular to work and school to friend groups. These skills are even more important to me than
technical skills, as much of that can be learned through training. Additionally, the Robinson College of
Business is one of GSU's most prestigious school, which was important to me when selecting a major. (1
Count)
My interest in business and entrepreneurship. (1 Count)
As a non-traditional student, I have worked in various fields of business administration. I enjoy working
in the administration because of the number of positions available. After reviewing the course catalog, the
Managerial Science program equips students well for administration and management positions. (1
Count)
My parents' line of work that created opportunities for them. (1 Count)
The type of work I've been doing for the last 5 years (1 Count)
Entreprenuership class in high school (1 Count)
I currently work full-time and I'd like to advance at my current employer - Managerial Sciences should
help me achive this goal. (1 Count)
Relevant to career experience and future goals (1 Count)
Desire to enhance my skills, GSU is has a well-known business school, other RCB majors did not interest
me. (1 Count)
Being able to apply the skills to my current job. (1 Count)
I wanted to major in Business and this track fit my goals. (1 Count)
Developing knowledge in the business industry relating to all types of career fields. Managerial Sciences
has prepared me to work in any type of business field. (1 Count)
I was originally an economics major and once I took an economics class and hated it I change my major to
MGS (1 Count)
I was influenced by the fact that my positions in the business world have always led me to managerial
positions. (1 Count)
Help my father run his company. My desire to open my own restaurant. (1 Count)
my current career. (1 Count)
My interest in math related business courses. (1 Count)
change in my future career plans (1 Count)
Career choice (1 Count)
I'm a non-traditional student. Decided to go back to college 3 years ago to pursue my Bachelor's Degree
for a change in careers. (1 Count)
My career. (1 Count)
the flexibility and the opportunities in this major (1 Count)
I work within business now (1 Count)
13
General Comments:
Most if the department is fine however I have talked to multiple students and I seemed to have gotten the
worst Econ teacher possible both semesters and there were no other class options for the time slot I
needed without me changing my entire schedule (1 Count)
The overall rigor of the program and expectations set forth by the faculty body far exceed those of some
other non-GSU programs. As a transfer student, I have found the MGS program to be academically
challenging while preparing me to be a resourceful HR professional. (1 Count)
One of the greatest qualities about the managerial program at GSU is the opportunity to interact with
professors who not only teach, but have experience in the field they are teaching. My personal experience
has been that the professors are approachable and knowledgeable in their fields of study. I feel confident
that when I graduate, I will have a good sense on how to apply the knowledge that I have learned in a way
that will make me stand out among my peers. (1 Count)
I have yet to pick my subspecialty but I do plan on it. (1 Count)
Students need to be more aware of the sub-specialty areas of Managerial Sciences. (1 Count)
I am very surprised at the complete lack of courses or focus on management consulting. GSU is the only
campus in Atlanta that does not have any focus academically, nor career placement relationships with
consulting firms. (1 Count)
I have not yet had real classes within my major--still completing pre-requisites/ foundation. I was hoping
for more questions regarding the scheduling of classes since I have no choice but to take my classes after
work hours. (1 Count)
I think where the College of Management seriously needs to rethink is in the massive amounts of Group
Projects that are assigned. In nearly every Group Assignment there is at least one and sometimes more
students who refuse to do any work regarding the project which puts the burden on the students who
actually care about their course work, giving the slack student(s) the benefit from their work. I do
understand it is a team building event, however, these teams are amorphous at best. The reality is that the
academic world will never duplicate the working world, where the slack employee is threatened with loss
of livelihood if they do not do their work. Currently, I see students who are earning credits who have done
as little as possible to get through the program, and GSU can do better with regards to this situation. My
only other suggestions, is that GSU needs to really consider adopting some of their major paths and
required courses for individuals like myself who have been in the business world for 5-10-15-20 yrs. The
Business Communications course needs a complete overhaul to be effective. That course amounted to a
great deal of busy work that may be good for a traditional freshmen, but was completely useless for an
experienced business environment employee. It was a waste of money and credits for me and could have
easily have been subbed out for another 3 hr course that I would have been able to reap the benefits. (1
Count
)
I have not really kept up with the academic ability of my classmates. For the most part they all seem
engaged and eager to learn. (1 Count)
Various other departments in the Robinson college have many more opportunities than the Mgs
department . We're rarely are in any news or have any accomplishments to speak of. While I think I chose
my major correctly, I think the department could do better with more opportunities for me to succeed.
You don't need to hold my hand, but could facilitate networking and job opportunities better. (1 Count)
It would be great if there were more electives centered around Project Management or if it could be
offered as a sub specialty. (1 Count)
The business management program at GSU is laughable. I can't take this school seriously anymore. Good
riddance. (1 Count)
14
I think there are a great number of courses that would be better served as online courses. We spend a
great deal of money to come sit in classrooms and listen to some instructors read powerpoint
presentations to us. We could do these courses from home and perhaps take more classes per semester. I
would also suggest that Business Communication be required long before Junior year. (1 Count)
I like it so far. I have been out of school for so long I wasn't sure what to expect. It is fun. (1 Count)
I have and would definitely continue to recommend Managerial Sciences major to others. (1 Count)
Upon enrolling at GSU, I was very excited to learn and I had high expectations on the quality level of
education at this school. Unfortunately, the excitement was short lived. I found professors who didn't
engage with the students at all. Most just read slides, verbatim, for the entire class. I thought I would be
able to build upon my experiences, but I've only l;earned that I pretty much could have read power points
online for a lot less money. The so called "education" received was not helpful in the least. I think just
having the degree will possibly help on my resume. Outside of that, attending traditional classes was a
complete waste of my time. Perhaps the department should look into a more speedy degree for those of us
who have experience and roll all the courses to an online format. It was not helpful for me to spend four
days a week in Atlanta traffic after work and have a teacher read to me for 2 hours with no type of
interaction. My entire experience has been underwhelming and I would only suggest this major to
students who really just need the degree to beef up their resume. By the way, I actually learned more at
GPC before transferring to GSU. (1 Count)
There needs to be more CTW Classes, especially at 7:15PM because there isn't one offered year round. (1
Count)
The class rooms are slight clustered in the Landale Hall as to comforting. The professors usually assign a
lot of uneccessary reading that is not used in class. (1 Count)
Overall, I am satisfied with the academic program. However, It would be beneficial to have more guest
speakers from the corporate sector to give real perspective on management expectations post
graduation. (1 Count)
The highly experienced instructors are great. Bunch, Wallace, St. Peter, Zhang, Verhage, Fendler, Frost
(hybrid online/on campus class was phenomenal. More of this!) Thielman, Clark, Carrillo (Sets the
standard for passionate, engaging instruction) The grading was very lenient. There needs to be even more
emphasis on writing skills. Seriously. I had a team project in almost every class. The writing skills of my
teammates were quite disappointing. There should be a writing assignment for almost every class as well.
I love the international diversity. This should be nurtured and grown. Also, Joyce Cox is is amazing. Best
advisor ever! by far... Overall, very impressed with RCB. (1 Count)
I enjoy both managerial science and hospitality so I would like to minor in hospitality. At the very least I
would like to take a few hospitality electives but I find that there are few classes offered and its a fight to
register for the ones I want. (1 Count)
The only thing that I would encourage is that less help is given by some professors to the students. What I
mean by this is that I feel that I learned the most from the most challenging professors such as Dr. Rick
Morris and Dr. Wallace because they forced me to read and learn the material. Some of the professors
would want to give us some of the questions that would come on the test and it made it very simple to pass
the class. While I gave it my 300% to learn the material, I just don't want to be compared to a recent
graduate who does not comprehend the material, but that got the same degree that I got thanks to the
review sheets that were given. I know that what I am expressing is not a popular thing amongst students,
but I believe that this is the only way that we can make the school improve in a competitive market. As an
example, I am finishing my double major in Marketing and I am currently enrolled in a class called
Marketing Metrics with Dr. Pilling. Everybody complains about his class and his tests because he does not
15
give you a review sheet with sample questions that will be on the test. Actually, he does not even give you a
multiple choice, with him you have to come up with the answer and explain your reasoning behind it. For
some, this makes him difficult; for me, he is preparing his students to excel in their careers. (1 Count)
I'm a non-traditional student (back in school after 25 years) and just finishing up my core classes (doing
so part-time while working full-time so it's taking a bit longer) and have about 5 more to take before I can
begin taking my major classes. Questions 5.1, 5.5 and 5.6 do not apply in situation, that's why I didn't
respond to those questions. Thanks. (1 Count)
16
Appendix D
Results from Survey of Managerial Sciences
Undergraduate (B.B.A.) Alumni
17
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
UNDERGRADUATE ALUMNI SURVEY RESULTS
October 2013
N = 44
Response rate = 7%
General Outcomes
Table 1.
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
agree
%
6.8
%
4.5
%
9.1
%
18.2
%
38.6
%
22.7
N
44
M(SD)
4.45(1.42)
2.3
11.4
9.1
20.5
45.5
11.4
44
4.30(1.27)
11.4
6.8
11.4
36.4
27.3
6.8
44
3.82(1.40)
6.8
9.1
6.8
20.5
43.2
13.6
44
4.25(1.42)
My program of study has made a positive
contribution to the quality of my life.
I have applied the skills I learned in my
program to help resolve issues I’ve faced in
my professional life.
My program of study has helped me to
achieve my professional goals.
Overall, I was satisfied with my degree
program.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Employment
Table 2.
Table 3.
Are you currently employed?
Have you been employed at any time over the last year?
N = 44
Yes
No
%
79.5
20.5
N=9
Yes
No
%
44.4
55.6
Table 4.
Please indicate the general area of employment.
N = 38
Agriculture/Natural Resources
Arts
Business/Finance
College Faculty/Administration
Counseling/Mental Health
Education K-12
Government/Public Administration
Hospitality/Tourism
Journalism/Publication
Law
Library Work
Manufacturing/Construction
Marketing
%
2.6
0.0
42.1
2.6
0.0
0.0
10.5
7.9
2.6
5.3
0.0
2.6
0.0
18
Media/Communication
Medicine/Nursing
Non-Profit or Community Org.
Religious Organization
Transportation
Other
0.0
0.0
2.6
2.6
0.0
18.4
Other: N= 8
Cosmetology
Customer service
Data Analysis
Facility Management
Healthcare
Human Resources
IT
Retail
Table 5. Skills and Employment
The following questions focus on the skills you may have learned in your degree program at Georgia State
and
whether you listed them on your resume, discussed them during your job interview, or use(used) them in
your job.
List on resume
N = 39
Discuss in
job interview
Yes
No
%
%
29.7 70.3
Using(used)
on job
Yes
No
%
%
66.7 33.3
Research skills
Yes
%
28.2
No
%
71.8
Communication skills (writing and speaking)
82.1
17.9
84.6
15.4
97.4
2.6
Ability to interpret data/information in a critical manner.
57.9
42.1
66.7
33.3
76.9
23.1
Ability to analyze problems from different perspectives
53.8
46.2
66.7
33.3
87.2
12.8
Ability to work with diverse populations
59.0
41.0
71.1
28.9
87.2
12.8
Ability to analyze managerial problems, events, and issues
71.4
28.6
66.7
33.3
63.6
36.4
Ability to make informed decisions
72.7
27.3
84.1
15.9
88.6
11.4
Ability to recommend solutions to managerial problems
61.4
37.2
70.5
29.5
63.6
36.4
Further Education
Table 6.
Table 7.
Are you currently enrolled in a graduate program?
What degree are you seeking?
N = 44
Yes
No
%
9.1
90.9
19
N=4
Ed.D.
J.D.
M.A.
M.B.A.
M.D.
M.Div.
M.F.A.
M.S.
M.S.W.
M.S.L.S.
M.T.S.
Ph.D.
Th.D.
Other
What is your program of study?
N=4
Finance
Law (2 respondents)
Master of Health Administration
At what institution are you pursuing your degree?
N=4
%
0.0
50.0
0.0
0.0
0.0
0.0
0.0
25.0
0.0
0.0
0.0
0.0
0.0
25.0
Georgia State (2 respondents)
University of Tennessee
Virginia Commonwealth University
Table 8.
Since graduating from Georgia State,
have you earned an additional degree(s)?
N = 44
Yes
No
%
4.5
95.5
Please tell us what additional degree you earned, the program of study, and the degree-granting
institution.
N=2
Masters in cosmetology
Masters of Science, Management and Organizational Innovation, Queen Mary University of London
The following items were developed by the Department of Managerial Sciences
Table 9
When did you decide to major in Managerial Sciences?
N = 42
Before entering GSU
First year at GSU
%
33.3
11.9
Second year at GSU
26.2
Third year at GSU
26.2
Fourth year at GSU
2.4
20
Qualitative Data
The following statements are in response to the comment sections in the online
questionnaire. All responses are exported directly into a Word document without any
changes to wording, punctuation, or grammar. Please note that each paragraph
represents one respondent’s comments.
Looking back, what aspects of your program do you believe were the most valuable in contributing to your
earning a degree at Georgia State?
Support of professors, Learning about Theory, The practical experience many professors have (1 Count)
All my professors were very knowledgeable on the subject matter they taught. They also had a strong want
to help the students. (1 Count)
I do not know if I can credit any "aspect" of the program for earning my degree. My professors played a
valuable role: Andrew Baker, Rhonda Palladi, Walter Wallace, Grace Lemmon, Lawrence Marquit and
Jonathan Godbey. It was their genuine concern that contributed to my academic success. How can a
student progress without the support of his/her professors? It was their professional experiences and
knowledge in which I was able to relate. (1 Count)
How to present yourself in a professional manner and communication courses (1 Count)
The networking opportunities provided by the Business School were most beneficial. (1 Count)
The degree of difficulty and the challenge of experienced professors. Their perspective and experience was
a very valuable addition to the program. (1 Count)
The upper level courses, where significant writing skills were required were the most beneficial to me. My
business etiquette class was also fantastic! We learned how to write not only resumes, but cover letters as
well. (1 Count)
Working in team/groups to learn from others and learn to value other people's opinions. (1 Count)
The ability to look at things from different views (1 Count)
Real life projects in business courses. Group projects that helped learn to work with others well. (1 Count)
Strategy capstone, operations management and negotiations! (1 Count)
The classes that focused on analyzing different decisions and scenarios and making a decision based on
information. The organizational behavior class was most memorable and effective as I still use what I
learned in that class at my current job. The business communications class taught me how to write
efficiently for a work setting. (1 Count)
The J. Mack Robinson College of Business name itself. (1 Count)
Human Resources and operations management (1 Count)
Knowledgeable teachers that wanted to help you succeed. (1 Count)
The professional knowledge of the professors to the real business world from their experience. (1 Count)
international business (1 Count)
21
Cap stone course/Business model -working in teams, collaboration, problem solving, meet critical
deadlines. (1 Count)
The Professor's and staff of the department and in the school of business were incredible. They were all
experienced professionals who brought what they learned into the classroom. Not just the success, but
sometimes even their failures, which really helped me apply what we were learning to real objectives. That
has proved PRICELESS in my experiences since leaving Ga. State. (1 Count)
Professors who loved teaching and their field. (1 Count)
Time of classes (1 Count)
I believe that the professors at Georgia State bring an element of real life to the classroom. It was highly
valuable to me to connect their work experience to the text which made me look at my own experiences
from a critical position. (1 Count)
The real life application projects such as we when we created mock interview tests to determine an
applicant's skill set. The classroom presentations helped developed communication skills too. My BCOM
class definitely helped my presentation skills! (1 Count)
The MgS degree was largely useless (to me) because it doesn't give the graduate any value-added tools to
offer prospective employers. If I had to do it all over again, I would get an Acctg or IS diploma. (1 Count)
Having to take other classes within the school of business that did not directly relate to management. (1
Count)
I had really intelligent, helpful teachers. They made learning fun, interesting, and relevant. I really
appreciated the ones who didn't just robotically follow the departmental syllabus and who, instead, taught
us things we could use in the real world. In many of my classes -- like negotiation, leadership, decision
making, business communication, etc -- I learned skills that I could immediately apply at my job. In fact, I
kept many of my textbooks and have them on my bookshelf at my office today! (1 Count)
All teachers were great (1 Count)
I enjoyed all aspects of GSU. (1 Count)
Learning how to critical think through problems and come up with creative solutions (1 Count)
What kinds of improvements would you suggest the Institute make in order to enhance the educational
experience of current students in the program?
Help students find internships while in there program. Teach students the skills they will need in the real
world. (1 Count)
(1 Count)
To gain more knowledge in technology, everything is almost IT related, More Practical experience (1
Count)
I can't think of any improvements right now. (1 Count)
There are many suggestions I can impose but will they be considered? The department should not only
seek to recruit "qualified" faculty but faculty that are zealous about students' success and faculty that have
the ability to teach in a way that can reach all students. The business department should consider using
better textbooks and designing a curriculum that is applicable to the industry/corporate world. It seems
as though the undergraduate business capstone game is not going anywhere but I did not learn anything
from that game! I viewed it as a trial and error rather than a "real world", hands-on learning experience! I
do not understand the reason for requiring students to work in groups. It is known that most
22
professionals in IT work in groups. I do not know of many business professionals that work in
groups/teams. It is a misconception that most business professionals work in groups. I love business, I
cannot imagine myself doing anything else! The department should offer a wider variety of business
electives and more evening classes. As a full-time employee and non-traditional evening/night student,
my educational experience could have been much better. There was not enough resources for me to
enhance my educational experience. I say that because math is my biggest academic challenge! I am able
to pass everything until I have to take statistics, finance, accounting, etc. There should be a stronger
academic support for students with math challenges. (1 Count)
More mathematics and advanced excel should be required. Too many group projects, and not enough
focus on the individual. It was too easy for students with less ambition to cheat or piggyback their way
through assignments. (1 Count)
Less book work and more hands on or field demonstrations (1 Count)
focus more on a specific concentration (1 Count)
The program focused essentially on the management of a corporation. But with the changing economy
and interest of people including myself, I am interested in social enterprise. This is no longer the
"graduate and get a job world", its more of a "I want to employ myself and build a business that addresses
something I care about" and not just about selling the syrup of the worlds most consumed beverage after
water, Coca-Cola and the likes. I know that we have an entrepreneurship department but I think it will be
much more beneficial and useful to the managerial sciences department to incorporate a 50%
entrepreneur curriculum of some sort.(1 Count)
Continue challenging students and rewards high achievers with internship placements with reputable
companies in a students junior or senior year. (1 Count)
I would recommend more required research and writing classes, and maybe internship opportunities for
students. (1 Count)
Focus more on the management aspect vs the human resources and make sure people know how
important it is to have internships because it is hard to find a job with no experience. (1 Count)
Toughen it up! I felt that I was able to get through with relative ease. There are some brilliant instructors
at GSU and they should be able to challenge the students more. (1 Count)
Focus even more on operations management for all MGS majors. Teach lean and 6sigma principles and
apply them in case studies. (1 Count)
Additional focus on written communication skills and computer literacy would have better prepared me
for my current business management role. (1 Count)
To require students to obtain an internship while attending the university. (1 Count)
Extensive critical thinking projects involving promoting group dynamics in solving problems and
allocating workload (1 Count)
The Project Management course was a waste of time, all the formulars and course material has no real
relationship to todays work enviroment. Replace with a study of productivity comparisons versus cost,
how to increase productivity in a production environment or how to create budgets, monitor budgets and
reporting on budgets. (1 Count)
push for more internships and alliances with local companies (1 Count)
Teacher variety (1 Count)
23
Have access to the Alumni network to see what others in their degree program are doing. It would have
been hugely beneficial in being able to talk to alumni when I was choosing a career path. (1 Count)
That last required class was a waste of time. Did not learn anything (1 Count)
Any student is going to take only what they want from the program. Although an online job board would
have been nice for those of us who were busy working part time while going to school or those who lived
off campus and couldn't get to all the events. (1 Count)
I personally feel that work experience is crucial to the full learning experience. I think a job
placement/internship requirement would be a great contribution to students overall educational/work
experience. (1 Count)
Require an internship or professional credit before graduating. The career services center needs to be
more active and engaged in establishing a relationship with the commercial world so that companies more
heavily recruit GSU undergrads and seek them other than at career fairs. (1 Count)
More individual projects; more interaction with industry and real-world situations (1 Count)
More case studies (1 Count)
Make internships a requirement, or at least strongly suggest them. Without any it made the job search
much more difficult. (1 Count)
I really, really, really wished there were more online classes at Georgia State. It was incredibly difficult
working full time to find class times that I could fit into my schedule. The other thing I would like to see
more of is incorporation of the small business aspect of managerial sciences into the curriculum. Virtually
every class I took taught from the perspective of large, multinational corporations, but the reality is that
those large companies are no longer the only reality. Small businesses are a huge part of what is
contributing to the growth of our economy right now, and they have many different, unique, and
important challenges and issues that need to be discussed in the classroom -- instead of focusing almost
exclusively on enterprise corporations. (1 Count)
It would be important to gain experience while you are in school. Internships should be mandatory, and
you should emphasize that all students have an internship experience before graduation. (1 Count)
Encourage students to join groups that will help with obtaining a job. (1 Count)
Have classes that encourage face-to-face interaction with management in Metro Atlanta's private and
public sector. Invite local Executives, Chief Executive Officers, Chairmen, Vice Presidents, Chief
Operating Officers, Chief Financial Officers and other high level officials of private industry to the classes
to talk about their experiences in management. Taylor Human Resource related classes to teach what sort
of computer systems/software are out there that read resumes and how to write resumes using words that
would be caught by said computer system/software. Invite Human Resource managers of major
employers like Equifax or UPS to the classroom to discuss how a resume would be read by computer
software. This should be part of a human-resource related class. (1 Count)
The following items were developed by the Department of Managerial Sciences
What specific managerial sciences courses that you took at GSU have been most helpful to you since
graduating?
Negotiation, Human Resources, Capstone, Business Communications, Managing Organizations (1 Count)
The legal environment of human resources, operation management, managerial decision making, and
managing human resources in an organization. (1 Count)
24
Negotiation Managerial Decision Making Managing People in Organizations Organization
Communication (1 Count)
MGS 3400, 4420, 4470, 4700 (1 Count)
Business communication (1 Count)
Dr. McClurg's classes and the class where we used execel a lot to forecast, etc. (1 Count)
I think it is MGS 3100. The first time I took the course I got a D. The lowest grade I had ever received and
I felt defeated. Well that class essentially got me thinking about how life isn't always easy but with
persistence and a committment to a goal (passing the class) anything is achievable. So I took it again and
got a B. Maybe not an A but I was much more persistent and committed. Maybe GSU should talk about
what failing a class really means instead of making students feel like failures. (1 Count)
business communication and negotiation, however each course was very valuable (1 Count)
Business etiquette, Legal HR (1 Count)
compensation hr law (1 Count)
HR Classes, and Business Analysis classes, any classes that had to do with Excel, PP, and or Word (1
Count)
operations decision making capstone (1 Count)
Managerial Decision Making (1 Count)
Operations management and Service Operations Mgmt. Also, my communications classes I took have
proven very helpful. The ability to articulate and communicate is vastly important. ( written and verbal )
GSU MGS department should focus more on students writing ability in their classes and grade students
more on grammar and clear, succinct communication. (1 Count)
Business communications, organizational behavior, accounting, legal environment of business and legal
environment of HR management. (1 Count)
Human resources and operations management (1 Count)
Operations management, project management, benefits planning, business analysis (1 Count)
All Human Resourse courses, extremely important in todays business world. Knowledge of labor laws and
managing employees as to HR. (1 Count)
Employee Benefits, HR Management, HR Selection, (1 Count)
international business (1 Count)
Negotiation, HR Management, Compensation, Capstone (BUSA), Managerial decision making (1 Count)
Operations, Business Communications, Negotiations, Business Law (1 Count)
Negotiation (1 Count)
Operations Management and the senior strategic class with real life applications. (1 Count)
Becoming a leader and organizational communication (1 Count)
I can't remember the title but Leadership Theory with Dr. Palladi (1 Count)
25
Project Mgmt Managerial decision making Ops Mgmt (1 Count)
None as of yet. I have not been able to take advantage of my degree yet. (1 Count)
negotiation, leadership, decision making, business communication (1 Count)
Decision Making, Compensation, Business Analysis, managing a family Business, and Strategic
management (1 Count)
all (1 Count)
Business Communitcation (1 Count)
What skills did you learn at GSU that have been most useful for your professional life?
R, Working with Excel, Management Theories (1 Count)
Critical thinking and problem solving. (1 Count)
Communication in the workplace. Entry level use of excel spreadsheets and forecasting. (1 Count)
Speaking in front of others and presenting yourself professionally (1 Count)
Interacting with different cultures and people and learning to articulate myself without assuming
everyone understands me or my background. (1 Count)
critical thinking (1 Count)
Professionalism (1 Count)
hospitality management (1 Count)
Working with others, effective communication both orally and written. (1 Count)
Time management, public speaking, some excel skills( could be emphasized more) at GSU. And org.
Behavior / leadership. Dr. Palladi was great! (1 Count)
Communication, accounting, understanding workplace behavior (1 Count)
Networking. (1 Count)
Multitasking complex and simple tasks according to scope and functionality not necessarily in the order of
importance but putting together a one cohesive outcome. (1 Count)
Business writing/ communication (1 Count)
Manage by objectives, supervise team projects and make every team member accountable. Interact with a
diverse group of students, age, race and gender, was an extreme benefits when you enter the business
world. (1 Count)
networking (1 Count)
Collaboration, time managment, organizaitonal (1 Count)
Communications skills, data interpretation and analysis. (1 Count)
management (1 Count)
26
Waste Management and adjusting to the market (1 Count)
Taking a critical approach to understanding the world around me. (1 Count)
How to confidently give a presentation and communicate in written discourse in a non-offensive
manner. (1 Count)
How to work in groups as well as how to develop relationships. (1 Count)
Business communication, critical thinking, negotiation, sales, leadership (1 Count)
I am unemployed. I hope to apply all I learned when I get a job. (1 Count)
Don't give up, keep chipping away and finish. (1 Count)
Communication skills (1 Count)
General Comments:
I feel I wasted my time obtaining my degree. I am not using my degrees for anything and I am currently a
cashier and vastly underemployed. (1 Count)
I have not advanced in my career as I believed I would after receiving a degree. I have tried several times.
The firm I work for will hire new graduates who have never worked, but will not promote an
administrative assistant into the same position. (1 Count)
The program at Georgia State is really good and has provided me with a lot of opportunities. I will more
than likely pursue my masters degree at Georgia State. The alumni network is extensive and has provided
me with great opportunities. I think it is important to tap into that network and maximize its value! (1
Count)
I feel as though the business department should assess each students personal and professional strengths
and weaknesses before he/she graduates to help that student determine which professional career(s)
would be most suitable. I understand that is the reason for determining a major but the major does not
define or characterize the professional and personal strengths and weaknesses of a student. (1 Count)
Need less theory but more exercises in the actual. (1 Count)
I believe the survey of instructors was not worth the effort, when you have a bad professor nothing gets
done to change the situation. I had only one bad professor and every student compalined and nothing was
changed, thank goodness he was only a part time professor so the impact was minimual. (1 Count)
the managerial program should have more particular skill set classes that delve into the entire
composition of management. Interviewers want specific skill sets or exp. they seem not to budge on those
things. Having a tough time finding a entry level career (1 Count)
I enjoyed studying at Georgia State University , and I loved the school. I have not been able to find a job
yet, But I hope to find it soon. I did not get an internship, and I think it is essential for your success (1
Count)
Please get with the local Atlanta management major players in public and private industry; and ask them
to visit the classes to interact with the students. This way, learning what skills to add to a reume or how to
taylor the resume to fit the job would not seem like a moving target. (1 Count)
27
Appendix E
Curriculum for B.B.A. in Managerial Sciences
28
(Source: University Undergraduate Catalog 2013-2014)
7030.10 Bachelor of Business Administration
Program Summary
Semester
Hours
Lower-Division (Freshman/Sophomore) Years
Core Areas A-E
42
Core Area F, Business Foundation
18
Subtotal
60
Upper-Division (Junior/Senior) Years
Junior Business Core
15
Junior Communication Course
3
Major
18 – 21
Junior/Senior RCB Electives
6 – 12
Junior/Senior Electives Outside RCB
9 – 12
Business Policy
3
Subtotal
60
Total Semester Hours Required for the B.B.A. Degree: 120
Major in Managerial Sciences:
7180.30 Program Academic Regulations
Required Major Courses: MGS 4000, MGS 4300, MGS 4700, and four additional 4000-level
managerial sciences courses. The faculty strongly urges students wanting to maximize career
opportunities to focus the majority of those four additional courses in one of four career tracks.
These tracks are simply suggestions; however students should be mindful that they do have to
take a Critical Thinking through Writing (CTW) class in order to satisfy the CTW requirement
set out in section 1430 of this catalog. The courses that satisfy the requirement for a 4000-level
CTW course are marked with an * in the lists below.
HUMAN RESOURCE MANAGEMENT



MGS 4320*
MGS 4360
MGS 4390
BUSINESS ANALYSIS

MGS 4020
29



MGS 4110
MGS 4120*
MGS 4140
ENTREPRENEURSHIP



MGS 4500
MGS 4550
MGS 4560*
OPERATIONS MANAGEMENT




MGS 4730
MGS 4740
MGS 4760
MGS 4770*
Students following one of these tracks would choose a fourth elective course (any course with a
MGS prefix, including courses from the other three career tracks).
30
Appendix F
List of Undergraduate Courses in the Department
of Managerial Sciences
31
BUSA 4980
Strategic Management
MGS 3100
Business Analysis
MGS 3400
Managing People in Organizations
MGS 4000
Managerial Decision Making
MGS 4020
Introduction to Business Intelligence
MGS 4120
Optimal Resource Allocation-CTW
MGS 4140
Business Modeling
MGS 4300
Managing Human Resources
MGS 4320
Legal Environment of Human Resource Management-CTW
MGS 4360
Human Resource Selection
MGS 4385
Employee Benefit Plans
MGS 4389
Directed Reading in Managerial Science
MGS 4390
Compensation
MGS 4395
HRM Field Study
MGS 4420
Becoming a Leader
MGS 4430
Negotiation
MGS 4470
Organizational Communication
MGS 4500
Entrepreneurship and New Venture Management
MGS 4550
Managing a Family Business
MGS 4560
Small Business Management-CTW
MGS 4590
Entrepreneurship Field Study
MGS 4610
Corporate Social Responsibility
MGS 4700
Operations Management
MGS 4730
Project Management
MGS 4740
Operation Strategy
32
MGS 4760
Total Quality Management
MGS 4770
Service Operations Management-CTW
MGS 4860
Management Studies Abroad
33
Appendix G:
Honors Courses and Honors Add-Ons Taught
34
Semester
Honors Courses
Honors Add-Ons
Summer 2010
N/A
N/A
Fall 2010
MGS 3400
Spring 2011
BUSA 4980
MGS 3100
MGS 4500
MGS 4000
MGS 4389
MGS 4610
Summer 2011
N/A
Fall 2011
MGS 3400
MGS 4420
MGS 4860
MGS 4140
MGS 4430
MGS 4000
MGS 4000
MGS 4420
MGS 4430
MGS 4610
MGS 4700
Spring 2012
BUSA 4980
MGS 3100
Summer 2012
N/A
Fall 2012
MGS 3400
Spring 2013
BUSA 4980
MGS 3100
MGS 4860
MGS 4000
MGS 4700
MGS 4000
MGS 4000
MGS 4300
MGS 4610
35
Appendix H
Assessment Plan for M.S. Program in Human Resource Management
36
Master of Science in Human Resources Management
Mission Statement
The Master of Science in Human Resources Management program prepares students for careers as
specialists or generalists in the practice of Human Resource Management. Students are offered detailed
knowledge in functional areas of recruiting, compensation, employment law, organizational
development, and related Human Resources areas. Coursework provides preparation for the Human
Resources Certification Institute (HRCI) examination.
Goals/Outcomes/Objectives
Goal 1:
To graduate students from the MS program with an awareness of the role and techniques of all facets
of compensation in Human Resources Management.
Outcome/Objective 1:
Understand and effectively apply all major components into a comprehensive compensation system for
employees and executives.
Full Description:
The MS-HRM graduate will be able to design a comprehensive compensation system that incorporates
strategic alternatives, job and pay structures such as grades and bands and incentive programs, and
compensation budgets.
Related Measures
Project in MGS 8390
Measures
M1: Inclusion of and appropriateness of strategic alternatives and rationale for various recommended
strategies.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric to randomly
selected project reports.
M2: Inclusion, integration, and proper usage in MGS 8390 project of all components of compensation
systems, including job evaluation, market wage analysis, pay structures, and compensation budgets.
Target
37
A 2.0 average on all criteria. Measurement will be done by applying the Measure 2 Rubric to randomly
selected project reports.
Goal 2:
To graduate students from the MS program with an awareness of the role and techniques of all facets
of recruitment and selection in Human Resources Management.
Outcome/Objective 2:
Understand and effectively apply all major components into a comprehensive employee recruitment
and selection system.
Full Description:
The MS-HRM graduate will be able to design an accurate, valid, and detailed employee recruitment and
selection system that incorporates job analysis, behavioral interviews, work samples, and tests.
Related Measures
Project in MGS 8360
Measures
M1: Inclusion and clear explanation of job analysis procedure and resulting job description and job
specification.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 3 Rubric to randomly
selected project reports.
M2: Inclusion of detailed behavioral interview questions, and related scoring system and administrative
guidelines, and work sample and other tests for an employee recruitment and selection system.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 4 Rubric to randomly
selected project reports.
Goal 3:
To graduate students from the MS program with an awareness of the role and knowledge areas of
employment and labor relations law in Human Resources Management.
38
Outcome/Objective 3:
Understand and effectively apply employment law.
Full Description:
The MS-HRM graduate will be able to identify relevant case issues and laws, draw reasonable
conclusions, and recommend policies to address the situation.
Related Measures
Case analyses in MGS 8320.
Measures
M1: Identification of relevant case issues and laws and expression of reasonable conclusions.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 5 Rubric to randomly
selected case analyses.
M2: Appropriate and clearly-written HR policies in response to situations and laws.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 6 Rubric to randomly
selected project reports.
Goal 4:
To graduate students from the MS program with the role and techniques of performance
management and employee relations in Human Resources Management.
Outcome/Objective 4:
Understand and effectively design and use performance management and employee relations
techniques.
Full Description:
The MS-HRM graduate will be able to choose and design performance management techniques that
enhance employer productivity and minimize bias.
39
Related Measures
Exam questions in MGS 8300.
Measures
M1: Discuss appropriate use of performance management tools and the advantages and disadvantages
of each.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 7 Rubric to randomly
selected case analyses.
M2: Discuss how usage of performance management and employee relations techniques will enhance
employer productivity.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 8 Rubric to randomly
selected project reports.
Rubric for Measuring Learning Outcomes – MS in HRM
40
Criterion 1:
Understand and apply all
major components of
compensation system
1: Consideration of
appropriate pay strategies
and rationale for each
Fails to Meet Standard = 1
Meets Standard = 2
Exceeds Standard = 3
Student does not consider
appropriate strategy when
designing pay system
Student identifies and uses
appropriate strategy and
provides rationale
Student uses appropriate
strategy and provides
detailed rationale for usage
2: Inclusion and proper
usage of all components of
compensation plan
Criterion 2:
Criterion 2: Understand and
apply all components of
recruitment and selection
system
3: Inclusion and proper
usage of job analysis, job
descriptions, and job
specifications
Student uses 3 of 4
components of
compensation plan
Student uses 4 or 4
components of
compensation plan
Student can integrate all 4
components of
compensation plan
Student uses 2 of 3 bases for
selection system (job
analysis, description, and
specification) in inadequate
detail
Student designs behavioral
interviews or work samples,
but not more than 2
selection tests with no
validation.
Student uses 3 of 3 bases for
selection system (job
analysis, job description, and
specification) in good detail
Student uses 3 of 3 bases for
selection system in
extensive detail
Student designs behavioral
interviews and work
samples, and validation for
both.
Student designs behavioral
interviews, work samples,
and additional selection
tests with validation for all
methods.
Incomplete or incorrect
identification of issues, laws,
or conclusions
A few ambiguous or
inappropriate HR policies
Complete and correct
identification of most issues,
laws, and conclusions
Most appropriate and
clearly-written HR policies
Complete and correct
identification of all issues,
laws, and conclusions
All appropriate and clearlywritten HR policies
Can discuss some
performance management
and employee relations
techniques and some
advantages and
disadvantages of each
Cannot discuss how
performance management
and employee relations
Can discuss most
performance management
and employee relations
techniques and most
advantages and
disadvantages of each
Can discuss in some detail
how performance
management and employee
relations techniques
Can discuss almost all
performance management
and employee relations
techniques and most
advantages and
disadvantages of each
Cannot discuss in extensive
detail how performance
management and employee
relations techniques
4: Inclusion and proper
usage of behavioral
interviews , work sample,
and other selection tests
Criterion 3: Understand and
effectively apply
employment law
5: Identification of relevant
issues, laws, and reasonable
conclusions
6. Appropriate and clearlywritten HR policies
Criterion 4: Understand and
effectively apply
performance management
and employee relations
techniques
7. Discuss performance
management and employee
relations techniques and
advantages and
disadvantages of each
8. Discuss how performance
management and employee
relations techniques
41
enhance employer
productivity
techniques enhance
employer productivity
enhance employer
productivity
enhance employer
productivity
Scoring on Measures for Assessing Learning Outcomes
Scoring on Objective 1: (Major components of compensation system)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
42
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 2: (Major components of recruitment and selection system)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 3: (Employment law)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 4: (Performance management and employee relations)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
43
Student observation #6
Student observation #7
Student observation #8
Average
ASSESSMENT GOALS UPDATE – 2013
MS in HRM
1. Students will be able to quantify the contributions and costs of the HR function in organizations.
Assess by class project in MGS 8300 and performance on tests and activities in MGS 8360.
Action to be taken: Add to the class project in MGS 8300. Include an activity in MGS 8360.
2.
Students will be able to develop and manage compensation budgets and understand the
linkages between compensation budgets and organizational profitability.
Assess by: Project in MGS 8390
Action to be taken: Expand the budget requirement section of the term project.
3.
Students will be able to demonstrate training and development needs analysis, program design,
delivery, and evaluation.
Assess by: In-class activities and exams in MGS 8300.
Action to be taken: Add an in-class activity in MGS 8300.
4.
Students will be able to demonstrate ability to use current turnover and planned growth to
forecast HR needs.
Assess by: Project in MGS 8360 to develop a talent management system.
Action to be taken: Expand requirement on forecasting in term project in MGS 8360.
5.
Students will be able to develop a business case to support the use of contingent workers,
including costs and benefits.
Assess by: Case in MGS 8360.
Action to be taken: Add a case in MGS 8360.
44
Appendix I
Assessment Plan for MBA Program with Concentration in Human
Resource Management
45
Master of Business Administration in Human Resources Management
Mission Statement
The Master of Business Administration in Human Resource Management program prepares students for
general business management careers with an emphasis on using Human Resources practices and
procedures to increase workforce efficiency and effectiveness. Students receive detailed knowledge of
selected functional areas of Human Resources to aid them in formulating legal, motivational, and costeffective Human Resources policies or to prepare them for Human Resources generalist practices.
Goal 1:
To graduate students of the MBA program in HRM with an understanding of the role of the basic
functions of human resources in a variety of organizations.
Outcomes/Objectives
Outcome/Objective 1:
Understand and effectively apply fundamental human resources techniques across a variety of settings.
Full Description:
The MBA-HRM graduate will be able to understand and effectively apply the appropriate job analysis,
job description, job evaluation, performance appraisal, dispute resolution, and HR policy formulation
techniques in a variety of settings.
Related Measures
Exam questions in MGS 8300, 8360, and 8390.
Measures
M1: Students understand the role and usage of job analysis, job description, job evaluation, and
performance appraisal techniques and can apply the appropriate method in a variety of settings.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric to randomly
selected project reports.
M2: Students understand the role and usage of dispute resolution and HR policy formulation techniques
and can apply the appropriate method in a variety of settings.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 2 Rubric to randomly
selected project reports.
46
Goal 2:
To graduate students from the MBA in HRM program with the ability to solve basic human resources
problems.
Outcome/Objective 2:
Effectively engage in HR problem solving.
Full Description:
The MBA-HRM graduate will be able to identify, evaluate, and effectively react to issues in the areas of
employee relations and performance management.
Related Measures
Exam questions, cases, and projects in MGS 8300 and 8395.
Measures
M1: Students can identify and evaluate critical HR problem issues.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 3 Rubric to randomly
selected project reports.
M2: Students can find and apply appropriate resources to address critical HR issues and solve HR
problems.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 4 Rubric to randomly
selected project reports.
Goal 3:
To graduate students from the MBA in HRM program with an understanding of the importance of role
and interface of the HR functions with organizational strategies.
Outcome/Objective 3:
Understand and effectively communicate how HR strategies support employer business strategies
47
Full Description:
The MBA-HRM student will be able to define, select, and defend specific business strategies and the
appropriate HR policies for each of those strategies.
Related Measures
Case analyses in MGS 8300, MGS 8390, and MGS 8395.
Measures
M1: Selection of appropriate business strategies and accompanying HR strategies and policies.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 5 Rubric to randomly
selected case analyses.
Goal 4:
To graduate MBA students in the HR program with an understanding of the basic employee-related
legal issues in organizations.
Outcome/Objective 4:
Understand the role of legal constraints on HR activities and policies.
Full Description:
The MBA-HRM graduate will be able to identify and address potential legal issues, relevant laws, and
appropriate policies to address.
Related Measures
Cases and exam questions in MGS 8320, MGS 8360, and MGS 8390.
Measures
M1: Identify and address legal issues and relevant laws and policies to address legal issues in
compensation, selection, and other HR areas.
Target
48
A 2.0 average on all criteria. Measurement will be done by applying Measure 6 Rubric to randomly
selected case analyses.
M2: Understand and translate into appropriate HR policies case law concerning HR issues.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 7 Rubric to randomly
selected project reports.
Rubric for Measuring Learning Outcomes – MBA in HRM
Criterion 1:
Understand and apply job
analysis, description,
evaluation, and performance
appraisal.
1: Accurate description and
usage guides for job analysis,
descriptions, evaluation, and
performance appraisal.
2: Accurate description and
usage guides for dispute
resolution and HR policy
formulation techniques.
Criterion 2:
Criterion 2: Effectively
engage in HR problem
solving
3: Students can identify, and
evaluate critical issues in HR
problems.
4. Students can find
resources to solve HR
problems.
Criterion 3: Understand and
effectively communicate
how HR strategies support
employer business
strategies.
Fails to Meet Standard = 1
Meets Standard = 2
Exceeds Standard = 3
Student cannot accurately
describe and explain usage
of job analysis, description,
evaluation, and performance
appraisal.
Student cannot accurately
describe and explain usage
of dispute resolution and HR
policy formulation
techniques.
Student can accurately
describe and explain usage
of job analysis, description,
evaluation, and
performance appraisal.
Student can accurately
describe and explain usage
of dispute resolution and HR
policy formulation
techniques.
Student can accurately
describe and explain usage
in detail of job analysis,
description, evaluation, and
performance appraisal.
Student can accurately and
in detail describe and
explain usage of dispute
resolution and HR policy
formulation techniques..
Student can only identify
and evaluate only a few
issues in HR problems.
Student can find only a few
or can only find
inappropriate resources.
Student can identify and
evaluate most critical issues
in HR problems.
Student can find only a
minimum number of
appropriate resources.
Student can identify and
evaluate all critical issues in
HR problems.
Student can find many
appropriate resources.
49
5. Selection of appropriate
business strategies and
accompanying HR policies.
Incomplete or inappropriate
selection of business and HR
strategies with weak
defense.
Adequate and appropriate
selection of business and HR
strategies with adequate
defense.
Adequate and appropriate
selection of business and HR
strategies with strong
defense.
Can identify a few legal
issues and relevant laws and
some policies to address.
Can identify most legal
issues and relevant laws and
most policies to address.
Can identify all legal issues
and relevant laws and all
policies to address.
Can discuss some
implications of HR case law
and can apply to some HR
legal issues.
Can discuss most
implications of HR case law
and can apply to most HR
legal issues.
Can discuss all implications
of HR case law and can apply
to all HR legal issues.
Criterion 4: Understand the
role of legal constraints on
HR activities and policies.
6.: Identify and address
legal issues and relevant
laws and policies to address
legal issues in compensation,
selection, and other HR
areas.
7: Understand and translate
into appropriate HR policies
case law concerning HR
issues.
50
Scoring on Measures for Assessing Learning Outcomes
Scoring on Objective 1: (JA, JD, JE, and performance appraisal)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 2: (HR problem solving)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 3: (How HR strategies support business strategies)
Measure 1
Student observation #1
Student observation #2
Student observation #3
51
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
Scoring on Objective 4: (Legal constraints)
Measure 1
Measure 2
Student observation #1
Student observation #2
Student observation #3
Student observation #4
Student observation #5
Student observation #6
Student observation #7
Student observation #8
Average
52
MBA in HRM
1.
Students will be able to discuss the advantages and disadvantages of workplace diversity and
cross-cultural issues.
Assess by performance on case study in MGS 8360.
Action to be taken: Add a case study in MGS 8360.
2.
Students will be able to identify the issues and challenges of global HR management, including
legal, ethical, and financial considerations.
Assess by performance on case study in MGS 8360.
Action to be taken: Add case in MGS 8360.
3. Students will be able to understand the role of HRM in mergers and acquisitions.
Assess by performance on case study in MGS 8300.
Action to be taken: Add case in MGS 8300.
4.
Students will be able to understand the roles and challenges of unions and employment
relations.
Assess by performance on exams and activity in MGS 8300.
Action to be taken: Expand lecture and add activity in MGS 8300.
53
54
Appendix J
Assessment Plan for M.S. Program in Organizational Change
55
Master of Science in Organizational Change
Mission Statement
The MS in Organizational Change is designed to provide the in-depth theoretical and applied
training needed to be a leader or implementer of organizational change initiatives. The MS in
Organizational Change extends the students’ previously acquired basic management and
organizational behavior skills by developing advanced technical and analytical competency in
applied change management practices. The MS in Organizational Change, therefore, allows
students to distinguish themselves as change management specialists either as managers or as
internal or external consultants. Topics include negotiation, leadership, organizational change,
and coaching.
Goal 1:
To graduate students from the MS program with the ability to negotiate agreements that
advance the organization’s interests by optimally balancing the simultaneous need to be
cooperative and to be competitive.
Outcome/Objective 1:
Understand and effectively apply the tools necessary to divide value in negotiations.
Full Description:
The MS graduate will understand the concepts of bargaining zone, anchoring, and walk-away
alternatives. They will be able to negotiate agreements that optimize the organization’s
interests with regard to the competitive element of negotiating.
Related Measures
Capstone one-on-one negotiation in MGS 8430
The capstone is a simulated business negotiation. It involves two parties, a buyer and a seller.
A database exists of over 200 agreements recorded from previous MGS 8430 sections from
which to calculate agreement percentiles.
Measures
M1: The value to the buyer or seller of the final deal negotiated in the capstone one-on-one
negotiation
Target
56
Meeting or exceeding a value at the 60th percentile of agreements normed on previous sections
of MGS 8430. The 60th percentile for buyers is $290,000. The 60th percentile for sellers is
$397,500.
Outcome/Objective 2:
Understand and effectively apply the tools necessary to create value in negotiation.
Full Description:
The MS graduate will understand the concepts of creating value, bilateral concessions, package
offers, and contingent elements to the agreement. They will be able to negotiate agreements
that optimize the combined total value distributed between both negotiators
Related Measures
Capstone one-on-one negotiation in MGS 8430
The capstone is a simulated business negotiation. It involves two parties, a buyer and a seller.
A database exists of over 200 agreements recorded from previous MGS 8430 sections from
which to calculate agreement percentiles. This particular negotiation is designed so that the
combined total can only be optimized when bilateral concessions are used effectively and when
contingent elements are effectively included in the agreement.
Measures
M1: The combined total value obtained by the buyer and the seller in the capstone one-on-one
negotiation.
Target
Meeting or exceeding a value at the 60th percentile of agreements normed on previous sections
of MGS 8430. The 60th percentile for the combined total is $639,000.
Goal 2:
To graduate students from the MS program with an awareness of how to enhance their
own leadership skills over the course of their careers.
Outcome/Objective 3:
Students should be able to understand and describe their own leadership strengths and
weaknesses, and should be able to prepare leadership development plans that will enhance
their leadership capabilities. These plans will incorporate appropriate and sound leadership
development resources, tools and processes.
57
Related Measures
Project in MGS 8420
Measures
M1: Describes their own leadership strengths and weaknesses.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric
(Table 1) to randomly selected project reports.
Measures
M2: Prepare leadership development plans that will enhance their leadership capabilities.
These plans will incorporate appropriate and sound leadership development resources, tools
and processes.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 2 Rubric
(Table 1) to randomly selected project reports.
Goal 3:
To graduate students from the MS program in Organizational Change with an awareness
of developing employees through managerial coaching by using the skills and
techniques of all facets of managerial coaching.
Outcome/Objective 4:
Recognize a coaching moment.
Full Description:
The MS-Organizational Change graduate will be able to recognize coaching moments that
occur in the midst of managing others, and even more specifically when there is any kind of
58
change taking place at an organizational level, a departmental level, or at an individual level
such as a change of job position or a required change of attitude.
Related Measures
Coaching scenario assignment and coaching log book in MGS 8425
Measures
M1: Ability to write up a coaching scenario that clearly demonstrates a managerial coaching
moment.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 3 Rubric
(Table 2) to randomly selected coaching scenarios.
M2: Ability to respond to think reflectively about their own effectiveness as a coach in the role of
coaching others.
Target
A 2.0 average on the coaching log books. Measurement will be done by applying the
Measurement 4 Rubric (Table 2) to randomly selected coaching log books.
Goal 4:
To graduate students from the MS program with the ability to analyze organizational
change needs and to construct a change management plan.
Outcome/Objective 5:
Perform an OD/Change Management Consulting Project
Related Measures
Course project in MGS 8450
Measures
M1: Degree to which the current situation and the gap between the current situation and the
desired state are explained.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 5 Rubric
(Table 3) to randomly selected project reports.
59
Outcome/Objective 6:
Recommend an appropriate OD intervention strategy and plan.
Related Measures
Course project in MGS 8450
Measures
M1: Inclusion of and appropriateness of recommendations and the rationale behind them.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 6 Rubric
(Table 3) to randomly selected project reports.
Outcome/Objective 7:
Recognize Organization Development Consulting opportunities.
Full Description:
The MS-Organizational Change graduate will be able to recognize OD (Organization
Development) consulting opportunities that occur in the midst of managing their day-to-day
work, and even more specifically when there is any kind of change taking place at an
organizational level, a departmental level, or at an individual level such as a change to the
existing structure, processes, metrics, employee roles, etc. within their sphere of influence.
Related Measures
OD Consultant Notebook in MGS 8450
Measures
M1: Ability to respond and to think reflectively about their own effectiveness and the
effectiveness of others employed in the role of (internal or external) OD Consultant.
Target
A 2.0 average on the OD Consultant notebooks. Measurement will be done by applying the
Measurement 7 Rubric (Table 3) to randomly selected OD Consultant Notebooks.
60
Outcome/Objective 8:
Demonstrate ability to apply OD Consulting skills learned in class.
Related Measures
Course project in MGS 8450
Measures
M1: Participation in the OD/Change Management Project (Group Assignment).
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 8 Rubric
(Table 3) to randomly selected team evaluations.
M2: Demonstration of OD Consulting skills in the OD/Change Management Project (Group
Assignment)
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 8 Rubric
(Table 3) to randomly selected team evaluations.
61
Table 1: Rubric for Measuring Learning Outcomes Related to Goal 2
Measure 1:
Describes their own
leadership strengths and
weaknesses
Measure 2:
Prepares leadership
development plans that will
enhance their leadership
capabilities. These plans will
incorporate appropriate and
sound leadership
development resources,
tools and processes
Fails to Meet Standard = 1
Meets Standard = 2
Exceeds Standard = 3
Student does not describe
own leadership strengths
and weaknesses
Student does describe own
leadership strengths and
weaknesses in at least basic
detail
Student does prepare plan
to enhance leadership
capabilities, with basic use
of appropriate and sound
leadership development
resources, tools and
processes
Student does describe own
leadership strengths and
weaknesses in detail
Student does not prepare
plan to enhance their
leadership capabilities with
appropriate and sound
leadership development
resources, tools and
processes
Student does prepare plan
to enhance leadership
capabilities, with detailed
and advanced use of
appropriate and sound
leadership development
resources, tools and
processes
Table 2: Rubric for Measuring Learning Outcomes Related to Goal 3
Measure 3:
Recognition of a coaching
opportunity or moment
Measure 4:
Reflective thinking about
acting from the coaching
role
Fails to Meet Standard = 1
Student fails to identify the
appropriate scenarios where
a coaching conversation
which would result in
developing others presents
itself.
Meets Standard = 2
Student identifies and
describes an appropriate
scenario where coaching for
the development of others
would take place.
Student uses no concepts
from the reading when
reflecting on their coaching
in their coaching log book.
Student uses components
from the reading when
reflecting on their coaching
in their coaching log book.
62
Exceeds Standard = 3
Student identifies and
describes an appropriate
scenario where coaching for
the development of others
would take place and
suggests appropriate
interventions for the
scenario.
Student can integrate
components from the
reading when reflecting on
their coaching in their
coaching log book, and they
can identify plans for
improving their skills for
future coaching.
Table 3: Rubric for Measuring Learning Outcomes Related to Goal 4
Measure 5:
Describe the gap between
current situation and the
desired state
Criterion 1
Description of each state
and the gap
Criterion 2
Utilization of course content
in analysis
Measure 6:
Appropriate
recommendations
Criterion 1
Clear plan of action is stated
Criterion 2
Utilization of course content
in supporting
recommendations
Criterion 3
Overcoming obstacles to
implementation
Measure 7:
Reflective thinking about
acting from the OD
Consultant Role
Fails to Meet Standard = 1
Meets Standard = 2
Exceeds Standard = 3
Current and/or desired state
is not clear. Comparison of
current to desired state is
not present.
Student describes both
current state and desired
state. Student compares
two states.
Analysis displays a limited
grasp of course material;
superficial handling of
content, application, and
implications.
Analysis displays a general
grasp of course material;
adequate handling of
content, application, and
implications.
Student provides clear and
systematic description of
both current state and
desired state. The
comparison between the
two states is detailed and
clear.
Analysis displays an
excellent and deep grasp of
course material; mastery
handling of content,
application, and
implications.
Recommendations are not
stated; recommendations
are stated without an
implementation plan.
Rationale for
recommendations is not
present. Rationale displays
a limited grasp of course
material; superficial
handling of content,
application, and
implications.
Obstacles are not identified
or discussed; obstacles are
identified, but no plan to
overcome them is provided.
Recommendations clearly
stated; the implementation
plan is stated.
Student uses no concepts
from the reading and class
discussions when reflecting
on their OD consultant role
in their consultant’s
notebook.
Student uses components
from the reading and class
discussions when reflecting
on their OD consultant role
in their consultant’s
notebook.
Rationale displays a general
grasp of course material;
adequate handling of
content, application, and
implications.
Obstacles are identified, and
a plan for overcoming them
is provided.
63
Recommendations clearly
stated; the implementation
plan details specific actions
and timeframes.
Rationale displays an
excellent and deep grasp of
course material; mastery
handling of content,
application, and
implications.
Student provides a thorough
discussion of the
implementation obstacles
and a detailed plan for
overcoming them is
provided.
Student can integrate
components from the
reading and class discussions
when reflecting on their
when reflecting on their OD
consultant role in their
consultant’s notebook, and
they can identify plans for
improving their skills for
future consulting.
Measure 8:
Team member evaluations
of Change Management
Consulting Project
Criterion 1
Participation
Criterion 2
Demonstration of OD
Consulting Skills
Team members are not
performing their assigned
duties as defined in team
charter
Team members are
performing their assigned
duties as defined in the
team charter
Team members do not apply
learned OD skills in the
development of Change
Management Consulting
Project
Team members apply
learned OD skills in the
development of Change
Management Consulting
Project
64
Team members are
performing exceedingly
beyond the assigned duties
as defined in the team
charter
Team members can coach
team members in the use of
learned OD skills in the
development of Change
management Consulting
Project
Scoring on Measures for Assessing Learning Outcomes
Scoring on Objective 1: Dividing Value in Negotiation
Buyer Value
Seller Value
Student
observation #1
Student
observation #2
Student
observation #3
Student
observation #4
Student
observation #5
Student
observation #6
Student
observation #7
Student
observation #8
Average
65
Percentile
Scoring on Objective 2: Creating Value in Negotiation
Dyad Value
Percentile
Dyad observation #1
Dyad observation #2
Dyad observation #3
Dyad observation #4
Dyad observation #5
Dyad observation #6
Dyad observation #7
Dyad observation #8
Average
66
Scoring on Objective 3: Leadership Strengths and Weaknesses
Criterion 1
Criterion 2
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
67
Scoring on Objective 4: Coaching
Criterion 1
Criterion 2
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
68
Scoring on Objective 5: Perform an OD/Change Management Consulting Project
Criterion 1
Criterion 2
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
69
Scoring on Objective 6: OD Intervention Strategy and Plan
Criterion 1
Criterion 2
Student
observation #1
Student
observation #2
Student
observation #3
Student
observation #4
Student
observation #5
Student
observation #6
Student
observation #7
Student
observation #8
Average
70
Criterion 3
Scoring on Objective 8: Demonstrate ability to apply OD Consulting skills learned in class.
Criterion 1
Criterion 2
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
71
72
Appendix K
Assessment Plan for MBA Program with Concentration in
Organization Management
73
Master of Business Administration in Organization Management
Mission Statement
The manager in today’s business environment deals with a variety of complex concerns
including structural and organizational design, people issues and managing people, power and
politics, and cultural dimensions. The Master of Business Administration in Organization
Management prepares managers to analyze issues, events, problems, resource constraints,
and change from the vantage point of each of these concerns and to consider each as they
make decisions to chart the organization’s future. Organizations are composed of people, and
people bring unique challenges to the workplace. These challenges include working with
people as individuals, people in work groups, and people collectively in organizations.
Goal 1:
To graduate students from the MBA in Organizational Management with the ability to
diagnose the basic causes of organizational events, issues, and problems.
Outcomes/Objectives
Outcome/Objective 1:
Analyze a variety of organizational situations and identify the causes of effective and ineffective
movement toward meeting the organization’s agenda.
Full Description:
Organizational issues, events, and problems have causes that simultaneously emanate from
structural, human, political, and cultural roots. Therefore, most significant issues, events, and
problems must be viewed from multiple perspectives to obtain a reasonably complete
understanding. Graduate should be able to simultaneously see issues, events, and problems
from multiple perspectives.
Related Measures
Case assignments and exam questions in MBA 8165, MGS 8435, and MGS 8440.
Measures
M1: Students can examine organizational events, issues, and problems and identify structural,
human, political, and cultural elements in the cause of situation.
Target
74
A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric to
randomly selected case assignment and exam questions.
Goal 2:
To graduate students from the MBA in Organizational Management with the ability to
recommend appropriate responses to organizational events, issues, and problems.
Outcomes/Objectives
Outcome/Objective 2:
Review a variety of organizational events, issues, and problems and specify appropriate
courses of action the organization should take as a response.
Full Description:
Organizational issues, events, and problems have causes that simultaneously emanate from
structural, human, political, and cultural roots. Graduate should be able to simultaneously see
issues, events, and problems from multiple perspectives and to formulate responses that reflect
an understanding of these multiple roots.
Related Measures
Case assignments and exam questions in MBA 8165, MGS 8435, and MGS 8440.
Measures
M2: Students can recommend organizational responses to problems that are cognizant of
structural, human, political, and cultural dimensions to the situation.
Target
A 2.0 average on all criteria. Measurement will be done by applying the Measure 2 Rubric to
randomly selected case assignments and exam questions.
Goal 3:
75
To graduate students of the MBA program in Organization Management with an
understanding of the impact that power, influence, and political behavior have on general
organizational success and upon the success of specific initiatives in organizations.
Outcome/Objective 3:
Effectively analyze political realities in organizational situations.
Full Description:
The MBA graduate will be able to identify the effect of power and politics on resource
allocations, personnel decisions, and other decisions that organizations make.
Related Measures
Exam questions, cases, and projects in MGS 8435.
Measures
M3: Students can identify political dimensions of organizational decisions.
Target
A 2.0 average on all criteria. Measurement will be done by applying Measure 3 Rubric to
randomly selected exams, cases, and projects.
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Rubric for Measuring Learning Outcomes – MBA in Organization Management
Measure 1:
Examine organizational
events, issues, and
problems and identify
structural, human,
political, and cultural
elements in the cause of
the situation.
1: Extent to which student
identifies a broad range of
issues that span the four
perspectives.
2: Extent to which
discussion of the events,
issues, and problems
integrates course material.
Measure 2:
Recommend
organizational responses
to problems that are
cognizant of structural,
human, political, and
cultural dimensions to the
situation.
3: Extent to which student
considers multiple
solutions.
4. Extent to which student
discusses the criteria used
to evaluate possible
solutions
Measure 3:
Extent to which student
can identify political
dimensions of
organizational decisions
5. Extent to which student
can successfully
demonstrate an effective
leadership intervention
using any of several
power bases..
6. Extent to which a
student can evaluate
effective leadership
inventions intended to
Fails to Meet Standard = 1
Meets Standard = 2
Exceeds Standard = 3
Students identifies a set of
issues that do not span
the four perspectives
Student identifies a limited
range of issues that do
span the four perspectives
Student displays a limited
grasp of course material;
superficial handling of
content, application, and
implications.
Student displays a
general grasp of course
material; adequate
handling of content,
application, and
implications.
Student identifies a
significant range of issues
across all four
perspectives.
Student displays an
excellent and deep grasp
of course material;
excellent mastery of
content, application, and
implications.
Student does not go
beyond the solution posed
by the case writer.
Student adds to the
solutions posed by the
case writer with 1 or 2
“hybrid” solutions.
Student identifies criteria
but does not
systematically discuss
how each alternative
compares fares against
each criterion.
Student significantly
rethinks the possible
solutions, creating a new
set of 3+ solutions.
Student clearly evaluates
each alternative against a
consistent set of criteria
and the results are
systematically shown.
Student recognizes the
power bases covered by
the course, but does not
know how to successfully
demonstrate them.
Student recognizes the
power bases covered by
the course and the
student successfully
demonstrates effective
use of the power bases.
Student recognizes the
actions necessary for
driving an organizational
agenda, and the student
Student does not clearly
and consistently identify a
set of criteria.
Student does not
recognize or utilize any of
the target behaviors
which accompany the
power bases covered by
the course
Student does not
recognize the necessary
actions to drive an
organizational agenda
Student recognizes the
actions necessary for
driving an organizational
agenda, but cannot apply
77
influence others toward a
given agenda.
this knowledge toward
successful analysis of
organizational actions.
78
can successfully analyze
what actions should be
taken in order to influence
others toward such an
agenda.
Scoring on Measures for Assessing Learning Outcomes
Scoring on Objective 1, Measure 1 (Identify causes)
Criterion 1
Criterion 2
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
79
Scoring on Objective 2, Measure 2 (Recommend responses)
Criterion 3
Criterion 4
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
80
Scoring on Objective 3, Measure 3 (Identify political dimensions)
Criterion 5
Criterion 6
Student observation
#1
Student observation
#2
Student observation
#3
Student observation
#4
Student observation
#5
Student observation
#6
Student observation
#7
Student observation
#8
Average
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Appendix L
Assessment Plan for M.S. in Operations Management
82
Detailed Assessment Report
2012-2013 Operations Management MS
As of: 9/20/2013 12:25 PM EST
(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)
Mission / Purpose
Operations Management (OM) focuses on the management of resources, capabilities and
processes that produce and deliver the goods and services for consumer markets . OM
can play a critical role in enhancing a company’s competitive position by providing superior
products and services. The Operations Management MS program is offered for the
purpose of developing an in-depth knowledge base regarding operations, logistics and
supply chain management.
Goals
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G 1: Depth of OM study
The primary goal of the MS Concentration in Operations Management program is to
develop students who have an in-depth knowledge relative to operations, logistics and
supply chain management. Secondarily, an understanding of the use of the tools and
techniques available for correcting and measuring key performance indicators. Examples
are inventory turns, days of inventory available, working capital measures, Operating
efficiency, Productivity, ROI, TQM and Six sigma.
Student Learning Outcomes/Objectives, with Any Associations and
Related Measures, Targets, Findings, and Action Plans
SLO 1: Develop a Strategic View of OM
The ability to analyze and evaluate alternative operations tactics and strategies for a given
business environment and to identify the appropriate capacity, facility capabilities &
locations, product & service design, organizational design and process technology choices
as related to the operations function of the organization.
Related Measures
M 1: Reasoned Analysis
Evaluation of individual MS student’s case and/or homework analyses will be
completed. The individual work will be integrative in nature and will occur in the MGS
8710 course.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
Leaning Objective 1: Strategic View of OM Fail Fails to meet standards=1 Meet
Meets standards=2 Exceed Exceeds standards=3 Measure 1: Reasoned Analysis
The student is not able to complete a reasoned analysis by identifying and
studying a firm’s OM application both within the firm or industry. The student
cannot determine the effect that firm specific dimensions have on a selected topic.
The student is able to complete a reasoned analysis by identifying and studying a
firm’s OM application both within the firm or industry. The student can determine
the effect that firm specific dimensions have on a selected topic. The student
exceeds at completing a reasoned analysis by identifying and studying a firm’s OM
application both within the firm or industry. The student excels at determining the
effect that a firm’s specific dimensions have on a selected topic.
M 2: Integration of Recommendations
Normal 0 false false false EN-US X-NONE X-NONE Students should be able to
determine the effect that the OM dimensions have on a selected topic and integrate
recommendations on a firm’s OM applications both within the firm or industry.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
Rubric for Measurements of Learning Outcome 1 Leaning Objective 1: Strategic
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View of OM Fail Fails to meet standards=1 Meet Meets standards=2 Exceed
Exceeds standards=3 Measure 2 Integration of recommendations The student is
not able to integrate recommendations on a firm’s OM applications both within the
firm or industry. The student cannot determine the effect that the OM dimensions
have on a selected topic. The student is able to integrate recommendations on a
firm’s OM applications both within the firm or industry. The student determines the
effect that the OM dimensions have on a selected topic. The student excels at
integrating recommendations on a firm’s OM applications both within the firm or
industry. The student easily determines the effects that the OM dimensions have
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on a selected topic.
M 3: Performance
Normal 0 false false false EN-US X-NONE X-NONE This measures the students' able
to analyze or understand how the firm’s operations process performance is affected by
the competitive environment through their ability to identify the critical success factors
of an OM application and the assessment of available resources and capabilities.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Rubric for Measurements of Learning Outcome 1 Leaning Objective
1: Strategic View of OM Fail Fails to meet standards=1 Meet Meets standards=2
Exceed Exceeds standards=3 Measure 3 Performance The student is not able
identify critical success factors of an OM application. The students are not able to
assess performance through an assessment of available resources and
capabilities. Students are not able to analyze or understand how the firm’s
operations process performance is affected by the competitive environment. The
student is able identify critical success factors of an OM application. The students
are able to assess performance through an assessment of available resources and
capabilities. Students are able to analyze or understand how the firm’s operations
process performance is affected by the competitive environment. The student
excels at identifying critical success factors of an OM application. The students are
able to easily assess performance through an assessment of available resources
and capabilities. Students excel at analyzing or understanding how the firm’s
operations process performance is affected by the competitive environment.
SLO 2: Develop Decision Making Abilities
Normal 0 false false false EN-US X-NONE X-NONE The Student will be able to identify
critical success factors of the operations management activities of an organization. This
includes the ability to correctly identify, analyze and select the appropriate decision in
terms of the operations management function.
Related Measures
M 4: Critical Thinking
Normal 0 false false false EN-US X-NONE X-NONE Evaluation of individual MS
student’s work as completed in the required OM course. The accumulation of this type
of knowledge will be received through the application of exam questions that will be
measured overtime.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
Student should pass each outcome/objective as indicated by satisfactory work on
course exams.
SLO 3: Develop an Environmental/substantiality Viewpoint
Normal 0 false false false EN-US X-NONE X-NONE The student will become aware of the
impact that OM and Supply Chain decisions have on the environment and industrial
84
sustainability. They should be able to select the appropriate solutions to OM problems in
the environmental/sustainability framework
Related Measures
M 5: Environmental Impact Evaluation Skills
Normal 0 false false false EN-US X-NONE X-NONE Will develop a focus and will
highlight the effects that OM decisions have on the environmental and substantiality
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aspects of industry.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Leaning Objective 3: Develop a Environmental/Substantiality
Viewpoint Fail Fails to meet standards=1 Meet Meets standards=2 Exceed
Exceeds standards=3 Measure 5 Environmental Impact Evaluation The student is
not able to complete and deliver a project that shows an understanding of the
environment impact of OM decisions or are able to contribute their functional
expertise to the solution. The student is able to complete and deliver a project that
shows an understanding of the environment impact of OM decisions or are able to
contribute their functional expertise to the solution. The student is able to complete
and deliver a project that shows an excellent understanding of the environment
impact of OM or are easily able to contribute their functional expertise to the
solution.
SLO 4: Become a Strong Team Member
The student will develop and enhance their team skills in the completion of completing
project work in the Operations Management area. This includes positive participation in
group activities and the completion of work that is needed for the group’s progress.
Related Measures
M 6: Team Skills
The student should develop and enhance their team skills in the completion of
completing project work in the Operations Management area. This includes positive
participation in group activities and the completion of work that is needed for the
group’s progress.
Source of Evidence: Student course evaluations on learning gains made
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Objective 4: Become a Strong Team Member Fail Fails to meet
standards=1 Meet Meets standards=2 Exceed Exceeds standards=3 Measure 6
Team Skills The student did not develop team skills by indicated by poor returns on
peer evaluations. The student develops team skills by indicated by average returns
on peer evaluations. The student develops strong team skills by indicated by very
positive returns on peer evaluations.
SLO 5: Student Objective
Student outcomes deal with the students' ability to recognize an operational problem, state
the problem, analyze the cause and effects of the problem, establish viable criteria for
evaluating alternatives, develop viable alternatives using the concepts, principles and tools
of operations, analyze the alternatives against the weighted criteria, select the appropriate
alternative, evaluate the hurdles for the selected alternative and implementation.
Details of Action Plans for This Cycle (by Established cycle, then alpha)
A strategic view of OM
With respect to the first learning outcome, to develop a strategic view of OM, two
actions will be taken: · In MGS 8710, add a homework assignment to ask students
aspects in which companies use operations management knowledge from a strategic
85
perspective. Evaluate after next offering. · In MGS 8710, add a case about operations
making significant difference for a company’ long term growth. Evaluate after next
offering.
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Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: Continued implementation will be needed for evaluation.
Projected Completion Date: 05/2013
Responsible Person/Group: Operations Management faculty Members
Additional Resources: None
Budget Amount Requested: $0.00 (no request)
Decision Making Abilities
With respect to the second learning outcome, to develop decision-making abilities, two
actions will be taken: · In MGS 8710, 8730, 8740 and 8760 and 8770 we will ask
students to add more decision making analysis in their group project. Evaluate after
next offering. · In MGS 8710, 8730, 8740 and 8760 and 8770 we will add several new
measures in supply chain and revenue management analysis in accordance with the
business environment: increased globalization. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: Continued implementation will be needed for evaluation.
Projected Completion Date: 05/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
Budget Amount Requested: $0.00 (no request)
Team Membership
With respect to the third learning outcome, to become a strong team member, two
actions will be taken: · Incorporate into teaching material for In MGS 8710, 8730, 8740
and 8760 and 8760 lessons on effective teams. · Require team members in the group
project of In MGS 8710, 8730, 8740 and 8760 and 8760 to create a team charter
indicating an emphasis on the importance of cooperation and fairly distributed individual
contributions. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: Continued implementation will be needed for evaluation.
Projected Completion Date: 05/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
Budget Amount Requested: $0.00 (no request)
Changes to course syllabi
We will meet in the summer 2012 to discuss appropriate changes to course syllabi and
ensure that all instructors are using the same rubric measuring device.
Established in Cycle: 2011-2012
Implementation Status: Planned
Priority: High
Implementation Description: Meeting scheduled July 2012 with all instructors
involved in teaching In MGS 8710, 8730, 8740, 8760 and 8770 for the purpose of
making necessary changes to course syllabi.
Responsible Person/Group: Yusen Xia and Walter Wallace
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Appendix M
Assessment Plan for MBA with Concentration in Operations
Management
87
Detailed Assessment Report
2012-2013 Concentration in Operations Management MBA
As of: 9/20/2013 12:25 PM EST
(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)
Mission / Purpose
The mission of the MBA Concentration in Operations Management is to provide students
pursuing a broader MBA degree (vs. the MS in Operations Management) with a moderate
level of breadth and depth of understanding with respect to the major operations
management issues confronting organizations of all types today. Students will be able to
deal with operational issues in both a manufacturing, as well, service environment.
Goals
G 1: Most Up-to-date Courses and Materials
Our focus for the MBA Concentration in Operations Management program is to offer
students the most contemporary offering through continual revision and improvement of
the curriculum. In the Fall 2011 and again Fall 2012, the faculty reworked the course
content and project for MGS 8710 Operations Planning making it more relevant regarding
national and global supply chain planning. Curriculum for the 2012-2013 includes
Operations Planning (focus on logistics & supply chain management; working capital
deployment), Operations Strategy, Project Management, Quality Management, Service
Operations Management, and Operations Management. This course continues to be
reviewed for contemporary content as supply chain management and logistics subject
matter evolves.
G 2: Attract Top Talent Students
The MBA Concentration in Operations Management program is meant to attract students
from the upper half of the MBA program who appreciate and understand the importance of
operations, logistics and supply chain managemnt for both manufacturing and service
operations. In so doing, the operations management faculty is able to facilitate better
learning through increased quality of classroom discussions and provide the best quality
projects for the students.
Student Learning Outcomes/Objectives, with Any Associations and
Related Measures, Targets, Findings, and Action Plans
SLO 1: A Strategic view of OM
The courses in this concentration will develop in the student a strategic view of Operations
Management. That means that students will not only know the particulars of a topic in
Operations Management, but will also be able to understand how they integrate with other
perspectives in an organizational setting. Analysis conducted and recommendations made
by a student completing this concentration will include Operations Management insights,
frameworks, and tools, along with those from other functional disciplines, in order to
formulate and implement effective strategic actions.
Strategic Plan Associations
President,Georgia State University
2.3 Other efforts in support of Goal 2 (Graduate and Professional
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Programs).
Related Measures
M 1: Reasoned Analysis
Evaluation of individual MS student’s case and/or homework analyses will be
completed. Individual readings and the students write-up on the reading will be
reviewed and turned back to the student with comments on the relevancy of the
write-up.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
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80% of students should pass each outcome/objective with a faculty evaluation of
2.5 on the Rubric for Measure One Leaning Objective 1: Strategic View of OM Fail
Fails to meet standards=1 Meet Meets standards=2 Exceed Exceeds standards=3
Measure 1: Reasoned Analysis The student is not able to complete a reasoned
analysis by identifying and studying a firm’s OM application both within the firm or
industry. The student cannot determine the effect that firm specific dimensions
have on a selected topic. The student is able to complete a reasoned analysis by
identifying and studying a firm’s OM application both within the firm or industry. The
student can determine the effect that firm specific dimensions have on a selected
topic. The student exceeds at completing a reasoned analysis by identifying and
studying a firm’s OM application both within the firm or industry. The student excels
at determining the effect that a firm’s specific dimensions have on a selected topic.
M 2: Integration of Recommendations
Students should be able to determine the effect that the OM dimensions have on a
selected topic and integrate recommendations on a firm’s OM applications both within
the firm and/ or industry.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Rubric for Measurements of Learning Outcome 1 Leaning
Objective 1: Strategic View of OM Fail Fails to meet standards=1 Meet Meets
standards=2 Exceed Exceeds standards=3 Measure 2 Integration of
recommendations The student is not able to integrate recommendations on a firm’s
OM applications both within the firm or industry. The student cannot determine
the effect that the OM dimensions have on a selected topic. The student is able to
integrate recommendations on a firm’s OM applications both within the firm or
industry. The student determines the effect that the OM dimensions have on a
selected topic. The student excels at integrating recommendations on a firm’s OM
applications both within the firm or industry. The student easily determines the
effects that the OM dimensions have on a selected topic.
M 3: Performance
This item measures the students' able to analyze or understand how the firm’s
operations process performance is affected by the competitive environment through
their ability to identify the critical success factors of an OM application and the
assessment of available resources and capabilities.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Rubric for Measurements of Learning Outcome 1 Leaning
Objective 1: Strategic View of OM Fail Fails to meet standards=1 Meet Meets
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standards=2 Exceed Exceeds standards=3 Measure 3 Performance The student is
not able identify critical success factors of an OM application. The students are not
able to assess performance through an assessment of available resources and
capabilities. Students are not able to analyze or understand how the firm’s
operations process performance is affected by the competitive environment. The
student is able identify critical success factors of an OM application. The students
are able to assess performance through an assessment of available resources and
capabilities. Students are able to analyze or understand how the firm’s operations
process performance is affected by the competitive environment. The student
excels at identifying critical success factors of an OM application. The students
are able to easily assess performance through an assessment of available
89
resources and capabilities. Students excel at analyzing or understanding how the
firm’s operations process performance is affected by the competitive environment.
SLO 2: Develop Decision Making Abilities
The Student should be able to identify critical success factors in operations management
activities of an organization. This includes the ability to correctly identify, analyze and
select the appropriate decision in terms of the operations management functions and
incorporate the operations management function into the decision process of the
organization. This objective is accomplished through the use of group projects and
independent writings on various operations management topics. The project also requires
collaboration and team work among the team members.
Related Measures
M 4: Critical Thinking
Evaluation of individual MS student’s work as completed in the required OM course.
The accumulation of this type of knowledge will be received through the application of
exam questions that will be measured overtime.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
An adequate number of written questions are used on each exam among the
various course requirements to determine the critical thinking capabilities of the
student. Case analysis adds an additional dimension for assessing critical thinking
through writing. Students are expected to comprehend and offer alternative
solutions that adequately (85%) resolve the problem statement and satisfy the
criteria for a reasonable solution.
Related Action Plans (by Established cycle, then alpha):
For full information, see the Details of Action Plans section of this report.
Critical Thinking
Established in Cycle: 2009-2010
The Operations Management faculty members will develop a measurement
mechanism, including targeted assignments and exams, as w...
SLO 3: Develop an Environmental Sustainability Viewpoint
The student should become aware of the impact that OM and Supply Chain decisions have
on the environment and industrial sustainability. They should be able to select the
appropriate solutions to OM problems in the environmental/sustainability framework.
Outside speakers are engaged to bring this perspective to life and create a desire to better
understand the implications going forward.
Related Measures
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M 5: Environmental Impact Evaluation Skills
Will develop a focus and will highlight the effects that OM decisions have on the
environmental and aspects of industry.
Source of Evidence: Written assignment(s), usually scored by a rubric
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Leaning Objective 3: Develop a Environmental/Sustainability
Viewpoint Fail Fails to meet standards=1 Meet Meets standards=2 Exceed
Exceeds standards=3 Measure 5 Environmental Impact Evaluation The student is
not able to complete and deliver a project that shows an understanding of the
environment impact of OM decisions or are able to contribute their functional
expertise to the solution. The student is able to complete and deliver a project that
shows an understanding of the environment impact of OM decisions or are able to
contribute their functional expertise to the solution. The student is able to complete
and deliver a project that shows an excellent understanding of the environment
90
impact of OM or are easily able to contribute their functional expertise to the
solution.
Finding (2012-2013) - Target: Met
Our findings indicate a greater appreciation for environmental and sustainability
issues. These findings are based on classroom discussions and written
assignments. We find that 90% of our students are well versed on these topics.
Other Outcomes/Objectives, with Any Associations and Related Measures,
Targets, Findings, and Action Plans
O/O 4: Become a Strong Team Member
The students should develop and enhance their team skills in the completion of completing
project work in the Operations Management area. This includes positive participation in
group activities and the completion of work that is needed for the group’s progress on a
timely basis. Focus is placed on identifying a specific OM problem, defining the problem,
setting criteria for measuring alternatives/ solutions, selecting alternatives, measuring the
alternatives against the selected criteria, implementation of the alternative, KPIs for
measuring the success/ failure of each alternative, and risk assessment of the selected
alternative.
Related Measures
M 6: Team Skills
The students should develop and enhance their team skills in the completion of
completing project work in the Operations Management area. This includes positive
participation in group activities and the completion of work that is needed for the
group’s progress.
Source of Evidence: Student course evaluations on learning gains made
Target:
80% of students should pass each outcome/objective with a faculty evaluation of 2
on the Rubric. Objective 4: Become a Strong Team Member Fail Fails to meet
standards=1 Meet Meets standards=2 Exceed Exceeds standards=3 Measure 6
Team Skills The student did not develop team skills by indicated by poor returns on
peer evaluations. The student develops team skills by indicated by average returns
on peer evaluations. The student develops strong team skills by indicated by very
positive returns on peer evaluations.
Finding (2012-2013) - Target: Met
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Our findings reflect that the majority of our students (95%+) appreciate the
value of a collaborative work environment engaged in divergent/ convergent
thinking. Our students understand and appreciate the value of establishing
criterial for problem solving and assessing alternatives against these criteria in
a team setting.
Details of Action Plans for This Cycle (by Established cycle, then alpha)
A strategic view of OM
With respect to the first learning outcome, to develop a strategic view of OM, two
actions will be taken: · Add several readings from Business Week, New York Times or
Wall Street Journal about aspects in which companies use operations management
knowledge from a strategic perspective. Evaluate after next offering. · Add an in-class
exercise based on a case about operations making significant difference for a company’
long term shareholder value. The case can be either a Harvard case or one that is
created by the OM faculty members in the department. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: The implementation will be continued to have enough
91
results for further analysis
Projected Completion Date: 12/2014
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
An Environment Sustainability Viewpoint
With respect to the third learning outcome, develop an environment/sustainability
viewpoint, two actions will be taken: · Add a class project that connects OM theory and
applications. Evaluate after next offering. · Add an in-class exercise to let students
discuss the impact of OM and supply chain decisions on the environment and industrial
sustainability. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: OM faculty will continue to implement these actions. We
have seen more and more companies aware of the initiative.
Projected Completion Date: 12/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
Decision Making Abilities
With respect to the second learning outcome, to develop decision-making abilities,
three actions will be taken: · Require students to add more analysis in students’ group
project and include numbers in their report. Evaluate after next offering. · Add an
in-class exercise to let students discuss various measures in supply chain and revenue
management analysis in accordance with the current globalizing business environment.
Evaluate after next offering. · Add a couple of quiz to make students to make better
preparations and improve learning outcomes. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: The actions have been implemented and initial good
results have been shown. OM faculty members will continue to implement for more
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results
Projected Completion Date: 12/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
Team Membership
With respect to the fourth learning outcome, to become a strong team member, three
actions will be taken: · Incorporate lessons on effective teams into teaching material. ·
Require team members in the group project to create a team charter indicating an
emphasis on the importance of cooperation and fairly distributed individual
contributions. Evaluate after next offering. · Ask each team to evaluate other teams’
performance to emphasize the importance of team work. Evaluate after next offering.
Established in Cycle: 2008-2009
Implementation Status: Planned
Priority: High
Implementation Description: Implementation has taken in MBA 8155 and results
show actions are effective.
Projected Completion Date: 12/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
Critical Thinking
92
The Operations Management faculty members will develop a measurement
mechanism, including targeted assignments and exams, as well as a measuring rubric,
for the assessment of the use of critical thinking skills in the solving of problems in
operations management.
Established in Cycle: 2009-2010
Implementation Status: Finished
Priority: High
Relationships (Measure | Outcome/Objective):
Measure: Critical Thinking | Outcome/Objective: Develop Decision Making
Abilities
Projected Completion Date: 12/2013
Responsible Person/Group: Operations Management Faculty Members
Additional Resources: None
93
Appendix N
Assessment Plan for MBA with Concentration in Entrepreneurship
94
Mission/Purpose
The mission of the Concentration in Entrepreneurship is to integrate knowledge gained through core
subjects such as finance, accounting and marketing with a fundamental understanding of key principles
of entrepreneurship such as opportunity recognition, business idea development and analysis, resource
acquisition, innovation and growth/exit strategies. Entrepreneurship students get a broad exposure to
the practices of successful entrepreneurs and develop new skills that can be applied to either new
business formation or management within dynamic corporate settings that demand innovation and
strategic renewal.
Goal
Entrepreneurs require two types of knowledge to succeed: (1) industry or market-specific domain
knowledge and (2) tacit knowledge of “how to be an entrepreneur” (Minniti and Bygrave 2001). Tacit
knowledge of “entrepreneuring” is best attained experientially through direct hands-on experience or
vicariously through indirect observation of the actions and outcomes of others (Politis 2005; Holcomb,
Ireland et al. 2009). Entrepreneurship students gain direct apprenticeship experience through a field
study course and vicarious experience through case studies, guest speakers and a major project in which
they observe and study a successful entrepreneur.
Reflection and experimentation are key components within the process of constructing tacit knowledge
by “grasping and transforming experience” (Kolb 1984, pg. 41). Our goal is to help our students
transform their entrepreneurial experiences into new knowledge through deeper reflective learning and
through conscious experimentation with new behaviors.
Objectives
O/O1: Reflecting Upon Field Study Experience
Field study students (MGS8590) spend the semester working closely with an entrepreneur on a large
scale strategic project. Students will write a 3-4 page reflection/action plan paper at the conclusion of
the course, the goal of which is to reflect upon their experience and to describe a personal development
plan for using the newly acquired knowledge in their career.
O/O2: Reflecting Upon Entrepreneurship Project Experience
Entrepreneurship students (MGS8500/8050) conduct a major field study project consisting of interviews
and first hand observation of an entrepreneur, the findings of which are compiled in a report and
presented in class. Students will also write a 3-4 page paper reflecting on their vicarious learning
experience which will also include a personal development plan for integrating and using their new
knowledge moving forward.
95
Example of specific metrics:
Current Syllabus Requirement for Field Study - General Lessons Learned (10% of your
course grade)
In addition, by the date listed below, you must submit 3 to 5 double-spaced typed pages
describing the general lessons you have learned from this experience about yourself and your
ability to be a successful entrepreneur. Some of this may repeat parts of your journal entries, but
this document should also analyze what you have learned over the course of the whole semester.
To be replace with:
New Refined Field Study Reflection Paper Grading Rubric (Total of 15% of grade):




Each journal (total of four) should include a flash of insight or a surprising “aha moment” from
the 3-4 week journal period.
For each those insights and write 2-3 paragraphs in each journal detailing your thoughts,
feelings and reflections on those flashes of new understanding.
Compile those insights and reflections into an expanded reflection paper at the end of the
semester. (10% of course grade)
For each insight, include a short (2-3 paragraph) action plan of how you can apply these new
insights to your career going forward (either as an entrepreneur or as a corporate manager).
(5% of course grade)
Action Plan
The current action plan is to restructure the prior plan and update the objectives as described above.
Achievement Summary
Grade reflection papers in 2013 against earlier papers.
Holcomb, T., R. Ireland, et al. (2009). "Architecture of entrepreneurial learning: Exploring the link among
heuristics, knowledge, and action." Entrepreneurship Theory and Practice 33(1): 167-192.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development, PrenticeHall Englewood Cliffs, NJ.
96
Minniti, M. and W. Bygrave (2001). A Dynamic Model of Entrepreneurial Learning. Entrepreneurship:
Theory & Practice, Wiley-Blackwell. 25: 5.
Politis, D. (2005). "The Process of Entrepreneurial Learning: A Conceptual Framework."
Entrepreneurship Theory and Practice 29(4): 399-424.
97
Appendix O
Assessment Plans (Combined) for MBA with Concentration in
Business Analysis and M.S. in Business Analytics
98
Assessment of Business Analysis Curriculum
MS with a Major in Business Analysis
The Master of Science degree is designed for students who wish to work as Business Analysis
practitioners. A typical student would have an undergraduate business degree, strong
functional experience, or exceptional interest in Business Analysis. The program blends the
elements of the Business Analysis (problem solving, information technology and analytical
methods) so that every graduate will have a foundation in the Business Analysis discipline. The
emphasis is on a deeper understanding of the concepts and techniques used. Students will gain
expertise in the following areas:
 Business Intelligence and Decision Support Systems
 Multivariate Statistical Analysis Methods and Data Mining
 Problem Solving and Risk Analysis
Graduates of the program will ideally enter a career path requiring analysis and decision support
in any functional area of business, or across functional areas.
MBA with a concentration in Business Analysis
The overall goal of the concentration in business analysis is to provide the student with an
understanding of the use of advanced statistical methods and software for managerial decision
making. The techniques covered span the areas of management science, business intelligence,
data mining and decision support systems. The emphasis is on application of software tools to
create information and knowledge from data, and on the application of such knowledge for
strategic and tactical decisions.
99
Appendix P
Assessment Plan for Ph.D. Program in Business Administration
100
ASSESSMENT DOCUMENTATION FOR DOCTORAL PROGRAMS
COLLEGE OF BUSINESS ADMINISTRATION
GEORGIA STATE UNIVERSITY
Mission Statement
The doctoral programs of the College of Business Administration will develop in
graduates a high level of competence in conducting research and in teaching
business disciplines by requiring (1) education in theory; (2) education in general
research techniques as well as research techniques specific to a discipline; (3)
research experience with faculty members on contemporary research problems and
issues; and (4) training on teaching methodology reinforced with active classroom
teaching experience.
A. Program Objective — To ensure that students master the body of knowledge
in their selected discipline.
A.1 Expected Outcome — Students should be able to critically evaluate and
discuss theoretical developments and the results of original research.
A.1.a
Assessment Method — Successful completion of coursework;
successful completion of comprehensive examinations as
judged by a committee of appropriate faculty members.
A.1.a.1 Instruments: Doctoral program office records and
GSU courses transcripts
A.1.b Assessment Method — Presentation and/or discussion of
research at professional conferences and other professional
venues.
A.1.b.1 Instruments: Departmental records; alumni/alumna
survey; survey of current student body
A.1.c
Assessment Method — Students and graduate opinion survey.
A.1.c.1 Instruments: alumni/alumna survey; survey of
current student body
A.2 Expected Outcome — Students should be able to conduct original (nondissertation) research in collaboration with GSU faculty.
A.2.a
Assessment Method — Record of graduate research
101
assignments with GSU faculty.
A.2.a.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
A.2.b Assessment Method — Presentation and/or discussion of
research co-authored with GSU faculty at professional
conferences and other professional venues.
A.2.b.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
A.2.c Assessment Method — Publication of research co-authored
with GSU faculty in refereed academic journals.
A.2.c.1 Instruments: Survey of current student body;
alumni/alumna survey
B.
Program Objective — To develop in the student a high level of competence
in conceptualizing, implementing, and completing research.
B.1 Expected Outcome — Students should be able to successfully defend
dissertation research conducted within the program.
B.1.a
Assessment Method — Successful defense of the dissertation
conducted before a faculty committee.
B.1.a.1 Instruments: Doctoral program office records
B.1.b
Assessment Method — Presentation and/or discussion of
dissertation research at professional conferences and other
professional venues.
B.1.b.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
B.1.c
Assessment Method — Publication of dissertation research in
refereed academic journals .
B.1.c.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
B.2 Expected Outcome — Students should be able to successfully defend nondissertation research conducted within the program.
B.2.a
Assessment Method — Presentation and/or discussion of non102
dissertation research at professional conferences and other
professional venues.
B.2.a.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
B.2.b
Assessment Method — Publication of non-dissertation research
in refereed academic journals .
B.2.b.1 Instruments: Departmental records; survey of
current student body; alumni/alumna survey
B.3 Expected Outcome — Graduates should be able to develop research
beyond the dissertation during their professional career.
B.3.a
Assessment Method - Alumni/alumna surveys at intervals of 5,
10, and 15 years following graduation to monitor:
B.3.a(1) Presentation and/or discussion of papers at professional
conferences and other professional venues.
B.3.a(1).1 Instruments: Alumni/alumna
survey
B.3.a(2) Publication of non-dissertation research in refereed
academic journals.
B.3.a(2).1 Instruments: Alumni/alumna survey
B.3.a(3) Receipt of competitive grants for the purpose of conducting
research.
B.3.a(3).1 Instruments: Alumni/alumna survey
C.
Program Objective — Place doctoral graduates in research-oriented
institutions.
C.1 Expected Outcome — Graduates should be offered and accept positions at
institutions where research skills learned in the program will be utilized
and further developed.
C.1.a
Assessment Method — Initial placement statistics
C.1.a.1 Instruments: Alumni/alumna survey; doctoral
program office records
103
C.2.b
Assessment Method — Alumni/alumna surveys to monitor
professional progress as reflected by changes in employment
toward research institutions.
C.2.b.1 Instruments: Alumni/alumna survey
D. Program Objective - To develop in the student a high level of competence in
conducting university level teaching.
D.1 Expected Outcome – Doctoral students should be able to present
theoretical and applied material to a diverse group of university
students.
D.1.a
Assessment Method - Successful completion of BA 920,
Seminar in University Teaching.
D.1.a.1 Instruments: Doctoral program office records and
GSU transcripts
D.1.b Assessment Method - Standard student/teacher evaluations and
counseling of students for improvement where necessary.
D.1.b.1 Instruments: SEIPs; documentation by doctoral
coordinators of counseling sessions or formal
counseling in departmental programs;
Alumni/alumna survey
D.2 Expected Outcome - Graduates should be offered and accept positions at
institutions where the teaching skills learned in the program are utilized
and further developed.
D.2.a
Assessment Method - Alumni/alumna surveys to monitor
professional teaching development as reflected by employment
at institutions which recognize and value quality teaching
D.2.a.1
Instruments: Alumni/alumna survey
104
Appendix Q
Results from Survey of Managerial Sciences
Masters Alumni (MBA and M.S.)
105
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
GRADUATE ALUMNI SURVEY RESULTS
October 2013
N = 17
Response rate = 13%
General Outcomes
Table 1.
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
agree
%
0.0
%
0.0
%
0.0
%
29.4
%
5.9
%
64.7
N
17
M(SD)
5.35(0.93)
I have applied the skills I learned in my
program to help resolve issues I’ve faced in
my professional life.
0.0
0.0
0.0
0.0
52.9
47.1
17
5.47(0.51)
My program of study has helped me to
achieve my professional goals.
0.0
0.0
5.9
5.9
35.3
52.9
17
5.35(0.86)
Overall, I was satisfied with my degree
program.
0.0
0.0
5.9
5.9
47.1
41.2
17
5.24(0.83)
My program of study has made a positive
contribution to the quality of my life.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Employment
Table 2.
Table 3.
Are you currently employed?
Have you been employed at any time over the last year?
N = 17
Yes
No
%
100.0
N=0
Yes
No
%
0.0
0.0
Table 4.
Please indicate the general area of employment.
N = 17
Agriculture/Natural Resources
Arts
Business/Finance
College Faculty/Administration
Counseling/Mental Health
Education K-12
Government/Public Administration
Hospitality/Tourism
Journalism/Publication
Law
Library Work
Manufacturing/Construction
Marketing
%
5.9
0.0
41.2
5.9
0.0
5.9
5.9
0.0
0.0
0.0
0.0
5.9
5.9
106
Media/Communication
Medicine/Nursing
Non-Profit or Community Org.
Religious Organization
Transportation
Other
5.9
0.0
0.0
0.0
0.0
17.6
Other: N= 3
Environmental Services
Human Resources
Language Services
Table 5. Skills and Employment
The following questions focus on the skills you may have learned in your degree program at Georgia State
and
whether you listed them on your resume, discussed them during your job interview, or use(used) them in
your job.
List on resume
N = 17
Discuss in
job interview
Yes
No
%
%
29.4 70.6
Using(used)
on job
Yes
No
%
%
82.4 17.6
Research skills
Yes
%
23.5
No
%
76.5
Communication skills (writing and speaking)
82.4
17.6
88.2
11.8
100.0
0.0
Ability to interpret data/information in a critical manner.
58.8
41.2
76.5
23.5
100.0
0.0
Ability to analyze problems from different perspectives
58.8
41.2
82.4
17.6
100.0
0.0
Ability to work with diverse populations
47.1
52.9
52.9
47.1
88.2
11.8
Ability to analyze managerial problems, events, and issues
52.9
47.1
58.8
41.2
94.1
5.9
Ability to make informed decisions
75.0
25.0
88.2
11.8
100.0
0.0
Ability to recommend solutions to managerial problems
52.9
47.1
64.7
35.3
93.8
6.3
Further Education
Table 6.
Table 7.
Are you currently enrolled in a graduate program?
What degree are you seeking?
N = 17
Yes
No
%
5.9
94.1
107
N=1
Ed.D.
J.D.
M.A.
M.B.A.
M.D.
M.Div.
M.F.A.
M.S.
M.S.W.
M.S.L.S.
M.T.S.
Ph.D.
Th.D.
Other
%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
100.0
0.0
0.0
0.0
0.0
0.0
0.0
What is your program of study?
Information Technology concentration in Project Management
At what institution are you pursuing your degree?
Bellevue University
Table 8.
Since graduating from Georgia State,
have you earned an additional degree(s)?
N = 17
Yes
No
%
0.0
100.0
The following items were developed by the Department of Managerial Sciences
Table 9
What was your program of study?
N = 17
MBA with a concentration in Managerial Sciences
M.S. program in Managerial Sciences
%
52.9
47.1
108
The following statements are in response to the comment sections in the online
questionnaire. All responses are exported directly into a Word document without any
changes to wording, punctuation, or grammar. Please note that each paragraph
represents one respondent’s comments.
Looking back, what aspects of your program do you believe were the most valuable in contributing to your
earning a degree at Georgia State?
Practical classes, such as my consulting class and my coaching class (both had heavy practical/application
components). I also gained significant insight to my own skills, potential, areas for development through
the professional assessments course. I have referred back many time to what I learned in the assessment
class, and I could speak from experience when recommending or choosing assessments for my own teams
to take. Lastly, the teams course has been one that I have based much of my current team leadership
practices on. I run the largest team in my company, and it regularly is commended for having great
culture, communications, vision, training, etc. I still use books from the course for my team members, and
I felt very prepared to take on managing the large team as a result of what I learned in the class. (1 Count)
Coaching (1 Count)
In earning a degree, the format of the requirements worked quite well for me. It was understandable and
easy to map my road to graduation out, with only needing minor flexibility. I was able to add in courses
that were of interest in my anticipated field of work, and I was able to take a study abroad opportunity
without delaying my desired graduation date. (1 Count)
All of my HRM classes. (1 Count)
I specifically chose the classes based on the content of study to ensure each class aligned to my overall
goal. These classes are the reason I chose my program of study and consequently graduated and found
gainful employment. (1 Count)
Hands on experience working with real clients on their issues / opportunities. Also, relaying information
to real life situations. (1 Count)
109
1. The coursework 2. The network of peers 3. The network of instructors (1 Count)
The diversity of experiences (work and life) my classmates had to call on, and the way nearly all my
professors both drew from their own depth of experiences and guided us to applying our own to different
frameworks. (1 Count)
I saw great value in the personal mentoring done by many of the professors in the managerial sciences
department. This included Dr. Alok Srivastava, Dr. Satish Nargundkar and many others. They really took
an interest in each students personal development and learning. They introduced real data and utilized
real-life scenarios which was most helpful. (1 Count)
Critical Thinking and Negotiation Skills (1 Count)
The classes related to management/leadership. (1 Count)
What kinds of improvements would you suggest the Institute make in order to enhance the educational
experience of current students in the program?
More connection to internships and practical experiences. More active faculty that mentor students
(Barbara Reilly was fabulous!) (1 Count)
I would encourage more course offerings (not availability). For the most part, I was highly interested in
every MGS class that I took, and would have loved more options. The faculty are extremely accessible, and
I felt that they were uniquely qualified for the classes they taught. It was also very apparent to me that
they enjoyed their material. I was very satisfied with my program and left well-prepared for the next
career step I took. (1 Count)
more technocracy and greater emphasis on hard skills (1 Count)
Less about critical writing skills (even though writing is important) but spend more time on discussion
about how to apply the learning to real world situations (1 Count)
More active and pronounced Career Counseling; perhaps more Counselors per student. (1 Count)
My recommendation is for the MS Data Analysis Program: 1. Professor Satish offered a well rounded
experience in his class. He had people working in Industry teach the class for a real world application of
the material we were learning. He also shared job openings since he had close ties to the industry. This is
very helpful for students. Some of us found internships and fulltime employment as a result of this effort.
2. Career advisement and Job fair provided zero assistance for students in this program. There were
virtually no resources to help student find employment, non of the companies in the job fair were relevant
to our program and there no relevant jobs listed on the career portal. 3. Ensure critical classes are offered
- Some classes essential to the program were not offered due to inadequate staffing broght about by life
events (death and retirement). Not making these essential classes available is short changing a students
who is truly interested in learning (1 Count)
Continue the close relationship between the Atlanta business community and Robinson. Use that halo
effect to your advantage and keep working hard to position Robinson as a tremendous asset to both the
Atlanta and global business communities. And stop letting the unmotivated, uninspired riff-raff in (I think
these wheels may already be in motion, so if so, onward and upward). Robinson is no longer "B-school for
everyone," so while it can be good to own that hustle-and-hard-work, not-good-ol'-boy-like-Terry-or-Ivy
brand, you have to be sure you have the people who reflect that. No more of those 2.0-2.5 GPA coasters. (1
Count)
Mentor them in what path their career could take using these skills. Show them the impact that they can
110
have in the jobs that they take on utilizing this degree. Encourage them to be creative in the application of
this degree. I was able to couple my Specialized Master's with an undergraduate degree in Accounting and
a CPA license. These data modeling and analysis skills, when applied to my Accounting knowledge,
perfectly fit my role as CFO for the company in which I am employed. It is not the path most students take
with this degree, but with some mentoring, I was encouraged that this could be a great pairing.....and it
was. (1 Count)
The tuition costs can be lowered and including more technical classes in the curriculum. (1 Count)
Overall, I am pleased. It's really interesting to see how much I apply to my current job. (1 Count)
The following items were developed by the Department of Managerial Sciences
What specific managerial sciences courses that you took at GSU have been most helpful to you since
graduating?
Consulting, Teams, Coaching, Assessment (1 Count)
Service Operations (1 Count)
Power in Organizations, Negotiation, Coaching for Leadership, Study Abroad: China (1 Count)
Most of the degree specific courses I have used or leveraged in some way. (1 Count)
Communication, Operations Management, Leadership & Influence, Project Management (1 Count)
All of my HRM classes. (1 Count)
Data Mining, Adv. Statistical Analysis, Business Analysis, Advanced Regression, (1 Count)
1. Field course working with clients in Human Resources - Lucy McClurg 2. Negotiation Course with Ed
Miles 3. Entrepreneur course with Greg Henley (1 Count)
Business Communications Supply Chain Management Negotiation Managerial Economics (1 Count)
The HR courses, project management, and leadership classes (1 Count)
Dr. Butler's Coaching for Leadership, Dr. Maurer's leadership course, Lori Fancher's OD course, and
DEFINITELY Richard Deane's project management course (that one was a godsend!). (1 Count)
Business Analysis, Data Mining, Statistical Business Analysis, Six Sigma Programs (1 Count)
Negotiation, International Business, and Leadership (1 Count)
Coaching, negotiations and Leadership/Organizational Management (1 Count)
What skills did you learn at GSU that have been most useful for your professional life?
Juggling multiple work streams, communicating effectively with different audiences, leading people,
asking questions effectively, coaching as a leader (1 Count)
Presenting and communication skills (1 Count)
I have learned foremost how to work with many different people in a variety of tasks. I use my coaching
skills on a daily basis, navigate working with others in small negotiations, and try to continue asking
powerful questions. These were not necessarily skills that I picked up at GSU, but disciplines that I was
able to train in. (1 Count)
111
The ability to understand and manipulate databases, the ability to understand and manipulate large data
sets. (1 Count)
business communication, some effciency tools, PMI-related methodology (1 Count)
Research and communication skills. (1 Count)
Analysis and presentation skills - each class required us to carry out a complex analysis and present our
material in a way that is available to a diverse audience, which offered us a glimpse of how this work in the
real world (1 Count)
Reminder to continue to look at all sides of the issue before placing judgement. Gather as much
information a you can to make an informed decision. (1 Count)
Networking. Group projects. (1 Count)
Better project management, how to better tie everything I do to my organization's and my clients' strategic
goals, better/more strategic communicating, "thinking global and acting local," keeping a 360-degree
perspective on my own leadership. (1 Count)
Communication and negotiation skills as well as critical thinking skills (1 Count)
-Managing others (how to motivate, communicate) -Negotiations class has been helpful with negotiating
salary and also working with customers (1 Count)
General Comments:
Thank you for the opportunity to report on my experience. (1 Count)
Overall, this is a great program, and I would highly recommend it. It offers really good value considering
the investment. However, it needs adequate staffing and marketing to the business community. The skills
acquired in some of my classes are set you apart in the work place e.g. Prof. Skip and his insistence on
using Excel for complex data analysis and manipulation, Satish's short cuts and guides to successful
analysis projects. (1 Count)
Enjoyed my time and my spectacular professors, and I'm always proud to tell people about my Robinson
MBA! (1 Count)
Question 6.2- I decided on the Managerial Sciences Master's when I was working on my BBA in
Accounting at GSU. I took several elective classes in the Managerial Sciences field and decided that I
wanted to focus on that for my Master's. All of the teachers that I encountered in these programs were
incredibly open minded and encouraging to all students. (1 Count)
112
Appendix R
Results from Survey of Managerial Sciences
Graduate Students (MBA and M.S.)
113
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
MBA AND MS GRADUATE STUDENTS SURVEY RESULTS
November 2013
N = 13
Table 1. General Learning Outcomes
To what degree is your major program of
study contributing to your doing or
achieving the following:
No
contribution
2
3
4
Significant
5 contribution
Writing clearly and effectively
%
7.7
%
7.7
%
23.1
%
30.8
%
15.4
% N
15.4 13
M(SD)
3.85(1.46)
Speaking clearly and effectively
8.3
0.0
8.3
33.3
25.0
25.0 12
4.42(1.44)
Locating and organizing information from
multiple sources
0.0
7.7
23.1
15.4
30.8
23.1 13
4.38(1.33)
Awareness of historical contexts
surrounding your area of study
7.7
0.0
15.4
46.2
30.8
0.0 13
3.92(1.12)
Demonstrating competence in specific
research methods appropriate to your area
of specialization
0.0
7.7
7.7
30.8
38.5
15.4 13
4.46(1.13)
Effectively evaluate implications and
applications of research in your field
0.0
7.7
0.0
30.8
46.2
15.4 13
4.62(1.04)
Collaborating effectively with colleagues
(e.g., other students, researchers, faculty)
0.0
0.0
7.7
23.1
15.4
53.8 13
5.15(1.07)
Knowledge about the tenets of ethical
practice
7.7
0.0
7.7
38.5
23.1
23.1 13
4.38(1.39)
Note. Mean scale: 1=No contribution to 6=Significant contribution.
Table 2. Program Preparation/Challenge
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
0.0
%
7.7
%
7.7
%
15.4
%
46.2
%
23.1
N
13
M(SD)
4.69(1.18)
My program requirements are clear to me.
0.0
0.0
15.4
15.4
23.1
46.2
13
5.00(1.15)
There are sufficient research opportunities
available to me in the department.
15.4
0.0
30.8
23.1
23.1
7.7
13
3.61(1.50)
My program's curriculum is broad enough
to prepare me for my career choice.
0.0
15.4
0.0
15.4
46.2
23.1
13
4.62(1.33)
My program of study is academically
challenging.
114
Overall, instructors in the department stress
high quality work from students.
0.0
0.0
7.7
15.4
30.8
46.2
13
5.15(0.99)
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 3. Program Quality
Please rate the following items:
Poor
2
3
4
5
Excellent
%
0.0
%
0.0
%
7.7
%
23.1
%
46.2
%
23.1
N
13
M(SD)
4.84(0.90)
Availability of graduate courses in the
department
0.0 38.5
15.4
15.4
15.4
15.4
13
3.54(1.56)
Overall quality of graduate instruction in
the department
0.0
0.0
0.0
30.8
30.8
38.5
13
5.08(0.86)
Academic advisement available in the
department
7.7 23.1
7.7
15.4
15.4
30.8
13
4.00(1.83)
Career preparation and guidance available
in the department
8.3 16.7
25.0
25.0
8.3
16.7
12
3.58(1.56)
Overall quality of graduate courses in the
department
Availability of graduate research/teaching
assistantships
16.7
0.0
8.3
33.3
25.0
16.7
12
4.00(1.65)
Support for student conference
presentations and publications
25.0
8.3
41.7
0.0
16.7
8.3
12
3.00(1.65)
Note. Mean scale: 1=Poor to 6=Excellent.
Table 4. Faculty Interaction
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
0.0
%
0.0
%
0.0
%
15.4
%
23.1
%
61.5
N
13
M(SD)
5.46(0.78)
In general, faculty are up-to-date in
emerging trends and information in my
field of study.
0.0
0.0
0.0
7.7
46.2
46.2
13
5.38(0.65)
In my department, faculty are available to
answer questions or discuss my concerns
about my program of study.
0.0
0.0
0.0
7.7
46.2
46.2
13
5.38(0.65)
In general, faculty in the department
motivate me to do my best.
0.0
0.0
0.0
30.8
15.4
53.8
13
5.23(0.93)
In general, faculty in my department are
appropriately prepared for the courses they
teach.
115
Faculty are fair and unbiased in their
treatment of students in my graduate
program.
0.0
0.0
0.0
7.7
38.5
53.8
13
5.46(0.66)
Administrative staff in the department are
helpful to me.
0.0
8.3
16.7
8.3
33.3
33.3
12
4.67(1.37)
My department promotes an environment
of inclusiveness and respect.
0.0
0.0
0.0
16.7
25.0
58.3
12
5.42(0.79)
I would recommend my department to
other students like myself.
0.0
0.0
15.4
0.0
23.1
61.5
13
5.31(1.11)
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
The following items were developed by the Department of Managerial Sciences.
Table 5.
Which graduate program are you enrolled in?
N = 13
MBA with concentration in Managerial Sciences
%
46.2
M.S. program in Managerial Sciences
53.8
Table 6.
Which concentration within Managerial Sciences are you
focusing on (MBA and MS graduate students only)?
N = 13
Business Analysis
%
23.1
Entrepreneurship
7.7
Human Resource Management
23.1
Operations Management
7.7
Organization Management or Organizational Change
38.5
Table 7.
When did you decide this would be your concentration (MBA program only)?
N=6
When I applied to the program
%
50.0
During my first semester in the program
16.7
During my second semester in the program
16.7
116
In my third or later semester in the program
16.7
Qualitative Data
The following statements are in response to the comment sections in the online
questionnaire. All responses are exported directly into a Word document without any
changes to wording, punctuation, or grammar. Please note that each paragraph
represents one respondent’s comments.
What benefits do you expect from your program of study?
I want to get me a job! (1 Count)
I have two concentrations HRM and Organizational Change. I hope to gain access to research
opportunities and practical knowledge that will equip me for future career opportunities as an HR/OD
practitioner. (1 Count)
How to be an effective leader in any environment. (1 Count)
Using my academic training in real life applications, including my current small business. (1 Count)
An understanding of how to execute and use OD methods to help a client or organization. A clear
understanding of how OD relates to HR and training/facilitation, both differences and similarities. A
degree from a recognized institution. (1 Count)
I have already observed an increase in global and critical thinking skills. I am on my way to being a much
better manager and leader within my organization as a result of my degree. (1 Count)
117
Appendix S
Results from Survey of Managerial Sciences
Graduate Students (Ph.D.)
118
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
PH.D. GRADUATE STUDENTS SURVEY RESULTS
November 2013
N=6
Response rate = 66.7%
Table 1. General Learning Outcomes
To what degree is your major program of
study contributing to your doing or
achieving the following:
No
contribution
2
3
4
Writing clearly and effectively
%
0.0
%
0.0
%
16.7
%
0.0
%
33.3
%
50.0
N
6
M(SD)
5.17(1.17)
Speaking clearly and effectively
0.0 33.3
0.0
0.0
50.0
16.7
6
4.17(1.72)
Locating and organizing information from
multiple sources
0.0 16.7
0.0
0.0
50.0
33.3
6
4.83(1.47)
Awareness of historical contexts
surrounding your area of study
16.7 16.7
0.0
0.0
16.7
50.0
6
4.33(2.25)
Demonstrating competence in specific
research methods appropriate to your area
of specialization
0.0
0.0
33.3
0.0
33.3
33.3
6
4.67(1.37)
Effectively evaluate implications and
applications of research in your field
0.0 16.7
0.0
0.0
16.7
66.7
6
5.17(1.60)
Collaborating effectively with colleagues
(e.g., other students, researchers, faculty)
0.0 16.7
0.0
16.7
16.7
50.0
6
4.83(1.60)
Knowledge about the tenets of ethical
practice
0.0
0.0
0.0
33.3
66.7
6
5.67(0.52)
0.0
Significant
5 contribution
Note. Mean scale: 1=No contribution to 6=Significant contribution.
Table 2. Program Preparation/Challenge
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
16.7
%
0.0
%
0.0
%
0.0
%
0.0
%
83.3
N
6
M(SD)
5.17(2.04)
My program requirements are clear to me.
16.7
16.7
0.0
16.7
50.0
0.0
6
3.67(1.75)
There are sufficient research opportunities
available to me in the department.
16.7
0.0
16.7
0.0
16.7
50.0
6
4.50(2.07)
My program's curriculum is broad enough
to prepare me for my career choice.
16.7
0.0
0.0
16.7
50.0
16.7
6
4.33(1.75)
My program of study is academically
challenging.
119
Overall, instructors in the department stress
high quality work from students.
16.7
0.0
0.0
0.0
16.7
66.7
6
5.00(2.00)
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 3. Program Quality
Please rate the following items:
Poor
2
3
4
5
Excellent
%
16.7
%
0.0
%
0.0
%
0.0
%
16.7
%
66.7
N
6
M(SD)
5.00(2.00)
Availability of graduate courses in the
department
16.7
0.0
16.7
16.7
33.3
16.7
6
4.00(1.79)
Overall quality of graduate instruction in
the department
0.0
0.0
16.7
0.0
33.3
50.0
6
5.17(1.17)
Academic advisement available in the
department
16.7
0.0
0.0
16.7
50.0
16.7
6
4.33(1.75)
Career preparation and guidance available
in the department
16.7
0.0
0.0
0.0
50.0
33.3
6
4.67(1.86)
Availability of graduate research/teaching
assistantships
16.7
0.0
0.0
0.0
33.3
50.0
6
4.83(1.94)
Support for student conference
presentations and publications
0.0 16.7
16.7
16.7
50.0
0.0
6
4.00(1.26)
Overall quality of graduate courses in the
department
Note. Mean scale: 1=Poor to 6=Excellent.
Table 4. Faculty Interaction
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
0.0
%
0.0
%
0.0
%
16.7
%
0.0
%
83.3
N
6
M(SD)
5.67(0.82)
In general, faculty are up-to-date in
emerging trends and information in my
field of study.
0.0
0.0
0.0
16.7
0.0
83.3
6
5.67(0.82)
In my department, faculty are available to
answer questions or discuss my concerns
about my program of study.
0.0
0.0
0.0
0.0
33.3
66.7
6
5.67(0.52)
In general, faculty in the department
motivate me to do my best.
0.0
0.0
16.7
0.0
33.3
50.0
6
5.17(1.17)
In general, faculty in my department are
appropriately prepared for the courses they
teach.
120
Faculty are fair and unbiased in their
treatment of students in my graduate
program.
0.0
0.0
0.0
0.0
33.3
66.7
6
5.67(0.52)
Administrative staff in the department are
helpful to me.
0.0
0.0
0.0
16.7
0.0
83.3
6
5.67(0.82)
My department promotes an environment
of inclusiveness and respect.
0.0
0.0
0.0
0.0
16.7
83.3
6
5.83(0.41)
I would recommend my department to
other students like myself.
16.7
0.0
0.0
16.7
16.7
50.0
6
4.67(1.976)
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Qualitative Data
The following statements are in response to the comment sections in the online
questionnaire. All responses are exported directly into a Word document without any
changes to wording, punctuation, or grammar. Please note that each paragraph
represents one respondent’s comments.
The following items were developed by the Department of Managerial Sciences.
What benefits do you expect from your program of study?
exceptional analytical and critical thinking skills, professional network, strong knowledge base,
opportunities within the program for research and collaboration as well as after the program for career
paths and research (1 Count)
Research skills. Preparation, training and guidance to become an excellent researcher. (1 Count)
preparation for research, publication and teaching; (1 Count)
121
Appendix T
Publications and Presentations by Doctoral Students
122
2010
Publications:
Miles, E.W. & Clenney, E.F. (2010). Gender differences in creating value: A status
characteristics theory view. Negotiation and Conflict Management Research,
3(2), 130-144.
Presentations
Almeda, M. & Clenney, E. F. (2010). Subordinate Negative Affectivity and Abusive
Supervision. Presented at the Annual Meeting of the Southern Management
Association, St. Pete.
Tepper, B. J., Carr, J. C., Almeda, M., Haggard, D. L., Clenney, E. F., & Goo, W.
“Psychological health effects of supervisory pressure to behave unethically,” the
Academy of Management 2010 annual meeting, Montreal, Canada.
2011
Presentations:
Goo, W., Lambert. L. S., Tepper, B. J., & Maurer, T. J. “Revisiting the Job
Characteristics Model with polynomial regression approach,” the Southern
Management Association 2011 conference, Savannah, GA.
Miles, E.W. & Clenney, E.F. (2011). Compensation and job offer negotiations: A review
and recommended research strategy. Paper presented at the 2011 annual
meeting of the Academy of Management, August 2011, San Antonio, Texas.
Neville, F., Orser, B.J., & Riding, A. (2011). Export propensity and the performance of
immigrant-owned businesses. 14th McGill International Entrepreneurship
Conference, Odense, Denmark: September 16-18.
Tepper, B. J., Duffy, M. K., Carr, J., Haggard, D., Almeda, M., & Clenney, E. F. (2011).
Abusive Supervision and Subordinates’ Strain Reactions. Symposium on People
Behaving Badly. Presented at the Annual Meeting of the Southern Management
Association, Savannah.
Tepper, B. J., Mitchell, M., & Almeda, M. (2011). Consequences of Negative
Reciprocity in Supervisor-Subordinate Relationships. Symposium on New
Developments in Interpersonal Aggression Research: The Role of Moderator.
123
Presented at the Annual Meeting of the Society of Industrial Organizational
Psychology, Chicago.
2012
Publications:
Miles, E. W., & Clenney, E. F. (2012). Extremely difficult negotiator goals: Do they
follow the predictions of goal-setting theory? Organizational Behavior and Human
Decision Processes, 118(2), 108-115.
Presentations:
Almeda, M. (2012). The Effect of the Motivation to Seek Advice on Advice Utilization.
Presented at the Annual Meeting of the Academy of Management, Boston.
Goo, W., Lambert. L. S., Tepper, B. J., & Maurer, T. J. “Applying Person-Environment
Fit Theory to Job Characteristics Needed and Supplied,” the Society for
Industrial and Organizational Psychology 2012 annual conference, Houston, TX.
Dimotakis, N., Goo, W., & Ilies, R. “Physiological Reactions to Affective Experience” in
the symposium, “Novel Approaches to Conducting Research on Workplace
Affect,” the Society for Industrial and Organizational Psychology 2012 annual
conference, Houston, TX.
Goo, W., Lambert, L. S., & Carr, J. C. “Person-Environment model of visionary
leadership and work attitudes: The role of employees’ needs,” the Southern
Management Association 2012 conference, Fort Lauderdale, FL.
Leheta, D. (2012). The Effect of Follower Protean and Boundaryless Career Orientation
on Leader-Member Exchange Quality: The Role of the Leader’s Style,
Organizational Commitment and Value Congruence with Follower. Paper
presented in symposium titled “Exploring New Research in Individual and Leader
Success via Learning/Development and Career Behavior", Academy of
Management Meeting in Boston, Massachusetts.
Miles, E. W., & Clenney, E. F. (2012, August). Extremely difficult negotiator goals: Do
they follow the predictions of goal-setting theory? Paper Presented at the 2012
annual meeting of the Academy of Management, Boston.
Neville, F. (2012). Toward a goal-oriented model of entrepreneur-CEO growth
intentions and aspirations. Academy of Management Conference, Boston, MA:
August 3-7, 2012.
124
Neville, F. & Grégoire, D.A. (2012). The contingent effects of CEO learning styles on
new venture absorptive capacity. Atlanta Competitive Advantage Conference,
Atlanta GA, USA: May 15-17.
2013
Publications:
Neville, F., Orser, B., Riding, A. & Jung, O. (Forthcoming). Do young firms owned by
recent immigrants outperform other young firms? Journal of Business
Venturing.
Presentations:
Almeda, M., Dimotakis, N., Tepper, B.J., & Maurer, T. J. (2013). On the Stability of
Leader-Member Exchange: A Weekly Examination of LMX. Symposium on New
Developments in Within-Person Research. Presented at the Annual Meeting of
the Academy of Management, Orlando.
Lambert, L. S., Schatten, J., Brekashvilli, P., Curry, R., & Goo, W. :Supervisors’ Trust
in their Subordinates: A Qualitative Investigation of Trust and Trustworthiness,”
accepted by the Southern Management Association 2013 conference, New
Orleans, LA.
Miles, E.F. & Clenney, E.F. (2013). Becoming a Negotiator: A Proposed Negotiation
Skill Development Complexity Model. Presented at the Annual Meeting of the
Academy of Management, Orlando.
Miles, E.F. & Clenney, E.F. (2013). Proactive Negotiation Behavior Resulting from
Face Threat Sensitivity. Accepted by the Southern Management Association
2013 conference, New Orleans, LA.
Neville, F. & Nag, R. (2013). Toward an initial conceptualization of opportunity creation
processes. Academy of Management Conference, Lake Buena Vista (Orlando),
FL: August 9-13, 2013.
125
Appendix U
List of International Universities and Government Agencies
Where Department of Managerial Sciences Faculty Have
Research Collaborations Ongoing
126
University of Paris Sorbonne
Utrecht University (Netherlands)
National University of Singapore
University of South Australia
HEC Paris
University of Lisbon
London Business School
Sabanci University (Istanbul)
Singapore Management University
University of Munich
Imperial College London
Durham University
University of Western Ontario
Nanjing University (China)
Thailand National Science Technology and Innovation Policy Office
Center for Digital Media (Canada)
Carleton University (Canada)
Waiariki Institute of Technology (New Zealand)
University of Wales
Gotland University (Sweden)
Middle East Technical University (Turkey)
127
Appendix V
Significant Professional Service
128
Dr. Alvarez-Garrido:
Reviewer for National Science Foundation
Dr. Barr:
Member of the Editorial Review Boards of AMJ, AMR and Strategic Management
Journal (just named an Associate Editor of Strategic Management Journal)
Member of the Board of Governors of the Academy of Management
Member of the Board of Governors of the Strategic Management Society; CoChair of the 2013 Annual Meetings of the Strategic Management Society
Dr. Bogner:
Treasurer of the Business Policy and Strategy Division of the Academy of
Management, 1999-2013
Treasurer and Chief Investment Officer of the Strategy Research Foundation,
2012-present
Dr. Choo:
Associate Editor (Journal of Operations Management)
Editorial Review Board (Decision Science Journal, Quality Management Journal)
Dr. Dimotakis:
Editorial Review Board, Academy of Management Journal
Dr. Lim:
Research Committee Member for Organization and Management Theory (OMT)
Division, Academy of Management, 2013 - Present
Dr. Samaddar:
Decision Sciences Institute
Decision Line Column editor 2010 - present
Chair of committee 2010-present
AE of DSJ 2010-2012
129
INFORMS - Committee Chair, CAP Exam Questions Writer
Dr. Zhang:
Associate Editor, Decision Science Journal
130
Appendix W
Recipients of Internal Awards
131
Dr. Alvarez-Garrido:
URSA Research Initiation Grant (2012-2013), $10,000
Dr. Choo:
OM Small Grant Program ($5K)
Dr. Miles:
Professional MBA Award for Teaching Excellence, 2012
Dr. Samaddar:
RCB Faculty Recognition Award for Teaching Excellence, 2010
Dr. White:
RCB Faculty Recognition Award for Service Excellence, 2012
Dr. Zhang:
RCB Faculty Recognition Award for Research Excellence, 2010
132
Appendix X
Recipients of External Awards
133
Dr. Barr:
Dan and Mary Lou Schendel Best Paper Prize (2013): Given annually to
recognize a paper published in Strategic Management Journal at least 5 years
prior that has made a significant impact on the field. The paper recognized is
Barr, P.S., Stimpert, J.L., and A.S. Huff, 1992. "Cognitive Change, Strategic
Action and Organizational Renewal".
IDEA Thought Leader Award. Given by the Entrepreneurship Division of the
Academy of Management to a paper published the prior year that is expected to
have significant impact on research in entrepreneurship. The paper so
designated is the following: Denis Gregoire (Georgia State University), Pamela
S. Barr (Georgia State University) & Dean A. Shepherd (Indiana University)
“Cognitive processes of opportunity recognition: the role of structural alignment,”
published in 2010 in Organization Science.
Dr. Alvarez-Garrido:
Academy of Management BPS Outstanding Reviewer
Dr. Gemmell:
Best Innovation Paper award, Decision Sciences conference, 2011.
Dr. Gu:
Best Environmental Paper Award, Decision Sciences Institute Annual
conference, 2011.
Dr. Lim:
Finalist, Singapore Special Strategic Management Society Best Conference
Paper Award 2012
Nominee, Strategic Management Society Best Conference Paper Award, 2010
Dr. Maurer:
Senior Consortium Research Fellow, Consortium Research Fellows Program.
Invited as expert to assist the United States Army Research Institute at better
understanding Soldier learning and adaptability following negative cross-cultural
experiences, identifying potential future research directions, and prioritizing future
resource allocations toward this problem.
134
Dr. White:
Best Paper Award, Cybernetics and Informatics/4th Symposium on ACADEMIC
GLOBALIZATION, 2011
Dr. Zhang:
Distinguished Track Paper Award for the paper “Product Design Effectiveness
and the Market Value of the Firm: An Empirical Assessment” at the 43rd Decision
Sciences Institute Annual Meeting, San Francisco, CA, 2012
135
Appendix Y
List of Data Sources Provided by the Robinson College of Business
136
Audit Analytics - Audit and Compliance
Bank Regulatory Database
Stockholders Database
CBOE (Chicago Board Options Exchange)
S&P Compustat for legacy FTP only
S&P Compustat Bank
S&P Compustat Executive Compensation
S&P Compustat Global
S&P Compustat North America - annual update (current + historical data)
S&P Compustat North America - monthly update (current + historical data)
S&P Compustat Historical Segments
CRSP/Compustat Merged (Annual)
CRSP Stock (Annual)
CRSP Ziman Real Estates (Annual)
CRSP Mutual Funds (Quarterly)
CRSP Ziman Real Estates (Quarterly)
CUSIP Master
Dow Jones Averages & Total Return Indexes
Direct Marketing Educational Foundation
SEC Disclosure of Order Execution Statistics
Eventus software
FDIC Call Report
Fama-French portfolios and factors
Mergent FISD Database
Mergent FISD transactions
Federal Reserve Board Foreign Exchange Rates, Interest Rates, and State Composite
Indexes
Global Insight Basic
Global Insight Common
GSI Demo
IRI Marketing Fact Book
MF Links
Markit Credit Default Swap
IvyDB by OptionMetrics
Philadelphia Stock Exchange Currency Options and Implied Volatility
The Penn World Tables Database
Riskmetrics Directors Data
Riskmetrics Corporate Takeover Defence and Governance Data
RiskMetrics Shareholder Proposals
RiskMetrics Voting Results
Thomson Reuters Institutional Managers (13f) Holdings
Thomson Reuters DealScan
Thomson Reuters Ibes
Thomson Reuters Insiders Filing Data
Thomson Reuters Mutual Funds Holdings
TRACE Enhanced
137
FINRA TRACE corporate bond trades
Zacks Investment Research Sample Data
138
Appendix Z
Results from Survey of Department of
Managerial Sciences Faculty
139
ACADEMIC PROGRAM REVIEW
DEPARTMENT OF MANAGERIAL SCIENCES
FACULTY SURVEY RESULTS
October 2013
N = 30
Response rate = 91%
Table 1. University/Department Engagement
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
%
16.7
%
20.0
%
6.7
%
16.7
%
20.0
%
% N
M(SD)
20.0 0.0 30 3.63(1.82
I have adequate opportunities to influence
decisions made in the department about our
programs.
20.0
10.0
10.0
20.0
20.0
20.0 0.0
30 3.70(1.82
I feel comfortable expressing my views in
departmental meetings.
16.7
10.0
0.0
13.3
23.3
36.7 0.0
30
4.27(1.91)
I am proud of my department's standing in
the national academic community.
6.7
10.0
10.0
23.3
23.3
26.7 0.0
30
4.27(1.55
I find my involvement in university
committee work to be a constructive use of
my time.
6.7
16.7
3.3
13.3
26.7
6.7 26.7 30
3.77(1.60
Strongly
disagree
2
3
4
5
Strongly
Agree
NA
%
3.4
%
10.3
%
3.4
%
17.2
%
20.7
%
44.8
%
0.0
N
29
M(SD
4.76(1.5
My department has reasonable
requirements for achieving tenure and
promotion.
6.9
10.3
6.9
20.7
24.1
24.1
6.9
29
4.26(1.5
I feel the promotion and tenure process has
been clearly explained to me.
6.9
6.9
10.3
17.2
13.8
31.0
13.8
29
4.36(1.6
10.3
10.3
0.0
24.1
13.8
24.1
17.2
29
4.13(1.7
I feel involved in the process of setting
departmental objectives.
Strongly
Agree
NA
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 2. Career Goals
Please indicate the extent to which you
agree with the following statements:
My professional career goals are consistent
with the department's expectations.
I feel adequate support and assistance are
available to me to achieve tenure and
promotion.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 3. Career Goals
My plans for career development include possible employment in another university than Georgia State.
140
Yes
No
N = 29
%
31.0
41.4
Not sure
27.6
Table 4. Research
Please indicate the extent to which you
agree with the following statements:
Strongly
disagree
2
3
4
5
Strongly
Agree
%
10.3
%
6.9
%
10.3
%
37.9
%
24.1
%
10.3
N
29
M(SD)
3.90(1.42)
I have adequate resources (e.g., library,
labs, technology) to do my research.
6.9
6.9
3.4
13.8
37.9
31.0
29
4.62(1.50)
I have adequate time for scholarly research.
7.1
21.4
19.9
7.1
21.4
25.0
28
3.89(1.73)
I have sufficient opportunities to collaborate
with other researchers at Georgia State.
0.0
3.4
3.4
20.7
41.4
31.0
29
4.93(1.00)
My colleagues value my
research/scholarship.
0.0
0.0
21.4
21.4
28.6
28.6
28
4.64(1.13)
Strongly
disagree
2
3
4
5
Strongly
Agree
%
10.0
%
13.3
%
0.0
%
13.3
%
16.7
%
46.7
N
30
M(SD)
4.53(1.81)
13.3
6.7
6.7
13.3
20.0
40.0
30
4.40(1.82)
I have developed close relationships with
colleagues in my department.
0.0
13.3
0.0
26.7
20.0
40.0
30
4.73(1.36)
I believe my workload is reasonable.
16.7
6.7
3.3
16.7
26.7
30.0
30
4.20(1.83)
My department enables me to achieve a
good balance between work and my
personal life.
13.3
13.3
0.0
20.0
26.7
26.7
30
4.13(1.78)
I have adequate support in securing funding
for research.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 5. Department Climate
Please indicate the extent to which you
agree with the following statements:
My department actively supports a shared
and inclusive understanding of diversity.
My department encourages teamwork and
collegiality.
Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.
Table 6. Mentoring
Do you have someone in the department who mentors you?
N = 30
Yes
%
23.3
141
No
76.7
Table 7. Mentoring
How helpful has your mentor been in the
following areas?
Not at all
helpful
2
3
4
5
Very
helpful
NA
%
14.3
%
0.0
%
0.0
%
0.0
%
0.0
%
71.4
14.3
N
7
M(SD)
5.17(2.04
0.0
14.3
0.0
28.6
0.0
42.9
14.3
7
4.67(1.63
14.3
0.0
0.0
0.0
0.0
71.4
14.3
7
5.17(2.04
Networking/developing professional
contacts
0.0
14.3
0.0
0.0
28.6
57.1
0.0
7
5.14(1.46
Navigating the promotion and tenure
process
14.3
0.0
0.0
14.3
14.3
28.6
28.6
7
4.40(2.07
0.0
28.6
0.0
0.0
28.6
42.9
0.0
7
4.57(1.81
Expanding your leadership opportunities
14.3
0.0
0.0
28.6
14.3
42.9
0.0
7
4.57(1.81
Teaching and classroom matters
14.3
0.0
14.3
0.0
28.6
42.9
0.0
7
4.57(1.90
0.0
0.0
28.6
28.6
14.3
28.6
0.0
7
4.43(1.27
Publishing opportunities
Grant/funding opportunities
Collaborating in research
Navigating departmental politics
Service/committee work
Note. Mean scale: 1=Not at all helpful to 6=Very helpful; “NA” excluded from analysis.
Table 8. Program
Please rate the quality of the department’s
program.
2
3
4
5
%
3.4
%
13.8
%
10.3
%
41.4
%
24.1
%
6.9
N
29
M(SD)
3.90(1.23)
In general, how would you rate the
academic rigor associated with the
department's graduate program(s)?
3.3
0.0
10.0
30.0
50.0
6.7
30
4.43(1.01)
How would you rate the academic quality of
undergraduate student majors in your
department?
6.9
6.9
20.7
41.4
20.7
3.4
29
3.72(1.19)
In general, how would you rate the
academic rigor associated with the
department's undergraduate program(s)?
Poor
142
Excellent
How would you rate the academic quality of
graduate student majors in your
department?
3.3
0.0
10.0
26.7
50.0
10.0
30
Note. Mean scale: 1=Poor to 6=Excellent.
Qualitative Data
The following statements are in response to the comment sections in the online
questionnaire.
All responses are exported directly into a Word document without any changes to
wording, punctuation, or grammar. Please note: Each paragraph denotes an individual
response.
If there are other ways that your mentor has been of help to you, please describe them.
My mentor left for another position this past year. (1 Count)
The mentor has a strong intention to train me in a variety of dimensions. Unfortunately, his motivation
has been deeply discouraged by the top leader of the department, who clearly has no capability to be a
leader. (1 Count)
The following items were developed by the Department of Managerial Sciences
What do you see as the major challenges in teaching Managerial Sciences courses? Specify the level (e.g.,
undergraduate, masters, Ph.D.), if one is relevant to your answer.
The major challenge of teaching Managerial Sciences courses to both undergraduate and masters level
students is differentiating instruction. One of the most appealing aspects of working at Georgia State
University is the diversity of students who enroll in our programs. However, this also presents a challenge
as the variance in students backgrounds, preparedness in terms of their knowledge, skills, and abilities,
and their current life situations requires teaching to be differentiated to a degree that many other schools
do not need to address. (1 Count)
PhD program - we have not yet been able to create a culture among the students that facilitates lots of
hard work. (1 Count)
Undergraduates who are not serious about being university students. (1 Count)
143
4.50(1.04)
Students at both levels have large variation in academic background and preparedness for academic
challenges. (1 Count)
Student diversity is always welcomed. However, it also creates a few challenges for the instructor to
determine the pace and level of instruction difficulty that best fit the diverse body of students taking
MGMT courses. (1 Count)
The tremendous variation in the skills, knowledge and experiences of our undergraduate students. With
rare exceptions don't treat teaching as a collaborative activity - thus we don't really have good
mechanisms in place to learn as individuals or as an organization. (1 Count)
A very wide distribution in level of preparation and commitment among the students. It is difficult to
design a class in a way that brings those at the lower end of the distribution along while at the same time
providing sufficient challenge to the higher end of the distribution to keep them engaged. (1 Count)
MBA - developing truly integrated curriculum. Undergrad - staffing. (1 Count)
Having the class time to cover the wide range of topics that are explored in managing people and
organizations in the undergraduate course. Since this is a survey course it is important to tie the topics
together and it takes time to do so. It is more the nature of the course than an issue with the
department. (1 Count)
Undergraduate and graduate - The use or lack of use of technology in teaching classes. Since most
students will access their technology how best can we engage them through their natural technology use
tendency? (1 Count)
Text book selection and staying relevant. (undergraduate and graduate MBA) Courses that are meaningful
and relevant to what corporate America needs and wants. (1 Count)
My teaching load is relatively low, 3 courses one year, so I have much time to prepare for the courses.
Given this, I do not have faced much challenges from teaching. (1 Count)
I teach at the undergraduate level. My biggest challenge is that many students many students are working
full time and don't have enough time to review and study the material. This makes the results less
effective. (1 Count)
Mathematics background tends to be weak at all levels. (1 Count)
There are no major challenges at the individual faculty level. Because most of it is achieved by individual
eforts of the faculty. However, when it comes to the leadership of the department - it is is the only
challenge we have. Our current interim chair for now 2+ years does not have the intellectual bandwidth to
understand and grow various fields that are part of the department. Her focus is only on 'her' area and
even she is failing miserably in retaining faculty in her area and in other areas. Her unfair ways of dealing
with faculty (favoring some over others), unwillingness (and inability) to engage in meaningful
conversation about the future of the department with senior faculty (very few exists now) represent only
the beginning of why state of the department is getting bad to worse. (1 Count)
Student quality (1 Count)
Heavy workload. Teaching is not valued, especially at the undergraduate level. (1 Count)
Very weak coordination of Masters classes, in particular MBA, with an "easy A" reputation that is ell
earned. (1 Count)
The academic level of our students within a given undergraduate classroom is so widely dispersed, it is
difficult to keep the material at the appropriate level. (1 Count)
144
What are your suggestions to improve student learning outcomes or academic quality?
Provide more spaces where classrooms and faculty offices are in the same building to encourage more
interactions between faculty and students. (1 Count)
Insist that PMBA students are judged by the same rigorous standards as Flex MBa students. (1 Count)
Smaller classes of around 30 or less so that the instructor can place more attention on each individual. (1
Count)
Greater focus on critical thinking and writing in all courses, not just those designated as CTW courses.
Greater focus on active learning and less focus on lecture-oriented formats. Greater coordination across
courses within a given program to provide coherence and to help students carry knowledge gained in prior
classes through to subsequent classes. (1 Count)
Updated technology downtown. (1 Count)
Perhaps a bit more collaboration among those who teach the same courses and a chance to learn from
each other what seems to be working in achieving what I believe are very well designed outcomes. (1
Count)
Move some of the memorization of concepts to self studies and quizzes via web (D2L). Spend class
meeting time discussing problems, exercises or cases that reinforce the concepts. Stress cogent writing
skills and use forecasting and analysis as support for decision making in all MGS classes (develops critical
thinking about managerial problems). (1 Count)
Keep the class size smaller for undergraduate students. It is not an efficient way to give Strategy courses to
students in a big group. (1 Count)
Get a new chair for the department who can provide intellectual and functional leadership for the
deaprtment. Who can lead the department in the context of the college, at minimum. This person will be
most likely be from outside of GSU. The current leadership is simply not capable of doing the job. To be
fair, at least do an assessment of the effectiveness of the current chair - done by parties outside of the
RCB, may be the provost's office - and of the faculty sentiment and morality about the affairs of the
department. If faculty are provided anonimity and immunities - you will learn the truth of the sad affair of
this department. The current study is good but it is not asking the relevant questions directly. (1 Count)
Student quality (1 Count)
Course coordination and rigor. True challenging of students with high expectations. (1 Count)
Improve requirements for entrance into the RCB programs. Require transfer students to pass a minimum
standards test/exam for entry into RCB. (1 Count)
What do you think is the department’s key strength?
Our research capabilities. Our department has leading scholars in organizational behavior, human
resources, and strategy research. We understand the complexities of rigorous research and what it takes
to make a long-term impact in our profession. (1 Count)
We coordinate, collaborate, and cooperate, no politics, no fighting. We value strong scholarship. We
145
recognize everyone's contribution to the running of the department. We all have different strengths and
do different things but all of these things are important to an effective department. (1 Count)
A collegial group of faculty. (1 Count)
Collegiality and research are key areas where I think we do a good job. (1 Count)
talented faculty members with excellent teaching abilities (1 Count)
A collegial department where research productivity is relatively high. (1 Count)
The faculty. Most are highly skilled researchers and teachers and are very committed to their craft. We
have an open and supportive culture in which everyone values the contributions made by the others in the
department and works together to help one another achieve their goals. (1 Count)
Leadership. (1 Count)
We are a very easy department to get along with, everyone is friendly and supportive of each other. There
is plenty of room for each faculty member to work in a way that is productive for them. (1 Count)
Engaged faculty (1 Count)
A small cadre of assistant professors who are doing an outstanding and very productive job of publishing.
Their enthusaism is great, and they seem to be highly committed to GSU. (1 Count)
Diversity in faculty. (1 Count)
Several round tables running by colleagues and some profiting programs such as six sigma, project
management certificates. (1 Count)
Mix of scholars from different areas of studies. (1 Count)
Not much - have various fields and serve as a great service department for the college! A lot of well skilled
faculty (but currently being treated like small children) (1 Count)
Collegiality (1 Count)
Diversity of faculty. (1 Count)
OB and strategic management academic research, strategic management teaching. (1 Count)
Dedicated faculty. (1 Count)
What do you think is the department’s key challenge?
How best to provide differentiated learning both within classrooms and across program options. (1
Count)
Balancing the requirement to improve our scholarship and still maintain our culture. More money is
needed to support research faculty (chaired positions) and little pots of money for research activities. (1
Count)
The dean apparently has no respect for our department or faculty. As one example, we've had an interim
chair for over a year, and the dean has not even had the courtesy to provide our faculty with an
explanation of the logic behind this inaction. Unless this situation changes, Ben Tepper will not be the last
key person we lose. (1 Count)
146
Meeting the evolving demands of the profession and how it is changing. I do think GSU is a proactive
university compared to others and is interested in seizing opportunities where they present themselves ie.
MOOCs and online classes. (1 Count)
moving up to be recognized in national ranking (1 Count)
- Lack of senior faculty to work with and mentor PdD students/junior faculty. - Quite a lot of
administrative issues that need to be dealt with personally by faculty (such as filling in paperwork). This is
not the best use of faculty's time. Importantly, it takes time away from research. (1 Count)
How to take advantage of the diversity of disciplines represented in the department in both program
design and research. (1 Count)
Staffing. (1 Count)
We are very large so probably maintaining a sense of community within the department. (1 Count)
Retaining engaged faculty and trend to online/hybrid course delivery. (1 Count)
Dealing with the plethora of graduate programs and offering courses at the appropriate level and content
domain for the various concentrations and majors. With the decline of the flex MBA this is reaching a
tipping point. Our competitors (Tech, Kennesaw, UGA) are hurting us badly. We do not seem to have a
distinctive competence to "sell" prospective students. (1 Count)
Department head that is open to all disciplines. (1 Count)
Hope this is confidential enough: the department has been experiencing a hard time with an incapable
chair. Most of our colleagues more or less are complaining the capability of the chair now. This is really
something weird to a large department without a qualified chair. (1 Count)
Mix of scholars from different areas of studies. (1 Count)
Too defracted, too unfocussed. It's actions are sometimes corrupt by the chair (who was appointed may be
because she is a close friend of the Senior Associate Dean). Such association itself is not a problem but it is
a real problem when the most incompetent gets picked without consulting any other faculty of the
department. (1 Count)
Attracting and keeping high value faculty (1 Count)
Balancing the various areas contained within the department, namely Human Resources, Strategy,
Business Analysis, Operations Management, in a way that leverages all the knowledge and makes each
group feel part of the whole instead of isolated sections. (1 Count)
Lack of leadership. (1 Count)
Getting faculty embers involved after a ling term of a do-nothing Chair who is, fortunately, now gone.
Most are totally disconnected from the department and have very little desire to participate in initiatives
that the College and Department must undertake going forward. (1 Count)
We don't seem to communicate as well as other RCB departments. We only have one department faculty
meeting a year, if that. We have gone as long as 2 years without a faculty meeting, so the involvement of
the faculty in decision making for the department is low. We have had very little involvement in the
AACSB assessment process, which is supposed to be a necessary part of assessment. (1 Count)
What initiatives would you like to see the Department of Managerial Sciences implement?
A greater focus on developing a high quality PhD program. (1 Count)
147
More rigorous standards in the undergraduate program. (1 Count)
- Hire more senior faculty who are productive and willing to mentor Phd students/junior faculty. - HIre
more and higher quality administrative staff to lighten administrative load of faculty. - Less service for
junior faculty - Provide each faculty with a research budget that allows them to hire research assistants,
thereby giving faculty more control over whom they want to hire and whom they want to fire (if things
don't work out). (1 Count)
Examine graduate programs and craft a sustainable competitive advantage to attract and retain students
who will do well and give back. (1 Count)
A review of the MS programs and concentrations followed by restructuring of same to enhance
competitiveness. Design structures and/or processes that facilitate greater sharing of research
ideas/progress with the goal of continuing to enhance the research productivity of the faculty members. (1
Count)
Add a few more clinical positions. (1 Count)
None currently. (1 Count)
Full time Department head. (1 Count)
In terms its short-term or long-term future, the department need a great leadership. (1 Count)
Use the upcoming change at the college level (Dean) as a way to bring a new culture and leadership to the
department. (1 Count)
Change the leadership. Appoint a new chair that can innovate and invest strategically in promising areas.
Current crew thinks only the strategy group what matters and every other field in the department is an
orphan. To be fair, such prioritization is acceptable if they are successful with it. They had roughly 7 years
to grow the strategy group; we got all hirings possible and the good ones leave since they do not accept the
way they are treated by the current chair. There is one very recent case of such a loss. We lost Ben Tepper
to Ohio State because how he was handled unprofessionally and unethically by the interim chair. While
she told us lies in this year's departmental meeting saying he left for family reasons; but the truth is he left
because how his previous year's evaluation was handled and discussed by the chair with another female
faculty member of the department, who in turn relayed it to his wife - even before he talked to his wife
about it! And, many in the department know this whole episode - so other than losing him, a great
researcher, this does not look good on the chair especially when she volunteers a lie in the departmental
meeting! (1 Count)
Fair/equal workload across all faculty in the same category (1 Count)
Pressure all faculty members into full and meaningful evolvement in their Department and College. All of
our futures depend (1 Count)
More communication and involvement of faculty in decisions that directly impact us. (1 Count)
General Comments:
I have been somehow extensively involved with departmental service but not at the high level
administration. Based on my interaction with the leader, I do not agree with his/her style or personality as
well as most colleagues. But on my side, the only thing I could do for the department is the research
publications so that my tenure promotion will be passed soon. (1 Count)
Sorry if I came across very negative. But this department is suffering immensely with no bright future in
the sight simply because we have a shear lack of leadership; the current one is extremely incapable and is
not trusted by the faculty. Faculty members talk about exact cases where she has asked for hiring
148
committees to do unethical things so that she can hire someone she has already decided to hire and then
massage the process to get what she wants. She has restructured the traditional multiple hiring
committees for multiple fields to only one committee which is chaired by a rank-junior faculty so the chair
can 'manage' it better. To be fair to her, this unified committee may be more efficient but its chair
appointment and its hiring process raise more questions than answer. For example, unlike our traditional
hiring process in the new arrangment one cannot provide annonymous feedback on a visiting candidate.
There are at least two hirings in last two years and one senior position right now in the process - are very
questionable. Faculty also talks about how the departmental funds are misused for the current chair's
(and her husband's - who has been a member of the department and just recently moved to the dean's
office) personal goals. For example, she is using departmental and other funds to spend a lot of money
supporting very small conferences in her field and buy favors from her field's leadership for higher
institutional appointments and other professional favors; in addition to wrongly using funds they also
abuse phd students and junior faculty to do them favor by spending their times freely to support her
conferences unethically. The rumor has it that their foreign travels funds have gone up significantly in
recent times. Unlike other departments in the college there is no transparencies in travel funds allocation
in the department ... Anyways, I could go on ... here is the bottom line: this department needs much better
and cleaner leadership; although it can run on auto-pilot mode for a while but it is not good for the
department in the long run. What worries me beyond that, is the questionable, unethical practices by the
chair, and mis-use of funds may blow up some day and the department will suffer immensely because of
that - which is the last thing I want to see happen. (1 Count)
While some of us a very involved and believe that the new Chair has done a lot to undo the damage of the
prior eight or so years, too many remain all but totally disconnected, which was acceptable under the prior
do-nothing Chair (1 Count)
149