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The John Massey School of Business
Master of Business Administration
Assessment of the Student Achievement
Fall 2009 and Spring 2010
Table of Contents
3 MBA Mission, Strengths and Weaknesses, and Program Information
4 Admission Requirements
5-7 Course Descriptions
8-21 Program Outcome Assessment Report
Appendices
22 A. Writing Rubric
23-24 B. AoL Plan
25 C. Schedule of Courses
26-29 D. Exit Questionnaire for MBA Graduates
30-33 E. MBA Alumni Survey
2
Master of Business Administration
• Mission Statement • Strengths and Weaknesses • Information About the Program • Admission Requirements • Course Descriptions
The Mission Statement
The mission of the Department of the Master of Business Administration is to prepare students for diverse careers in the dynamic world of business. The mission will be accomplished by providing students with a quality education using highly skilled, professionally competent faculty, the latest instructional techniques, and state-of-the-art technology in one of the most modern facilities in the state.
Strengths and Weaknesses
The strengths of the Department of the Master of Business Administration define the quality education offered to students. These strengths include affordable tuition costs, low studentteacher ratios, and that Southeastern Oklahoma State University is the only regional school in the state with both the AACSB and ACBSP accreditations for the school of business. Weaknesses do not elude the department. The Department's primary weakness falls in the area of adequately updating technology.
Information About the Program
Earn your Master of Business Administration degree at Southeastern Oklahoma State University. Options in class scheduling and learning environments give you the edge you need in today's competitive business climate. The MBA program is offered on campus in an Interactive Education Television Classroom (IETV) and is transmitted to five off campus sites which include E. T. Dunlap Higher Education Center in Idabel, Oklahoma, Eastern Oklahoma State College Branch Campus in McAlester, Oklahoma, Ardmore Higher Education Center in Ardmore, Oklahoma, Carl Albert State College in Poteau, Oklahoma, and East Central State University in Ada, Oklahoma.
· .
3
Admission Requirements
1) GMAT and GPA Admission.
Take the Graduate Management Admission Test (GMAT) and possess an undergraduate Grade Point Average (GPA) to score 950 as provided in the following formula. A score of 950 calculated by adding the applicant's GMAT score and the applicant's undergraduate GPA times 200 (GPA time 200 + GMAT Score =950 or greater),
OR
2) Portfolio Method for Admission.
The GMAT and GPA requirements may be waived if the MBA applicant possesses a 2.75 average for the last 45 hours of his/her undergraduate degree and submits a portfolio packet which contains the following:
• Three professional letters of recommendation - one from a former professor or instructor - one from an employer or former employer - one from a non-relative who has known the applicant for
at least 5 years. • Current Resume. • A letter of application which outlines the student's career goals and objectives and how
a Master's Degree will enhance them. • A certified copy of undergraduate transcript.
Portfolios shall be evaluated and ranked by a 3 member graduate faculty committee appointed by the Director of the MBA program. Applicants under both admission standards shall be ranked by the committee. Admissions shall be based upon the committee's ranking(s) for the allowable number of enrollment positions.
4
MBA Course Descriptions
ACCOUNTING
ACCT 5233 ACCOUNTING FOR MANAGERS. The primary emphasis of this course is on
management's use of accounting information to manage the resources of a complex
organization. The course focuses on three major areas: fundamentals of cost systems,
managerial decision making, and managerial planning and performance evaluation.
ACCT 5243 ACCOUNTING CONTROLS FOR MANAGERS. Building on their expertise in finance,
strategy, operations, management, information technology, financial statement analysis and/or
managerial accounting, this course provides managers with useful knowledge to establish or
improve general and accounting procedures to safeguard assets, prevent theft and fraud, and
lead to better operations.
BUSINESS
BUS 5113 RESEARCH METHODS. Concepts and methods of the scientific research process
within the context of business and management. The course emphasizes an applied approach
providing a thorough understanding of the nature and scope of business research.
BUS 5253 DATA ANALYSIS FOR MANAGERS. Theory and application of statistical and
quantitative techniques to various types of business data. Emphasis is on the interpretation
and use of data analysis results from a manager's perspective. Use of statistical computer
software is an integral part ofthe course. Both descriptive and inferential statistics are
covered.
BUS 5563 APPLIED BUSINESS PROJECTS. The course should be taken during the student's next
to-last or last semester, and is designed to integrate the functional areas of business at the
graduate level. Numerous projects will be used to evaluate and develop the skills and
competencies deemed important for MBA graduates.
BUSINESS INFORMATION MANAGEMENT
BIM 5123 MANAGERIAL COMMUNICATIONS. A study ofthe procedures and methods of
gathering and organizing data, interpreting and presenting decision, facts and ideas. Written
communication, oral communication, and multi-media presentation skills will be presented, as
well as principles of negotiation and persuasion at a managerial or executive level.
BIM 5193 METHODS FOR TEACHING BUSINESS TECHNOLOGIES. Emphasis on teaching
computer applications for the modern office; software packages, instructional units, objectives,
standards, evaluation, research.
5
BIM 5293 PRINCIPLES OF VOCATIONAL BUSINESS EDUCATION. Organization and development
of vocational programs in business; federally-aided high school program.
BIM 5693 METHODS OF TEACHING BUSINESS SUBJECTS. Problems, materials, and methods of
teaching accounting, business communications, business math, and general business.
BIM 5793 MANAGEMENT INFORMATION SYSTEMS. The role of information systems in
organizations and managing in an Information Age. Topics include the design of information
systems to support the organization's strategic plan, information resource management,
structure of a management information system, human-machine information systems, and
implementation issues.
BIM 5960 DIRECTED READING. Supervised reading of significant literature not included in
regularly scheduled courses.
BIM 5970 SPECIAL STUDIES. Development of instructional materials and plans based on
individual and group interests and needs.
BIM 5980 SEMINAR. Intensive study of selected problems in business education.
BIM 5990 RESEARCH. Intensive study, analysis, and evaluation of research in business
education and related fields.
ECONOMICS
ECON 5133 MANAGERIAL ECONOMICS. An application of microeconomic principles to business
decision-making. Economic theory and quantitative methods are applied to managerial
decisions about pricing, production, profit maximization, and government restraints. It is
presumed the student has an understanding of preliminary calculus.
FINANCE
FIN 5213 FINANCIAL MANAGEMENT. The practice and theory of managers making financial
decisions on capital levels for the company: debt and equity choices for financing long-term
company objectives, company expansion choices, company valuation (including potential take
overs), coping with interest or exchange rate volatility, and short term cash and credit
management.
MANAGEMENT
IVINGT 5223 BEHAVIORAL MANAGEMENT. The study of human behavior in organizations and
its effect on establishing and attaining organizational goals in an effective and efficient manner.
6
MNGT 5343 COMPETITIVE ADVANTAGE AND STRATEGY. The concepts and tools needed to
create a competitive advantage in cost or differentiation are presented through value-chain
analysis. A study of the techniques for analyzing industries and competitors with a focus on the
development of competitive strategy and strategic decisions.
IVII\lGT 5453 CONTEMPORARY ISSUES IN MANAGEMENT. lhis course has been designed to
enable graduate students to explore selected leading-edge issues in global business and
organizational environments. It provides an opportunity to relate state-of-the-art management
concepts to practical situations. The graduate student will gain a greater understanding of the
applications of current management practices and techniques to contemporary business issues.
MNGT 5603 STRATEGIC MANAGEMENT. A capstone course for graduate students in the last
stage of their course work toward an MBA degree. It covers the integration of the skill and
functions of management to develop long range plans and to implement and manage the
efforts directed toward the accomplishment of organizational objectives.
MNGT 5773 PRINCIPLE-CENTERED LEADERSHIP. A study of the basic principles of effective
organizational leadership with a focus on the master principles of management and leadership.
Principle-centered leadership is investigated at the persona" interpersonal, managerial, and
organizational levels.
MARKETING
IVIKT 5243 MARKETING MANAGEMENT. An integrative course utilizing the comprehensive case
study method to develop experiences in effective application of marketing strategies to create
competitive advantages. Emphasis is on the relationship ofthe marketing function in a
multinational context.
7
FALL 2009-SPRING 2010
Program Outcome Assessment Report
Master of Business Administration
I. Basic Information
Program: Master of Business Administration
Department: MBA program within the Management and Marketing Department
Evaluation Period: Semesters Fall 2009/ Spring 2010
Date Report Completed: August 17, 2010
Number of MBA students assessed: All MBA Students Assessed
Number of MBA Alumni assessed: 0
Type of Assessment Used:
Used during this assessment period:
A. Standardized Assessment Instrument
_ B. MBA Exit Survey
_ C. Student Evaluation Survey
_ D. Graduate Faculty Survey
E. School of Business Graduate Council
_ F. School of Business Advisory Council
_ G. MBA Advisory Board
_ H. Benchmarking with Peer Institutions
_I. Capstone Course Evaluation
_ J. Employment
_ K. Alumni Tracking
_l. Assessing IETV and Web-Based Instruction
_1Vl. School of Business Assessment Program
II. Program Goals and Objectives
The goals and objectives of the Master of Business Administration degree are to be reflected in
several outcomes. The goals and objectives of the MBA program are to provide each student
with quality instruction which will result in each student possessing the following abilities upon
completion of the degree:
1. The ability to make sound and responsible decisions in their field of business,
using a logical, systematic approach.
8
2. The ability to effectively communicate the rationale of their decisions or recommendations.
3. The ability to effectively apply knowledge of information systems and technology appropriate to their field of business.
4. The ability to effectively work with individuals, as well as groups, in a diversified and changing environment.
5. The ability to adapt to changes required by a global business environment.
If the goals and objectives as stated above are being met, the graduates with an IVIBA degree
will possess the following traits:
• ability to apply quantitative management tools; • ability to apply current business technologies; • ability to apply techniques for functioning effectively in an
organization/business environment;
• ability to apply basic management supervisory and behavioral techniques; • ability to apply research techniques; • ability to apply economic techniques; • ability to apply accounting techniques; • ability to apply finance techniques; and • ability to apply marketing techniques.
III. Analysis and Explanation of Assessment Program
To determine whether or not the student possesses the traits described above, the School of
Business utilizes the thirteen (13) methods of assessment as listed above under Assessment
Methods (A-M)
A. Standardized Assessment Instrument The program has used the Major Fields Test for MBA students as an objective, end-of
program test. This test covers assessment indicators in the 5 core areas of Managerial
Accounting, Marketing, Finance, Management, and Strategic Integration, and provides a
measure of students' critical thinking and reasoning skills. If the group of examinee's is
large enough, test will deliver individual overall scores for business critical thinking and
reasoning, as well as five content area scores for each testing group.
The ETS Major Field Test was administered in a cohort in the spring 2010 semester so
that an accumulation of scores could be maintained. Nine graduate students
participated in the ETS Major Field Test for the spring 2010 semester. The results of the
ETS Major Field Test are as follows:
9
Assessment
Indicator
Scores
2008
2009
Scores
2009
2010
Raw Score
Increase/Decrease
over 2008-2009
National
Norm
Increase/Decrease
Over 08-09 Norm
Marketing 62
Management 71
Finance 41 Managerial
Accounting
47
Strategic
Integration
54
B. MBA Exit Survey
Exit surveys were not sent to graduating MBA students during the 09 - 10 academic
year. The Exit surveys were developed by the Graduate Faculty and will be administered
again during the Spring 11 semester.
C. Student Evaluation Survey All MBA courses are evaluated by students each semester. Overall, students reported a
high level of satisfaction with the graduate faculty in the School of Business. These
included areas such as knowledge, preparation level of the instructor and accessibility of
courses for students at remote locations. Any student complaints primarily centered on
the continuous technical problems with IETV.
D. Graduate Faculty Surveys
The Graduate Faculty Surveys, per the graduate faculties' suggestion, is administered
every other year. This year the survey was not administered. The Graduate Faculty
Survey will be compared to prior year's survey to determine any specific needs, trends,
or perceived problem by the graduate faculty. This comparison, when completed,
should, identify the areas of faculty concerns and will be studied to determine any
required changes.
10
SOSU Assessment vs. Comparative MBA Spring 2010
80
70
'0 60 C1)
t::: 50 o ...ETS Comparative Data (J 40 ~ -+-SOSU Spring 2003 Mean I: 30 C'll
~ 20
10
o "E oC:0 Ol l!l ~.~ ._
c: 0)+=0Ol-E <IS 0lC: OllU Ol lU :>c: - ~
e!0l01 <IS u: lij 8 -Ol c: (/)£:2:llU :2
Category
Chart notes:
1. The columns shows the comparative data (all schools). The line shows SOSU data.
2. The line has a 95% confidence interval shown by the 'vertical whiskers'.
3. If the column falls between the whiskers, no significant difference exists between SOSU and the
comparative. If the column falls outside the whiskers, a significant difference exists.
4. No significance exists in any category.
11
Page 1 of2
./f9;TS) . ....•. ...• . . ~ MaJor FIeld
Tests DEPARTMENTAL DEMOGRAPHIC SUMMARY
Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP1 0 Closed on: August 24, 2010
Number of Percent of Students Students
Gender
Male 2 22
Female 6 67 No Response' 1 11
Ethnicity
American Indian or Alaskan Native 4 44
Asian American or Pacific Islander 0 0
Black or African American 0 0
Mexican American 0 0
Puerto Rican 0 0
Latin American or Other Hispanic 0 0
White 5 56
Other 0 0
No Response 0 0
Number of Students
Percent of Students
Major Distance Learning Courses
None 1 11
Less than 40% 5 56
40% to 90% 1 11
More than 90% 1 11
No Response 1 11
Overall Undergraduate GPA
3.50 - 4.00 5 56
3.00 - 3.49 3 33
2.50 - 2.99 1 11
2.00 - 2.49 0 0
1.00 -1.99 0 0
Less than 1.00 0 0
No Response 0 0
Educational Level
Freshman 0 0
Sophomore 0 0
Junior 0 0
Senior 0 0
Graduate 9 100
Other 0 0
No Response 0 0
Major Field GPA
3.50 - 4.00 5 56
3.00 - 3.49 4 44
2.50 - 2.99 0 0
2.00 - 2.49 0 0
1.00 -1.99 0 0
Less than 1.00 0 0
No Response 0 0
Transfer Student
No 5 56
Yes 3 33
No Response 1 11
Education Planned
Bachelors 0 0
Masters 6 67
Doctoral 1 11
other 0 0
Undecided 1 11
No Response 1 11 IEnrOliment Status Full-time 4 44
12
https://www.programworkshop.com/6.0.0.0/custom/mft/DepartmentDemographicSummary.... 9/7/2010
Page 2 of2
IPart-time 4 44 No Response 1 11
Best Language
English 9 100
Other 0 0
Both 0 0 No Response 0 0
What is your home campus?
Durant 8 89
Idabel 0 0
McAlester 0 0
Ardmore 0 0
Ada 0 0
ETS protects the confidentiality of all test data. Copyright © 2010 Educational Testing Service. All rights reserved.
13
https://www.programworkshop.com/6.0.0.0/custom/mft/DepartmentDemographicSummary.... 9/7/2010
Page 1 of 1
/fETS1 . .~Major Field
Tests DEPARTMENTAL SUMMARY OF ASSESSMENT INDICATORS
Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP10 Closed on: August 24, 2010
Assessment Indicator Number Assessment Indicator Title Mean Percent Correct
1 Marketing 62
2 Management 71
3 Finance 41
4 Accounting 47
5 Strategic Integration 54
Students responding to less than 50% of the questions: 0 Students in frequency distribution: 9 Students tested: 9
ETS protects the confidentiality of all test data. Copyright © 2010 Educational Testing Service. All rights reserved.
14
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Page 1 of 1
@M···I=-'d·. . aJor rle,,· . Tests
DEPARTMENTAL SUMMARY OF TOTAL TEST AND SUBSCORES Test: MBA Form Code: 4FMFC Institution: Southeastern Oklahoma State University Cohort: MBA SP10 Closed on: August 24,2010
TOTAL TEST
Scaled Score Range Number in Range Percent Below
300 0 100
295-299 0 100
290-294 0 100
285-289 0 100
280-284 1 89
275-279 0 89
270-274 0 89
265-269 0 89
260-264 1 78
255-259 1 67
250-254 1 56
245-249 2 33
240-244 2 11
235-239 1 0
230-234 0 0
225-229 0 0
220-224 0 0
Mean Standard Deviation
Total Test Scaled Score 252 13
Students responding to less than 50% of the questions: 0 Students in frequency distribution: 9 Students tested: 9
ETS protects the confidentiality of all test data. Copyright © 2010 Educational Testing Service. All rights reserved.
15
https:llwww.programworkshop.com/6.0.0.0/custom/mftIDepartmentTestSummary.aspx?sg=... 917/2010
Usleiiing; Leaming. Leading.S~TS1 . ~ Major Field
Tests
Major Field Test in Masters in Business Administration (MBA) 1 (form: 4BMF) Institutional Assessment Indicator Mean Score Distributions
Data includes All Students from Domestic Institutions - February 2005 to June 2009
Mean Percent Correct
69 - 100 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34
0-33
AI1 95
90
85 80
75
0 65 60 5S 50 45 40 35
30
,0
15
10
5
1
Assessment Indicators2
% at or below
AI2 AI3 AI4 QS
90
85 95
80 95 5 90
70 65 85 60 !i5 80 so 45 90 5 40 0 35 85 65 30 60 25 80 !i5
5020 75 45
5 0 4010 65
60 s5
35
5 50
30
4:> 20
40 15 a:> ;1U 10 25
201 5
10
5 1
1
AI5
95
90
85
80
75
65 60
55
50 45 40 3 ;10 25 20
15
10
5
1
Mean Percent Correct
69 - 100 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34
0-33
Number of Institutions 230 230 230 230 230 Mean 55.4 56.7 44.8 50.5 52.0 Median 56 57 44.5 51 52 Standard Deviation 7.9 7.4 7.6 8.3 7.8
'Assessment Indicators for this test cannot be compared to testing years prior to 2005 due to changes in the MBA Test that were introduced in 2005.
2Assessment Indicator 1: Marlleting Assessment Indicator 5: Strategic Integration
Assessment Indicator 2: Management Assessment Indicator 3: Finance Assessment Indicator 4: Managerial Accounting
Assessment Indicators are reported as percent correct. % at or below based on percent below the lower Iimtt of the score interval.
Copyright © 2009 by Educational Testing Service. All rights reseNed. ETS '1'1:5'e ETS logo are registered trademarkS of Educational Tesling Service.
Uslening. uarrtlng. Leading.'"(ijf§2 .... ..MaJor Field Tests
Major Field Test in Masters in Business Administration (MBA) (form: 4BMF) Institutional Means Total Score Distribution
Data includes All Students from Domestic Institutions - February 2005 to June 2009
Mean Total Score % at or below
Range (220 • 300)
264·300 263
90262 261 260 85259 258 257 (5
256 7f
255 65254 253 0 252 :>5 251 50250 249 45 248 4f
247 35246 245 30 244 7:> 243 20242 241 15240 239 238 5237
220 - '36
Number of Institutions 230 Mean 249.2 Median 249 Standard Deviation 8.8
Total Scores are reported as scaled scores. % at or below based on percent below the lower limit
of the score interval.
17 Copyright © 2009 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service.
listening. l.eaming.l.eading.~(@M····· .. ·········/··dBJorFle. Tests
Major Field Test in Masters in Business Administration (MBA) (form: 4BMF) Individual Students Total Score Distribution
Data includes All Students from Domestic Institutions -- February 2005 to June 2009
Total Score % at or below
Range (220 • 300) 276 - 300
275 274 273 90 272 271 270 269 85 268 267 266 265
80
264 263 262 75 261 I
260 259
70
258 257 65 256 255 254
60
253 252
55
251 250
50
249 248 45 247 I
246 245
40
244 243
35
242 241 30 240 239 238
25
237 236 20 235 234 233 15 232 231 230 229
10
228 227 226 225
5
224 ??n _?3 1
Number of Examinees 24.785 Mean 248.9 Median 249 Standard Deviation 15.8
Total Scores are reported as scaled scores. % at or below based on percent below the lower limit
of the score interval.
Copyright © 2009 by Educational Testing Service. All rights reserved. ETS l~the ETS logo are registered trademarks of Educational Testing Service.
E. School of Business Graduate Council The School of Business Graduate Council consists of all members of the graduate faculty,
the MBA Coordinator, Assistant MBA Coordinator and the Dean. Meetings are held at
least once a semester to discuss the MBA program. Due to scheduling conflicts, the
council did not meet during the 09-10 academic year.
F. School of Business Advisory Board The John Massey School of Business Advisory Board consists of distinguished individuals
from the local and regional area. The Advisory Board meetings are scheduled semi
annually. The members are updated on progress made toward the goals set for the
School of Business, and suggest new goals. The changes recommended by the AACSB
International Accreditation Advisor and the AACSB Consultant are reviewed by the
School of Business Advisory Board before being sent to the curriculum committee. Input
was sought from the Board on the competencies needed for both graduate and
undergraduate programs. Due to scheduling conflicts the School of Business Advisory
Council were not able to meet during the 09-10 academic year. The members of the
JMSB Advisory Board are show in the following table:
G. Capstone Course Evaluation The capstone course in the MBA program, Strategic Management, was evaluated by
faculty and the AACSB-International curriculum committee in 2003. The course is
designed to bring all the elements of Management, Finance, Marketing, Accounting and
Economics into quantitative educational experience. In the spring of 2003 another
course was developed and integrated into the core requirements; namely, Applied
Business Projects. This course deals with various traits and competencies acquired
throughout the program. The course is designed to be taken during the student's next
to the last semester.
The faculty and the curriculum committee continue to review and monitor the MBA
Capstone course.
H. Employment Most MBA students are employed when they enter the MBA program. The program is
committed to developing a placement program that will allow MBA students to explore
new job opportunities upon completion of their degree. Additionally, a faculty member
has been appointed to head a program which will be designed to supplement the
University Job Placement Service. This program continues to be developed and the
outcomes will be reported in due course.
19
I. Alumni Tracking Since the Fall 2001 semester, the MBA Program started tracking its graduates. An
alumni survey was used to collect both personal and program related information from
MBA graduates. It is a goal ofthe MBA Program to start an MBA Alumni Chapter. The
School of Business has finished the alumni website which will provide information and
events for the graduates of both the undergraduate program and the MBA.
J. Assessing IETV and Web-Based Instruction MBA students taking IETV courses complete a course evaluation at the end ofthe
semester. The same course evaluation form is used for regular lecture-based courses.
Beginning with the Spring 2004 semester, graduate faculty were surveyed regarding
their satisfaction with the MBA program and with the IETV course delivery system.
K. School of Business Assessment Plan
In accordance to the School of Business Assessment Plan the MBA program has met the
entire assessment requirement commencing the fall of 2006. This requires each
instructor to assess for all university goals as well as the course goals. This assessment
requires that each course being taught must utilize acceptable assessment techniques
to determine whether or not the goals of the University, the School of Business, and the
stated course goals are being met. In accordance with our efforts for continuous
improvement, the JMSB is currently reviewing and updating our assessment process.
20
Program Outcome Assessment Report
Master of Business Administration
/0- .'1,J J D Date ~ _MBA Director and Dean ~ ~
21
Appendix A Writing Rubric
JMSB Student Name:
N N
TRAIT Unacceptable Acceptable Exemplary Score Logic & Organization Does not develop ideas
cogently, uneven and ineffective overall organization, unfocused introduction or conclusion
Develops unified and coherent ideas within paragraphs with generally adequate transitions; clear overall organization relating most ideas, good introduction and conclusion.
Develops ideas clearly, organizes them logically with paragraphs and connects them with effective transitions. Clear and specific introduction and conclusion.
Style Lacks smooth, clear, readable prose, contains cliches and wordiness, generally ineffective word choice.
Uses smooth, clear, readable prose throughout most of the paper, few cliches, occasional wordiness, generally appropriate word choice.
Uses smooth clear, readable prose in a superior way throughout, no cliches or wordiness, consistently effective word choice.
Spelling and Grammar Writing contains frequent spelling and grammar errors which interfere with comprehension
While there may be minor errors, the writing follows normal conventions of spelling and grammar throughout and has been carefully proofread
The writing is essentially error-free in terms of spelling and grammar
Purpose The purpose and focus of the writing are not clear to the reader
The writer makes good decisions about focus, organization, style, and content so as to achieve the purpose of the writing.
The writer's decision about focus, organization, style, and content fully clarify the purpose and keep the purpose at the center of the piece
Development of Ideas Many ideas are unsupported, confusion exists between personal and external evidence, reasoning flawed
Supports most ideas with effective examples, references, and details, makes key distinctions
Explores ideas vigorously, supports points fully using a balance of subjective and objective evidence, reasons effectively making useful distinctions
Citation and Documentation
Frequently incorporates source material unclearly or documented sources inaccurately or incorrectly.
No more than a few clarity problems incorporating source material or in documenting sources accurately and correctly
Correctly and clearly incorporates source material into the paper, documents sources accurately and correctly.
Use of Technology Paper does have a professional, balanced appearance, pages are unnumbered, and/or headings are not in parallel form.
Paper has a professional, reasonably well-balanced appearance, pages are numbered, and any headings are in parallel form.
Paper has an extremely professional, balanced appearance, pages are numbered, and headings are in parallel form.
1 =Unacceptable 2 = Acceptable 3 = Exemplary
Appendix B
John Massev School of Business AoL Plan
GOAL OBJECTIVES TRAITS
1. Communication: School of business a. Students will create Written Communication:
graduates will be effective well written • Clear Logic & Organization
communicators with the ability to documents on a • Effective use of
prepare and deliver oral and written business topic Language/Style
presentations using appropriate
technologies.
b. Students will deliver an effective oral presentation on a business topic
c. Students will use
• Correct Spelling and Grammar Clear Purpose •
• Excellent Development of Ideas
appropriate technologies to • Correct Citation and
Documentation enhance the effectiveness of their written and
Effective Use of• Technology
Oral Communication: oral presentations.
Effective Organization • • Knowledge of Content
• Persuasive Conclusion
• Excellent delivery
• Effective use of body language
• Effective us of Media
• Effective Use of Technology
• Define the problem 2. Problem solving: School of business a. Use problem solving
graduates can apply critical thinking method • Research and gather
skills to problem solving. b. Use quantitative Information
reasoning to solve • Generate plans to solve
problems problem, integrating relevant factors in decision
c. Use technology such making. as specialized • Select and implement best computer software to solution solve problems • Communicate the results
• Use algebra to formulate/solve problems correctly
• Use statistics methods to formulate/solve problems correctly
• Use MS Office tools such as Excel and Access to solve problems correctly
23
3. Ethics: School of business graduates I Under development
can identify and assess ethical issues in
business.
Under development
Under development.
• Recognition of the critical
4. Leadership, Teamwork and
Collaboration: School of Business
graduates possess the leadership skills
necessary to give direction and
guidance, and to delegate work tasks in
a manner which proves to be effective
and which motivates others to do their
best in both a manager/subordinate and
a team setting.
Under development
5. Diversity: School of business Students will
graduates will understand the diversity demonstrate an importance of
of the local and global communities, appreciation of human understanding the
including cultural, social, political and and cultural concepts inherent in
economic differences. differences through a
deeper understanding
diversity issues.
• Application and demonstration of
of the world they
inhabit. individual understanding of diversity issues.
• Analyze, evaluate and assess the impact of differences in individuals and groups.
• Evaluates, assesses, and rates the impact of college experience regarding diversity and its influence on personal and/or professional life.
24
Appendix C
MBA Program Fall 09 and Spring 10
Schedule of Courses
Instructor Course Fall 09 Spring 10 Time/Day
Smith Acct. 5233 Acct. for Managers Web-based Arr.
Stevens Mngt. 5113 Research Methods IETV M 4:20
Collier Econ. 5133 Economics for Mgrs Web-based Arr.
VonBergen Mngt. 5223 Behavior Management Web-based Arr.
Hicks Bus. 5563 Applied Bus. Projects Web-based Arr.
Hicks Mngt. 5343 Compet. Advan. & Strat. Web-based Arr.
Hicks Bim 5793 Mng. Info. Systems IETV R4:20
Silver Mkt. 5243 Marketing Management Web-based Arr.
Prather Fin. 5213 Financial Management Web-based Arr.
Tiger Bus 5253 Data Analysis for Mgr. IETV T 4:20
Stevens Mngt. 5603 Strategic Management IETV M4:20
VonBergen Mngt. 5773 Prin. Centered leader Web-based Arr.
IETV -Interactive Educational Television
Web-based - Courses taught entirely on the Internet
Arr. - Arrangement between Student and Instructor (for Web-based only)
25
Appendix D
John Massey School of Business
Exit Questionnaire for MBA Graduates
Your participation in the following survey is strictly voluntary. Your responses will be kept
anonymous. We ask for your student ID for record keeping purposes to ensure that you only
complete this survey once. Once the survey has been entered into the database, the student ID
will be blackened out. Therefore, there is no risk to you or any possibility of negative
consequences for completing this survey. By completing this survey, you will imply consent for
the information to be anonymously used for survey refinement. Once the analysis is
completed, these surveys will be destroyed.
Student ID: _ Academic Year: _
1. Please indicate you undergraduate
degree:
a.BS
b.BA
c.BFA
d. Other (please specify)
8. Which of the following characterizes
where you have taken most (over 50%) of
your M.B.A. courses?
a. On-campus in Duran
b. Off-campus (SE Educational Center)
c. On-Line
2. Did you receive your undergraduate
degree from Southeastern?
a. Yes
b. No
9. Comparing the course requirements of
your undergraduate degree to the course
requirements of the M.B.A., would you say
the course requirements for your M.B.A.
were:
a. Less demanding
b. Equally demanding
c. More demanding
3. What was your final undergraduate
G.P.A. (on a 4-point scale)?
a. Less than 2.0
b. 2.0 - 2.5
c. 2.6 - 3.0
d. 3.1- 3.5
e. 3.6 - 4.0
10. Please indicate the number of times in
the past calendar year that you have met
with an academic advisor in the M.B.A.
Program:
a. Once
b. Twice
c. More than twice
d.l\lone
26
11. What category would describe your
Southeastern?
4. Did you start your M.B.A. degree at
overall Graduate G.P.A.?
a. 3.0 - 3.5
b.No
a. Yes
b. 3.6 - 4.0
12. Please indicate you age group:
program?
5. How did you qualify for the M.B.A.
a. GMAT exam a.18-25 b.26-35
b. Portfolio c.36-45 d.46-55
e. Over 55
6. How long did it take you to complete 13. What is your gender?
the M.B.A. program?
a. Within 24 months a. Male
b. Between 24 - 36 months b. Female
c. More than 36 months
7. Which category best describes the 14. What is your ethnicity?
number of years of full-time work
experience you had when you started the a. Asian b. African-American
M.B.A. program? c. Hispanic d. Caucasian
a. None b. less than 2 years e. Other (please specify)
c. 3-5 years d. More than 5 years
iTh l following are statements regarding your satisfaction with various aspects of the JMSB at
Southeastern. Please indicate your response to each statement using the following scale: 1
agree, 2 - neutral, 3 - disagree, and 4 - not applicable.
Generally, I am satisfied with Not
the: Agree Neutral Disagree Applicable
Quality of instruction I received
1 in theJMSB 1 2 3 4
Quality of the courses offered in
2 the M.B.A. Program 1 2 3 4
Faculty's concern for my
3 intellectual development 1 2 3 4
Availability of the faculty outside
4 of class 1 2 3 4
27
5
Availability of courses I needed
to complete the requirements
for my degree 1 2 3 4
6
Career planning/advising
provided 1 2 3 4
7 Computer facilities available 1 2 3 4
8
Quality of academic program
advising provided by the faculty 1 2 3 4
9
Courtesy and Respect shown me
by the faculty and staff 1 2 I
3 4
10
The broad range of courses
available in the M.B.A. Program 1 2 3 4
11
Quality of the multimedia
classrooms in the Russell
Building 1 2 3 4
12
Fairness of the grading process
in courses I have taken 1 2 3 4
13 Job placement services 1 2 3 4
14 Quality of my academic program 1 2 3 4
15
The ability to schedule a
consistent course load of
necessary courses each semester 1 2 3 4
If you did not participate in IETV
courses, please skip to question
18
16
The quality of the IETV delivery
system 1 2 3 4
17 The quality of IETV teaching skills 1 2 3 4
If you did not participate in
Internet courses, please skip to
question 20
18
The quality of the Blackboard
online course management
system 1 2 3 4
19
The quality of the Blackboard
teaching skills 1 2 3 4
28
Please indicate your response to
each statement using the
following scale: 1 - agree, 2
neutral & 3 - disagree Agree Neutral Disagree
20
Overall, I am satisfied with the
graduate education I received
from the JMSB at Southeastern 1 2 3
21
I would recommend the JMSB
M.B.A. program to a friend 1 2 3
22
If I had the opportunity to do it
all again, I would choose the
JMSB at Southeastern for an
M.B.A. 1 2 3
23
Please rate the performance of
the courses and faculty in the
JMSB on the following scale: 1
good, 2 - average & 3 - poor Good Average Poor
24 I
The courses and faculty in the
JMSB helped develop:
25
My ability to analyze a complex
situation 1 2 3
26 My capacity for critical thinking 1 2 3
27 My ethical sensitivity 1 2 3
28 My writing skills 1 2 3
29 My oral presentation skills 1 2 3
30
My understanding of
entrepreneurial skills 1 2 3
31
My ability to work effectively in
teams 1 2 3
32 My ability to use technology 1 2 3
33
A stimulating learning
environment 1 2 3
34
The computer and technological
skills needed to be competitive
in the job market 1 2 3
29
Appendix E
John Massey School of Business
MBA Alumni Survey
Your participation in the following survey is strictly voluntary. Your responses will be kept
confidential. The .IMSB at Southeastern, as part of a continuous improvement initiative, would
like to know how you feel about your experience at the JMSB. Please circle or write in the
relevant answer.
1. What year did you receive your Masters Degree from Southeastern Oklahoma State University?
2. What was the last degree you earned from Southeastern Oklahoma State University?
a. BS b. BA c. BFA d. MBA e. Other (please specify) _
3. What was your Undergraduate major? a. BIM b. Management c. Marketing d. Accounting e. Finance f. Economics g. Other ( please specify) _
4. Please name the University where you received your Undergraduate degree. a. Southeastern Oklahoma State University b. Other (please specify) _
5. What was your final G.P.A (on a 4-point scale)? a. Less than 2.0 b. 2.0- 2.5 c. 2.6 -3.0 d. 3.1- 3.5 e. 3.6 -4.0
6. For classification purposes, what is your gender? a. Female b. Male
30
The following are statements regarding your satisfaction with various aspects of the JMSB at
Southeastern. Please circle your appropriate response to each statement below ranking each
statement from 1 to 5 where 1 indicates you strongly disagree and 5 indicates you strongly
agree.
Generally, I am satisfied with the:
Quality of instruction J received in the
JMSB
Quality of the courses offered in the
program
JMSB faculties' concern for my
intellectual development
Availability of the JMSB faculty outside
of class
Availability of courses I needed to
complete the requirements for my
degree in the JMSB
Career planning/advising provided by
the .IMSB faculty
Computer facilities available through
the JMSB
Quality of academic program advising
provided by the JMSB faculty
Courtesy and respect shown me by the
JMSB faculty and staff
The Broad range of courses available in
the JMSB programs
Quality of the multimedia classroom
facilities in the Russell Building
Fairness of the grading processes in
courses I have taken in the JMSB
Job placement services in the .IMSB
Quality of my academic program in the
JIV1SB
Strongly
Disagree
2 3
2 3
I2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
2 3
41
4
1
1
4
1 4
4
1
1
4
1 4
1 4
1 4 I
4I
1
4
1
1
4
1 4
1 4 I
Strongly
Agree
5
5
5
5
5
5
5
5
5
5
5
5
5
5
31
Strongly
Disagree
Strongly
Agree
The ability to schedule a consistent
course load of necessary courses each
semester 1 2 3 4 5
The quality of the IETV delivery system 1 2 3 4 5
The quality of the IETV teaching skills 1 2 3 4 5
Overall I am satisfied with the
education I received from the JMSB at
Southeastern 1 2 3 4 5
I would recommend the JMSB to a
friend 1 2 3 4 5
If I had the opportunity to do it all
again, I would choose the JMSB at
Southeastern for a degree 1 2 3 4 5
Please rate the performance of the courses and faculty in the .IMSB on the following scale with
1 being very poor performance to 5 being very good performance.
Very Very
Poor Good
In developing my ability to analyze a complex
situation 1 2 3 4 5
In developing my capacity for critical thinking 1 2 3 4 5
In developing my ethical sensitivity 1 2 3 4 5
In developing my writing skills 1 2 3 4 5
In developing my oral presentation skills 1 2 3 4 5 I
In developing an understanding of
entrepreneurial skills 1 2 3 4 5
In developing my ability to work effectively in
teams 1 2 3 4 5
In developing my ability to use technology 1 2 3 4 5
In developing my understanding of global
dimensions of business 1 2 3 4 5
In providing a stimulating learning environment 1 2 3 4 5
In providing me with the computer and
technological skills needed to be competitive in
the job market 1 2 3 4 5
32
-------------------
Please indicate your name and contact information in the space below. This information will be
used strictly by the JMSB and will not be shared with any other offices at Southeastern
Oklahoma State University.
Name: _
Address: _
Telephone: _
E-Mail: _
Please continue to the next page.
Please provide us with your employment information. Again this information will be used
strictly by the JMSB and will not be shared with any other offices at Southeastern Oklahoma
State University.
Name and address of your employer: _
Your position there: _
How long have you been employed by this employer? _
May we contact your employer for survey purposes to inform the preparation of MBAs?
__ Yes. You have my permission to contact my employer. Please indicate the best
person to contact:
Name and Title: Telephone: _
No. I prefer that you do not contact my employer.
Signature: _
Date: _
THANK YOll FOR YOUR TIME. IF YOU HAVE ADDITIONAL COMMENTS OR SUGGESTIONS,
PLEASE FEEL FREE TO INCLUDE THEM WITH THIS SURVEY.
33
