AACSB WORKSHOP: 3 JUNE 2011

Dr. Kristie Ogilvie

Agenda
Gems in the CBPA
Introduction of AACSB
AoL / Curriculum in Relation to AACSB
Curriculum Mapping Defined
Syllabi Analysis
Hands On Workshop
Feedback from AACSB

CBPA Gems
Numerous activities unknown at the College

level
Numerous activities in individual concentrations
or courses
Melissa Hartmann, MGMT 306
Dr. Anna Ni, PA 315
Dr. Mike Stull, Entrep. Program

With the impressive quality of our faculty, there

may be are more.

And those who could be a gem with the right

opportunity!

Structure
Dean**
AACSB / Accreditation
Strat. Plan.
Com
(Stull)

Dean

Director of Accreditation (Ogilvie)

Analyst (Flynn)

Strategy /
Mission
Standard
1-15

AQ/PQ
Graduate Courses
Digital Measures
Publication
Quality
Standard 2, 9,
10*

Assurance of
Learning
Undergraduate
Graduate
MSA
Offsite & Online

Documentation
Liaison:
1.AACSB Contact
2.University
Relations

Milestones:
3.Interim Report
Standards 164.5th Year Report
21*
5.On Site
th
ocus of Interim Report , 5 Year Report and Visit
Visitation
Dean Rose is a current mentor and peer reviewer for AACSB

INTRODUCTION TO AACSB

AACSB, An Introduction
AACSB was established in 1916.
Headquarters in Tampa, Florida.
Accreditation is awarded base on

21standards.
Accreditation is made at the institutional
level.
Accreditation is awarded in business,
accounting, or both.
AACSB accreditation awarded to less than
10% of Business Schools Worldwide.
Accredited Institutions

Standards
Standards
Description of requirements
Less information on the how to
Interpretive material provided as a supplement
Conferences, seminars, webinars, whitepapers

cover acceptable and best practices.

Mission / Strategy - Standard 1-5

Faculty Qualifications - Standard 6-15
Assurance of Learning - Standard 16-21

AACSB Accreditation
Initial accreditation must cover all

standards
Maintenance of accreditation covers the
areas of weakness from last 5 year visit
CBPA: AoL and Faculty Qualifications

Upon initial accreditation an interim report

is due 2.5 years into accreditation cycle

CBPA: July 2011

Every five years a visit occurs a full report

is due.
CBPA: AY 2013-2014, requested Winter term

ASSURANCE OF LEARNING
(AOL)

Assurance of Learning
Student learning is the central activity of higher

education.
Definition of learning expectations and assurance
that graduates achieve learning expectations are
key features of any academic program.
The learning expectations derive from a balance
of internal and external contributions to the
definition of educational goals.
Learning goals should be set and revised at a
level that encourages continuous improvement in
educational programs.

AACSB on Curriculum / AoL

. faculty members must decide which

components of the curriculum will contain

certain learning goals
. they must establish monitoring mechanisms
to ensure that the proper learning experiences
occur.
Course syllabi, examinations, and projects
should be regularly reviewed to see that
learning experiences are included to prepare
students to accomplish the intended learning
goals.

Assurance of Learning
Definition
Assurance of Learning Framework
Create learning goals that reflect the

outcomes that an institution wants students

to obtain upon graduation.
Assess student learning, based on those
learning goals.
Analyze and report results of the data from
the assessment process to the stakeholders.
Drive change for continuous improvement
from the assessment program. Closing the
loop.

Assurance of Learning
AACSB states accredited schools must

illustrate a mature system for collecting and

assessing data for maintaining accreditation,
outlined from the AACSB standards.
For schools with visit years in 2007-08 and

beyond, the impact of assessment outcomes

on continuing development of degree
programs should be evident. (AACSB 2011,
p. 69)

What is a mature framework?***

Methodology is sound (reliable and valid)
Established and well thought out learning goals
No group data
Mature rubrics for assessment and rater reliability
Not a major concern, except if the results show to be an issue (such as no

improvement necessary for a majority of learning goals)

Assessment
Course selection
Does not exclude any set of students that makeup the program
Consistency between courses for multi course sample (i.e. PA 315)
Portfolios / Comps
No selection bias (population / e-portfolios)

Faculty driven
Data drives change in curriculum
Issues discussed in recent trends
Mounds of data, does not drive change and improvements of curriculum
*** Accumulation of discussions from seminars/conferences

Assurance of Learning
Learning Goals
Universal Skills that all students should

possess through development in their

program upon graduation
Four to six recommended.
Goals can vary per program

Examples from AACSB Material

Leadership, Globalism, Teamwork, Information

Technology, Oral Communication, Written

Communication, Ethical Reasoning, Problem
Solving, etc.

Assurance of Learning
Learning Goals
One Direct Measure of each learning goal

required.
Direct = Student Assessment

Indirect learning goals, as necessary.

Syllabi analysis, employer surveys, faculty

feedback, etc.
Two cycles of data collection and analysis

required each five year cycle.

Assurance of Learning
Assessment
There are three most accepted data

collection methods (over 97% of

institutions use one of these methods):
(1) Selection
Entrance exam, such as SAT or GMAT

(2) Course embedded measures

(3) Stand alone testing
Graduation exam

Assurance of Learning
Methodology
Programs have two options for selection of

their data target

(1) assessment of each concentration
(2) assessment of the core courses of a

program
Virtually every school uses the core course

program technique (ICAM 2011)

Assurance of Learning:
Learning Goals - UG, MBA, MSA
Communication, Oral
Communication, Written
Problem Solving Skills
Innovative for UG/MBA

Ethical Reasoning Skills

Informational Technology
Not included for MSA

General and Specific Management Knowledge

and Skills
Accounting Specific Knowledge for MSA

Learning Goals Defined

Oral Communication
Assessment
Oral presentation in class, though participation is not enough
Group presentation is acceptable, though assessment is captured at the individual

level
Syllabi Analysis
Oral presentation discussed in grade section or schedule of syllabi

Written Communication
Needs to be an individual assignment
At least 2 pages
Can be in- or out-of-class assignment
Mature framework would have consistent content, textbook, assignments

between sections
Problem Solving
Individual Assignment
Essay style submission

Learning Goals Defined

Ethical Reasoning
Assessment
Essay style submission for assessment

Syllabus analysis
Coverage in course with learning outcomes, content covered in course,

and/or assignment.
Most approved texts have a chapter or portion of text related to ethics in
various disciplines.

Information Technology
Project based assignment

Management and Specific Skills

BAT Test
First valid and reliable exam issued in Spring 2011, have been piloting

since 2009.
Comp / Portfolio or ETS test

Assurance of Learning
Data Collection Methodology
Method
Oral
Communication
Written
Communication
Problem Solving
Ethical Reasoning
Information
Technology
MGMT Specific
Content Skills*

UG

MBA

Course Eval. MGMT302

MGMT685

MSA
ACCTG 615

Essay

PA315

MGMT685

Comp

Essay
Essay
Project

INFO309
PA315
INFO309

INFO 609
MGMT685
INFO609

Comp
ACCTG 620
NA

Comp

Comp

Exam/Essay MGMT 490

* MSA = Accounting Specific Content Skills

Syllabi Analysis
Learning Goals
Identification of Learning Goals through syllabi

analysis (Undergraduate)
Last two years of analysis was to communicate

the need for more detail in syllabi.

Now, consideration of integrating learning goals
not previously integrated is being asked of faculty.
Not all learning goals can be integrated in all

courses.
180 size classes, Online classes, etc.

But we can do more!

Faculty Action Necessary

Providing Syllabi to Department
Need the population of syllabi
Historically takes 2 months to collect syllabi
Provide to department ASC each term.
Respond to emails requesting syllabi.

Consider Learning Goals

Individually
Core Areas Groups
Curriculum Committee

AoL Maturing its Framework

As faculty are refining their syllabus, the AoL

methods are maturing.

Past system was a static evaluation
Red/Yellow/Green (next slide)

We will be completing a curriculum map to

understand where we will be intentionally

placing our learning goals into the curriculum.
The next slide reports historical findings
By next AY, we will have a mature curriculum

map, from a variety of sources and maturing the

framework.

Assurance of Learning
Indirect Measures: Syllabi
200
8
FIN 313
33%
FIN 314
33%
SCM 304
75%
100
MGMT 302
%
MGMT330 75%
MKTG 305
0%
100
PA 315
%
MGMT 490 25%
INFO
309 Green

2011:

Written
Oral
200
Sp201
201
9 2010
1 2008 2009
0
50%
0%
75%
0%
0% 0%
0%
0%
0%
0%
0% 0%
50%
0%
60%
0%
0% 25%
100
% 100%
80% 100% 40% 80%
75% 80% 100%
25% 75% 40%
0% 33%
17%
0%
0% 0%
100
% 33%
50%
0% 33% 0%
100 100
71% 29%
50%
50%
%
%
100
100
=%
19 50%
Yellow80%
= 2 Red = %
6 67%

2010: Green = 11 Yellow = 2 Red = 14

2009: Green = 14 Yellow = 3 Red = 10
*Will mature system at UG level and redefine
categories.

Ethics
Sp20
11
0%
0%
0%
80%
50%
17%

2008
0%
0%
0%

2009
0%
0%
0%

2010
0%
0%
0%

67% 100% 100% 100%

75% 100% 80% 100%
60% 100% 71% 100%

0%

50%

66% 100%

90%

50%

57%

50%

Sp20
11
50%
50%
20%

50%

14% 100%

Less than 50%

83% 83%
and
No Improvement
100%

Less than 50%,

but improving
50% or more

Learning Goals into Individual

Courses
Ethics:
Covered in most core textbooks
Covered in a Special Topics lecture
Take home assignment considering any topic in

business in relation to ethics

Journal entries
Oral Communication, Written Communication,

Information Technology, Problem Solving.

How can these be best integrated into your course?

Teaching Knowledge Factory will be a resource.

Curriculum Mapping Defined

Curriculum mapping is a process in which the

defined learning goals / skills / topics are

mapped in a strategic view of a curriculum to
illustrate the places in which these variables
are identified to be present in a program.
Curriculum Mapping is a procedure for:
reviewing curriculum
illustrate where skills should be identified and at

what level
assist faculty in maturing and developing
curriculum appropriately

Overall Process
Define the learning goals in which need mapping.
Define where in the program or curriculum the learning goals are:
(I) Introduced = First exposure. The concepts and theories are

discussed, though not criticality analyzed or to an in-depth level to

fully understand the implication of application of such theories.
Assessment may be in definition and concept type assessments,
commonly multiple choice questions.
(D) Developed = The learning goals moves from an introductory level

to a more thorough understanding of the theories and implications of

those theories. Assessments may include short answer type
submissions or multiple step quantitative assessment.
(M) Mastery = Students demonstrate a thorough understating of the

concept and depth of understanding of the implications to the subject

matter. The student has in depth knowledge of the learning goal.
Assessments may include essay style submissions or multiple step
quantitative assessment where judgment is needed.
Map the learning goals in the curriculum to the level appropriate for the

Assurance of Learning:
Learning Goals - UG, MBA, MSA
Communication, Oral
Communication, Written
Problem Solving Skills
Innovative for UG/MBA

Ethical Reasoning Skills

Informational Technology
Not included for MSA

General and Specific Management

Knowledge and Skills

Learning Goals Exercise

Communication, Oral: Each student can effectively present

information orally.
Communication, Written: Each student can effectively
communicate in writing.
Innovative Problem Solving Skills: Each student can apply
knowledge in new and unfamiliar circumstances and devise
innovative solutions to cope with unforeseen events.
Ethical Reasoning Skills: Each student can recognize / analyze
problems and choose / defend resolutions for practical business
situations.
Information Technology Skills: Each student can use information
technology to support the structure and processes of the
organization, and use information technology in decision-making.
General and Specific Management Knowledge and Skills: Each
student should obtain required general and specialized
management knowledge and skills for the creation of value
through integrated operations and distribution of goods, services,

Curriculum Map
Curriculum Mapping: Where are our Learning Goals: (I)ntroduced, (D)eveloped,

and (M)astered
UG: Lower Division Core Courses:
INFO 101, ACCTG 211 & 212, MGMT230, SCM210

UG: Upper Division Core Courses:

Fin 313 & 314, PA315, MKTG 305, MGMT302, MGMT330, INFO 309, SCM304, MGMT 490

MBA Core:
Acct 606 , Fin 602, Info 609, Mgmt 601, Mgmt 685, Mktg 605, Scm 607.

Course 1 Course 2
Course 3
.
.
Course # __302______
________
________
Oral Communication
| I, D
|
|
Written Communication | I, D
|
|
Ethical Reasoning | D
|
|
Problem Solving | D
|
|
Information Technology
|
|
|
MGMT Specific Skills | I, D
|
|

Lower-division requirements (32 units)

1. ACCT 211. Introductory Accounting I (4)
2. ACCT 212. Introductory Accounting II (4)
3. ECON 200. Principles of Microeconomics (4)
4. ECON 202. Principles of Macroeconomics (4)
5. INFO 101. Introduction to Information Technology (4)
6. MGMT 230. Business Law (4)
7. SCM 210. Applied Business Statistics (4)
8. Four units chosen from (also meets the General Education

requirement category B1):

MATH 110. College Algebra (4)
MATH 120. Pre-Calculus Mathematics (4)
MATH 192. Methods of Calculus (4)
MATH 211. Basic Concepts of Calculus (4)

Upper-division core requirements (36 units)

1. FIN 313. Business Finance (4)
2. FIN 314. Corporate Financial Management (4)
3. INFO 309. Information Management (4)
4. Four units chosen from:
MGMT 302. Management and Organizational Behavior (4)
PSYC 302. Management and Organizational Behavior (4)

5. MGMT 330. Legal Environment of Business (4)

6. MGMT 490. Strategic Management (4)
7. MKTG 305. Marketing Principles (4)
8. PA 315. Government-Business Relations (4)
9. SCM 304. Principles of Supply Chain Management (4)

Concentrations
Accounting
Accounting

Information Systems
Entrepreneurial
Management
Finance
Human Resources
Information
Management
Information
Management
Information
Assurance and
Security

International Business
Management
Marketing
Real Estate
Sports and Entertainment Management
Supply Chain and Transportation

Management

**Specialty areas and minors not listed.

Current Curriculum
Lower Division Core
ACCT 211.
Intro Acctg I

ACCT 212.
Intro Acctg II

INFO 101.
Intro to Information Tech.
MGMT 230.
Business Law
Math
Requirement

Upper Division Core

FIN 313.
Business Finance

Cntn

FIN 314. Corp.

Financial Mgmt

INFO

INFO 309. Info. Mgmt

MGMT 330. Legal Enviro. of Bus.

SCM

SCM 304.
Princ. of Supply Chain Mgm

ACTG

MGMT 302 (or PSYCH).

Mgmt & Org Behavior

FIN

MKTG 305.
Marketing Principles
ECON
200 & 202

SCM 210.
Applied Bus Stats

Real
Estate

PA 315.
Gment-Business Relations

ENTP
*MGMT 490.
Strategic Mgmt

Course Embedded Measures for AoL

*One core course can be taken concurrently with
490
** Upper Division Writing Requirement (not only

MKTG

MGMT
HR

**MGMT306

Curriculum Suggestions
Type of Change:

___ Sequencing ___ Removal of course

___ New Course ___ Other
If new course, placement in curriculum: Core, Concentration, Program?

Explanation: ______________________________

____________________________________________
____________________________________________
____________________________________________

Near Term Objectives

Finalize AoL Framework in Spring 2011
Conduct pilot assessments beginning as early as

Summer 2011
Finalize Strategic AoL Faculty committee
Curriculum Map finalized prior to next syllabi
assessment (Winter 2011)
Compile Teaching Knowledge Factory Book
Hold regional conference for all AACSB schools in
Southern California
AACSB Library of documentation
Hold AACSB workshops next AY

FEEDBACK FROM AACSB

Recent Trends of Issues (BPAV2011)

Ensure that actions, strategy, and philosophy are

derived from your mission.

A recent issue are institutions that are expanding their

programs it is not enough to say it is based on increasing

funding, but needs to align to the mission of the institution.
Faculty qualifications need clear policy as to what

designated AQ/PQ and P/S. THIS STATEMENT MUST

MATCH VITAS.
Teams are now checking, due to % in tables not matching

vitas recently.
Committee meeting minutes should be available to

visiting team.

Recent Tends (ICAM 2011)

Collect less data for AoL and use it more
Mounds of data collection and not closing the

loop.
Inaccurate % of AQ/PQ/O
Teams will be sampling Vitas per the Policies,

which need to match.

Questioning of graduates of non-AACSB

schools with IC review (MAC2011)

Outgoing Chair Remarks at ICAM @

UCI (ICAM 2011)
In state student pay less
Public Institutions are becoming financially

dependent
Out of state / Country students given priority,
though not for Mission based reasons
This needs a strong look at resulting
implications
Recommendation: Increase in-state tuition,
decrease out-of-state/country tuition

Blue Ribbon Committee

Update of standards with recognition of the

issues and continuously improve the

accreditation process
2011 Committee
Members - 21 Deans/Provosts and 2 AACSB

representatives
Recognizes major issues and concerns at a
strategic level
~5 years to adapt to new standards

Previous Blue Ribbon Committee

(2003)
Required research for accreditation
Recognized importance of PQ faculty
Focused on strategic management
Improved global applicability to standards
Introduced Assurance of Learning (AoL)
ICAM 2011

2011 Blue Ribbon Committee Topics

Faculty Intellectual Contributions
Research and Teaching Relationship

More consistent definition of participating and

supporting designations
Faculty employment at more than one institution
Deployment of international partnerships, especially
with non-AACSB schools
Scope: Institutional rather than school (major issue
with international schools)
Long term moving to multiple levels or models of

accreditation.