25.

Standard 4.

Academic Programs

1. Overview

Bentley University’s mission is to educate creative, ethical, and socially responsible organizational leaders who are

prepared to contribute immediately to the organizations in which they work. To accomplish this mission, the

faculty develops programs with challenging curricula that engage students in contemporary business issues and

have a strong grounding in the arts and sciences. A focused assurance of learning program assesses student

outcomes and identifies areas for improvement in the curriculum. Policies and procedures assure that graduating

students meet Bentley standards.

The Bentley University Faculty Manual places the ultimate responsibility for the program portfolio with the provost

and the deans of business and arts and sciences. Under Bentley’s shared governance system, new programs may

originate with either administration or faculty, but the faculty develops and approves programs and courses before

their introduction. Academic Affairs Strategic Planning Retreats (AASPR), attended by senior faculty and

administrators have shaped new programming, as have academic departments, the President and the Provost.

Bentley’s portfolio of bachelors, masters and doctoral degree programs (see Appendix 4.1) is tightly linked to the

institution’s strategy and areas of thought leadership, and has been developed based on faculty expertise and

interest as well as on market need. Routine program reviews and learning assessments help assure the quality of

the curricula. All programs are implemented only after a careful iterative review by faculty governance, as

described below. Bentley aims to offer programs that respond to the needs of domestic and international business

and society, and to discontinue programs, majors or concentrations that are not strategic.

This standard discusses the undergraduate degree programs, the graduate degree programs, integrity in the award

of academic credit, and assessment of student learning.

2. Description

2.1. Undergraduate degree programs

Undergraduates can earn a Bachelor of Science degree in one of twelve majors or a Bachelor of Arts degree in one

of eight majors. Appendix 4.2 lists the number of graduates from each of these programs. Bentley offers two

optional second majors, the Business Studies Major (BSM) for BA students and the Liberal Studies Major (LSM) for

Standard 4.

BS students. These are not designed to be independent majors but instead serve as complements to the primary

major. Students also may declare a four course minor from among thirty-four options.

All undergraduate degree programs at Bentley University are informed by the institution’s commitment to the

fusion of business and the arts and sciences. Consistent with the emphasis on this fusion, every undergraduate

major builds on the foundation of the fifteen-course General Education core. All business majors require the entire

nine-course General Business core in addition to discipline specific work. With the exception of the BA in Liberal

Arts, a self-designed major in which a student works with a faculty advisor to develop a customized degree

program, all non-business majors require a five-course business studies minor.

Bentley’s formal oversight process for undergraduate academic programs is built around a committee structure

that includes members elected by the general faculty. Curricular changes with strategic implications are reviewed

first by the Curriculum Policy Committee (CPC) that considers the proposals in the broad context of the university’s

mission and provides guidance to the authors of proposals. When a proposal is developed fully, the Curriculum

Implementation Committee (CIC) reviews its details, votes on the proposal, and sends its recommendation to the

Faculty Senate. The implementation committee reviews courses and programs to ensure that they are rigorous

and coherent and afford students the opportunity to develop knowledge and skills in a specific disciplinary or

clearly articulated interdisciplinary area. It also ensures that courses are designed with appropriate contact hours

and workload relative to the credits awarded. The Senate, considering input from CIC and CPC, when relevant, also

discusses and votes on all course and program proposals. For programmatic changes, the approval of the General

Faculty is required.

Every undergraduate major and minor is associated with a specific department (or combination of departments)

that is expected to evaluate the program annually and submit a summary to the appropriate dean. Instructors

receive student feedback (SETs) for every course section they teach through an online system. These are used to

identify strengths and weaknesses of the course from a student perspective.

2.1.1. General education curriculum

The general education curriculum requires forty-six credits distributed across the study of the humanities, the

natural and mathematical sciences, and the social sciences. All Bentley undergraduates also take a minimum of 15

additional credits in arts and sciences electives. Consequently, at least half of the 122 credits earned by

undergraduates are in arts and sciences. The general education curriculum assures that Bentley undergraduates

develop (1) knowledge and understanding of scientific, historical, social, and cultural phenomena; (2) effective

written and oral communication skills; (3) critical and analytical thinking skills; (4) personal and social

responsibility; and (5) an understanding of appropriate and ethical uses of information technology.

Recognizing the critical importance of communication skills, the general education requirements include a six-

credit sequence in expository writing. Effective communication skills are also stressed through six credits in

courses that are designated as communication intensive, at least one of which must be in the student’s major. In

addition, students are required to take at least one course that is designated as United States diversity intensive

and one that is designated as international intensive. These requirements were developed to ensure that all

students were exposed to at least some discussion of diversity and international context as part of their

undergraduate curriculum.

27.

A one-credit first year seminar is also required in the general education curriculum. Taken during the fall of the

first year, the seminar helps students adjust to college life. It is led by a staff member from the division of student

life and is either clustered with a three-credit course or has a faculty member assigned as an academic advisor to

the seminar.

2.1.2. The general business core

Bentley redesigned its general business (GB) core in 2007 as an integrated nine-course sequence that develops

student knowledge and skills across all fundamental business disciplines. It provides an integrated perspective

illustrating how business functions fit together. A course coordinator monitors each of the nine courses, and the

associate dean of Business Programs is responsible for overall oversight. The sequence was implemented in Fall

2009 and the Class of 2013 will be the first educated entirely under this model.

2.1.3. Major and minor programs

Bentley University offers business majors in Accountancy, Computer Information Systems, Corporate Finance and

Accounting (CFA), Economics-Finance (EC-FI), Finance, Information Design and Corporate Communications (IDCC),

Information Systems Audit and Control (ISAC), Management, Managerial Economics, and Marketing. Most

students major in business1. All business majors complete the general education curriculum, the entire general

business core, and the specialized coursework required for their major. All majors require a minimum of eight

courses, with the interdisciplinary majors (CFA, EC-FI, and ISAC) requiring up to 10 courses. With 61 credits in the

arts and sciences, 27 credits in the fundamental business core and between 24 and 30 credits in a major area, this

curriculum provides Bentley students with a comprehensive education.

In the arts and sciences, Bentley offers majors in History, Philosophy, Global Studies, Media and Culture,

Mathematical Sciences, Actuarial Science, Public Policy, Spanish Studies, and Sustainability Science, the last four

introduced in Fall 20122. Enrollments in arts and sciences majors are small compared to business majors.

Mathematical Sciences was traditionally the most popular arts and science major, enrolling almost half of all arts

and science majors through Spring 2012. The new Actuarial Science major now attracts many of the students who

previously majored in mathematics; there were 32 Actuarial Science majors and 22 Mathematical Sciences majors

as of Fall 2012.

Students can select from 34 minors including thematic and interdepartmental minors as well as those more

disciplinarily based. All 17 departments offer at least one minor. A full list is provided in Appendix 4.4 Panel A.

As described above, Bentley offers two optional second majors to complement the primary major, one for business

and one for arts and science students.

The Liberal Studies Major (LSM) is the optional second major for BS students and currently enrolls

approximately 700 students. This interdisciplinary major is designed to help students construct greater

meaning out of their liberal arts education by combining some required courses from the general

education curriculum with specified electives organized around a concentration. The concentrations are

1 96.8% of declared students in Fall 2012 registered to major in business and 3.2% in arts and sciences.

2 A further major in Health Sciences was approved at the December 2012 General Faculty meeting for a 2013 launch.

Standard 4.

(1) American Studies; (2) Earth, Environment, and Global Sustainability; (3) Ethics and Social

Responsibility; (4) Global Perspectives; (5) Health and Industry; (6) Media Arts and Society, and; (7)

Quantitative Perspectives (see Appendix 4.4 Panel B). These concentrations cut across many disciplines of

the arts and sciences, offering breadth with coherence. The associate dean of Arts and Sciences manages

the program. The LSM requires written annual retrospectives in which students make connections across

their coursework and a comprehensive unifying or culminating project that is determined by the student

in consultation with his or her advisor.

The Business Studies Major (BSM) was approved in 2011 and launched in Fall 2012 as an optional second

major for students earning BA degrees. The major requires eight business courses - a minimum of six from

the general business core and two electives.

2.1.4. Honors program

Since its establishment in 2000, the Honors Program has proven effective in attracting high achieving applicants

and offering these top students a challenging and rigorous academic experience. The program enrolls

approximately ten to fifteen percent of each incoming class. At any given time, the total honors cohort is between

360 and 400 students.

Honors students are currently required to take eight three-credit honors courses including up to three in their

major, depending on the specific major. The remaining courses come primarily from general education and arts

and science elective requirements. Students must also complete a three-credit capstone course that entails

designing and completing an original research project. Although most of these capstone courses are completed

individually under faculty supervision, some are undertaken as group consulting projects under faculty direction.

Honors students present their capstone projects at a spring honors conference.

A review of the Honors Program was completed in 2012 and is available in the base room. The program review

taskforce surveyed major stakeholders - current students, alumni, and faculty - and interviewed those involved

with administering the program, including the director, associate director, and vice president of enrollment

management. The director of the honors program will implement suggestions in the taskforce report.

2.1.5. Service learning

The Bentley Service-Learning Center (BSLC) and its many highly successful programs are central to Bentley’s

mission. The center promotes academic learning through service with the understanding that students’ community

involvement outside the classroom contributes significantly to what they learn within it. The program

encompasses service projects that meet identified community needs, and academic assignments that promote

greater student understanding of the relevant academic course material, social and civic responsibility, and

personal growth. Projects undertaken include direct interpersonal assistance, organizational resource

development, or partner-sponsored research. Approximately 1,200 students and 100 faculty members work with

sixty community partners in 90 service-learning programs annually.

The university recently completed a national search for a new director of the service-learning program who is

expected to continue to strengthen the center and its integration into all academic programs. In particular, Bentley

wants to develop and maintain projects that are an appropriate match for a variety of courses, disciplines, and

majors.

29.

2.1.6. Study abroad and international programs

In support of Bentley’s goal to prepare our undergraduate and graduate students for the global workplace, the

Cronin Office of International Education arranges partnerships and affiliate programs that offer academic and co-

curricular opportunities including exchange programs, study abroad programs, and internships. Partnerships with

universities abroad bring exchange students to further diversify the international student body, provide faculty

with opportunities to develop research, teaching or administrative interests, and host visiting scholars. In addition

to semester-long study abroad programs, Bentley also offers faculty-led, short-term study abroad courses during

the summer, spring, and winter breaks, and courses that include embedded travel components, usually during

spring break. Details of the numbers of undergraduate and graduate students participating in study abroad

opportunities are provided in Appendix 4.7.

2.2. Graduate degree programs

The McCallum Graduate School offers three distinct MBA programs, seven Masters of Science (MS) programs and

two PhD programs. Appendix 4.3 lists the numbers of graduates from each of these programs. The Graduate

Council and Graduate Curriculum Committee, which reports to it, manage the master’s level program portfolio

while the PhD Council reviews doctoral programs. Faculty Senate and the general faculty must approve new and

major changes to master’s programs.

MS and MBA programs are reviewed on a five-year cycle. The guidelines for this process as well as the master’s

program review template’s data requirements are available in the base room.

Highly qualified Bentley undergraduates can apply to the master’s candidate program. This permits them to enter

most McCallum programs with an abbreviated application process that does not require GMAT exams. Students

must maintain a 3.2 grade point average across their undergraduate courses to be eligible to remain master’s

candidates.

2.2.1. Master of Business Administration programs

Bentley has recently restructured its MBA curriculum to suit the needs of three distinct groups of students: those

with little or no post-undergraduate work experience; those balancing full-time work with their education; and

accomplished professionals seeking a cohort experience to further their leadership capacity.

The Bentley MBA for accomplished professionals is the newest and most innovative of the university’s MBA

offerings. Designed jointly by arts and science and business faculty, it reflects the university’s mission and

distinctive interdisciplinary approach. The program was launched in late July 2012 with an initial cohort of 19

students. The 11 month program is built around four themes of innovation, value, environments, and leadership.

Students travel on two international and one domestic field-based collaboration to understand better how

companies work within a network that includes other corporations, not-for-profits and government agencies.

Instructional activities and collaboration with faculty take place in a studio with state-of-the-art communication

and learning technologies, designed to facilitate both individual and group work.

In recognition of the significant market demand among less-experienced students, Bentley offers the Emerging

Leaders MBA. Consistent with Bentley’s mission to fully prepare students for the workplace, the program offers

experiential learning opportunities. Two courses require students to work on corporate partner problems. In

addition, students meet with business and government officials to further their understanding of international

Standard 4.

economies and cultural awareness in a global business experience, a faculty-led 10-day international trip. Career

development workshops are also offered to help students assess their interests and identify a career path, develop

a resume and interview skills, and find employment.

The Professional MBA, designed for part-time students, has a minimum of 12 courses and allows student to

concentrate (see Appendix 4.8 for the concentration choices). Students without prior coursework from an

accredited program in the business fundamentals3 must complete course work in these fundamentals as well.

Based on a program review of the MBA curriculum, major changes to the professional MBA have been moved

through governance and were approved by the faculty in December 2012. The changes increase the number of

required courses, reduce the number of electives, and bring the curriculum more in line with the Emerging Leaders

MBA program. The revised curriculum will apply to all students admitted in Fall 2013.

Both Emerging Leaders MBA and Professional MBA students can combine their degree with one of the MS

programs described below. Since four of the courses students take can apply to both degrees, the additional MS

requires only six additional courses. Students may also earn a certificate in a specific discipline. These are available

in accounting, business ethics, business analytics, marketing analytics, fraud and forensics, personal financial

planning and taxation.

2.2.2. Master of Science programs

The seven specialty Master of Science degrees are Accountancy, Finance, Financial Planning, Human Factors and

Information Design, Information Technology, Marketing Analytics, and Taxation. These degrees provide in-depth

knowledge of the theory and tools critical to each discipline, while also allowing students to explore how their

specialty relates to other functional areas within an organization. Each degree requires 10 courses, and many have

pre-program requirements. These programs are appropriate for Bentley’s master’s candidate students who want

to obtain more depth in one area of specialization. Many students are enrolled in Accountancy or Taxation in order

to meet CPA requirements.

Bentley has assumed a leading position in offering a hybrid method for delivering on-line courses. Students may

choose to attend classes on campus or remotely via CentraTM

technology that enables distance students to receive

the same class delivery as the students attending in-person. They are visible to the instructor, can ask questions in

real time and participate in classroom discussions. The MS programs in Taxation, Financial Planning, and Human

Factors and Information Design are available entirely in an on-line format.

2.2.3. PhD programs

Bentley’s doctoral programs in business and accountancy focus on preparing students for academic careers. They

include developing mastery of research skills, deep disciplinary knowledge, academic writing ability, and teaching

competence. Students gain a solid understanding of both quantitative and qualitative research methodologies

grounded in a comprehension of alternative philosophies that can be adopted in the social sciences, plus solid

statistical knowledge and skills. Consistent with Bentley’s mission, the doctoral programs also include a class on

ethics and corporate social responsibility.

3 This includes economics, statistics, accounting, finance, marketing, operations, and organizational behavior.

31.

The business program is interdisciplinary with core courses in economics, organization theory, and information

systems. Thereafter students specialize in an area of management such as strategy, marketing and organizational

behavior. The accountancy program offers disciplinary expertise in various areas of accounting from which the

students then specialize in a sub-discipline.

2.3. Integrity in the award of academic credit

Bentley has a thorough system of policies and procedures in place that assure integrity in the award of academic

credit. The Academic Standards Committee assures that academic credits awarded meet Bentley standards for

undergraduate education. The committee comprises elected members of faculty and ex-officio representatives

from administrative offices. Its purpose is to recommend policies in such areas as graduation requirements,

probation, academic warnings, GPA requirements, attendance requirements, examination policies and practices,

grading systems, and the evaluation of student performance. The committee also evaluates existing academic

policies and procedures and proposes new policies to Faculty Senate. The Graduate Council that includes

department chairs from all departments with courses in the graduate school, in collaboration with the Office of

Graduate Student and Academic Services and the Dean of Business, oversees academic standards for the graduate

programs. The PhD Council serves the same role for the doctoral programs. The undergraduate Curriculum

Implementation Committee, the Graduate Curriculum Committee, and the PhD Council review courses to ensure

that they are designed with appropriate contact hours and workload relative to the credits awarded. An academic

calendar committee arranges the semester schedule so that classes meet for the appropriate number of contact

hours. Faculty members are regularly reminded of academic policies and department chairs monitor compliance.

As discussed in Standard 11, Bentley has a well-defined academic integrity system to help assure that students

receiving credit for courses are actually doing their own work. Students and faculty play an integral role in the

academic integrity system.

Bentley University’s degree names and structures follow practices common to American institutions of higher

education. Policies related to the awarding of academic credit and the requirements for degree completion are

clearly stated in the undergraduate course catalogue and Student Handbook. For the graduate program, relevant

information is available in the graduate course catalogue and the Graduate Student Handbook.

The undergraduate course catalogue is reviewed and updated annually. Any course that has not been run within

the past three years is removed from the catalogue. Similarly, changes to graduate school policies or programs are

promptly reflected on the website of the Office of Graduate Student and Academic Services. A least harm/most

benefit policy is employed when changes are made to the curriculum. As such, continuing students may work

toward their original degree based on the same requirements with course substitutions allowed as necessary and

appropriate.

Clearly stated policies exist regarding credit given for undergraduate courses taken at other institutions. Students

may bring in a maximum of 61 credits in transfer and/or alternative sources of credit. Only two courses in transfer

or alternative credit may be applied to the major. Transfer credit evaluation is centralized under the Office of

Undergraduate Admissions. Comparability to Bentley courses is determined by department chairs or their designee

or by the transfer credit coordinator following guidelines provided by the department chairs. The associate

director for Transfer Admissions works closely with area community colleges and high school/college partnerships

to review their curricula and provide updated information about changes in Bentley’s course content. The Cronin

Office of International Education fully reviews programs attended by students studying abroad and the courses are

Standard 4.

also evaluated to assure comparability to Bentley courses by department chairs. Bentley partner universities and

affiliate programs are vetted by the Cronin Office of International Education and an international education

advisory committee, and approved after careful consideration of a program’s credentials and reputation. The

Cronin Office of International Education conducts on-going evaluation of approved programs through student

evaluations, faculty and staff feedback, and periodic site visits.

Once students matriculate, up to ten percent of their remaining credits may be taken at other institutions

following clearly defined policies. The Office of Academic Services determines course away transferability,

following guidelines provided by the Transfer Credit Office and department chairs. At the graduate school, all

courses above the foundation level must be completed at Bentley University. Exceptions to this residency

requirement are made in rare circumstances for a maximum of two courses. Undergraduate students may earn up

to thirty credits through the following: Advanced standing through advanced placement (AP), international

baccalaureate (IB), and college courses completed while in high school, and CLEP and EXCELCIOR examinations. In

addition, adult part-time students may demonstrate learning through assessment of prior learning and ACE credit

recommendations. The number of courses for which credit is granted via assessment of prior learning and ACE

credit recommendations is limited.

An on-line degree audit summary (DAS) is maintained for each student by the Registrar’s Office. This document

tracks a student’s academic progress and is updated by the Registrar’s Office4.

To assure that students are successfully completing degree requirements, the Academic Performance Committee

meets each semester to review undergraduate students in academic difficulty. Responses include written warning

with information about available resources, restricted course load, minimum term GPA requirement, regular

meetings with an academic advisor, academic suspension with or without ability to appeal, and dismissal from the

university. This procedure, including a definition of academic difficulty, is outlined in the Student Handbook and

the Undergraduate Catalogue. A similar process is followed in the Graduate School and is described in the

Graduate Student Handbook.

2.4. Assessment of student learning

Bentley University practices assurance of learning at the program and degree level.

At the undergraduate level, degree level learning goals and objectives have been established for all eleven

business-related and nine A&S degrees, as well as for the general business core and the general education core.

Because of the highly focused nature of the Bentley education, the learning goals and objectives at the

undergraduate business and general education cores are the equivalent of institutional level learning goals.

Learning goals and objectives at the course level are also required in course syllabi submitted to the Curriculum

Implementation Committee (CIC) for all courses that have been introduced or changed substantially in the past five

years.

At the graduate level, the 10 master’s degree programs and both doctoral programs have established program

specific learning goals and objectives. Each program conducts its own assessments. Faculty members are involved

in developing the learning goals and objectives related to their programs and ensuring they reflect the university’s

4 The Office of Graduate Student and Academic Services handled graduate degree audits until Spring 2013.

33.

mission. Program descriptions with associated learning goals and objectives are available to the public via the

Bentley University website (see Form E1, Part A of the Data First Form for the link to each program’s learning goals

and objectives).

Bentley’s assurance of learning (AOL) director provides education and training related to the need for and

objectives of assessment, develops and disseminates a standardized methodology for conducting assessment,

consults with and guides program directors and assessment leaders, and maintains a repository of completed

assessments. Bentley initially employed a sequenced implementation approach to the education and training of

graduate level program directors and undergraduate assessment leaders. Three workshops, which were co-

facilitated by an external expert and Bentley’s AOL director, introduced participants to assessment requirements

and methodology. At the conclusion of the third workshop, most graduate programs were well underway with an

assessment of at least one learning goal/objective. These workshops have been repeated for those responsible for

degree level assurance of learning.

The assurance of learning director also developed, documented and disseminated a standardized methodology for

completing assessments (Appendix 4.10). In addition, an implementation plan (Appendix 4.11), showing activities,

responsibilities, and due dates, was developed for program directors and assessment leaders. A one-page

Assessment Project Summary form (Appendix 4.12) was developed and disseminated to provide guidance on the

documentation required on each assessment project. Finally, an evaluation of the standard methodology occurs

each year, based on the experience of program directors and assessment leaders, and improvements to the

process are identified and implemented.

At the undergraduate level, the responsibility for conducting assessment of student learning lies with the

department chairs. At the graduate level, this responsibility lies with the individual program directors. The program

directors and chairs are ultimately responsible to the associate dean of Business Programs or associate dean of

Arts and Sciences for assessment activities. To date, each of the graduate and most of the undergraduate degree

programs have completed assessments of multiple learning goals/objectives. For several programs, a second

assessment to evaluate the impact of actions taken has occurred, is underway, or is scheduled for Spring 2013.

Responsibility for assurance of learning for doctoral programs rests with the PhD director and the PhD Council.

Course-based assessments and the comprehensive exam (taken after completion of the required courses) assess

the extent to which students have developed this knowledge, and the PhD Council monitors twice a year students‘

progress in pursuing their coursework. Where there are anomalies across subject areas in terms of the success rate

of students, the reasons are explored to make necessary adjustments.

Most program assessments rely on course-embedded measures, graded activities on which it is expected that

students will make their best effort. In smaller programs, course instructors may grade the student submissions

twice, first for a course grade and again for assurance of learning purposes. In several cases, programs have

assessed multiple learning goals/objectives using the same assessment instrument. For all assessments, rubrics

outline the evaluative criteria against which the course embedded student submissions are assessed, with most

using a three point scale of: (1) fails to meet expectations, (2) meets expectations, and (3) exceeds expectations.

Each program has established internal benchmarks against which assessment results are compared to determine

the extent to which learning objectives are being achieved and to identify opportunities for improvement. Program

directors and faculty teaching in the program review data collected through the assessment process. The associate

dean of Business Programs or the associate dean of Arts and Sciences also review the results and any associated

action plans. Assessment documentation materials are available in the base room.

Standard 4.

To date, assessment has focused primarily on what students are learning. The university has less systematic

information on how but the need for a variety of teaching approaches is widely acknowledged on campus. In

particular, experiential learning is seen as a signature component of a Bentley education at both the

undergraduate and graduate level. Teaching workshops sponsored by the university’s Wilder teaching professors

have also addressed innovative learning approaches.

As part of its Maintenance of Accreditation Review resulting from a maintenance site visit in February 2010, the

Association to Advance Collegiate Schools of Business (AACSB), noted that the undergraduate business and the

McCallum School use well documented, systematic processes to develop, monitor, evaluate, and revise the

substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning.

Curriculum management includes inputs from all appropriate constituencies that may include business faculty,

staff, administrators, and faculty from non-business disciplines, alumni, and the business community served by the

school.

3. Appraisal

3.1. Undergraduate degree programs

Notable strengths of Bentley’s undergraduate programs are curriculum innovation and integration. As mentioned

above, a new general business core was adopted in 2007. A key feature of this innovative core is its integrative

design. During their first year, students take a two-course sequence that integrates accounting and finance as well

as a course on the legal and ethical environment of business. The second year includes statistics, a second course

in human behavior in organizations with an emphasis on diversity and an understanding of issues faced by

managers working in global businesses, and a third course that presents a cohesive view of how the operations

management and marketing functions work together. In the third year, students begin to integrate the tools

presented in the early courses into a study of business processes and a project course in which they work with

corporate partners to evaluate a potential business opportunity. In their fourth year, students take a global

strategy course that highlights issues faced by international businesses.

The opportunity to move beyond narrow discipline-specific content in the general business core allows students to

develop the skills needed to solve real business problems; skills such as written and oral communications, issue

identification, collaboration, creativity, problem solving, and applying technology are incorporated across the

curriculum. This innovative integrated approach also familiarizes students with contemporary business issues,

trends and practices, including globalization; the integration of information technology and business; ethics and

corporate social responsibility; and diversity.

The integration of business and the arts and sciences is a signature part of the undergraduate curriculum and both

business students and arts and sciences students benefit from faculty and curricular strengths in these areas.

Examples of this integration are the two optional second majors described previously. The Liberal Studies Major

(LSM) is a unique opportunity for students to demonstrate their ability to think analytically, critically, and

creatively in areas beyond their chosen business or business-related degrees and to understand how their arts and

sciences courses inform their business courses. Because most Bentley undergraduates major in business the

question of how to assure that general education requirements are coherent and meaningful has been particularly

35.

significant. The LSM has proven to be an innovative way to address this concern and has been an attractive option

for students5. The new Business Studies Major (BSM) offers Bachelor of Arts students a similar opportunity to

combine their primary major with an optional second major and further integrate business and arts and sciences.

The LSM program underwent a five-year review in 2010. The e-portfolio work that students are required to submit

as part of the major requirements has been assessed over the past two summers. One challenge identified in the

five-year review was having enough faculty mentors to meet increasing student demand for the program and

particularly in the most popular concentration, Global Perspectives. This was partially addressed by instituting a

small honorarium for faculty members advising students on their culminating projects. Several faculty members

have also been given course releases in exchange for taking on significant numbers of student advisees. A related

challenge involves assuring the uniform quality of the LSM experience. The appropriate deans and department

chairs and the director of the major continue to discuss mechanisms for strengthening the culminating project,

including more communication with faculty mentors about what they should expect from students and more

dissemination of model projects, including at an end-of-the-year LSM reception and showcase.

A further example of curriculum innovation and integration is the creation of five new arts and sciences majors –

four available to students in Fall 2012 and a fifth in Fall 2013. These majors in Actuarial Science, Public Policy,

Spanish Studies, Sustainability Science, and Health Studies were carefully designed by their respective departments

to reflect existing departmental strengths as well as to pair effectively with the business studies major or a

business minor. One potential challenge will be our ability to offer key courses often enough to allow students to

progress successfully through their programs. In the case of the Actuarial Science major, support from Travelers

Insurance has allowed the department of Mathematical Sciences to offer small sections of relevant courses if

necessary.

Another strength of the undergraduate programs is the comprehensive review they receive before introduction.

New programs are subject to multiple levels of review, with faculty actively involved at all stages of the process. In

2010, an additional level of review was added with the creation of a curriculum policy committee to complement

the existing implementation committee that had become too busy responding to requests for specific course and

program approvals to devote sufficient time to bigger questions about the undergraduate curriculum as a whole.

The policy committee was created to address this issue and provide a place to discuss curricular issues at a

strategic level. Since its creation, it has functioned as a forum to discuss curriculum questions with strategic

implications. Because it is relatively new and has an advisory function, a challenge has been clarifying its role in the

program approval process and ensuring coordination with the implementation committee. Some of these

coordination challenges were highlighted and discussed last year when the new arts and sciences majors were

being proposed. As a consequence, a number of recommendations have been made to the Faculty Senate to clarify

its processes.

Although the undergraduate program has benefitted from exciting curricular innovations and thorough review

before introduction of new curricula, an ongoing challenge is ensuring the continued oversight of courses and

programs to assure that courses and programs continue to meet their intended goals. Bentley does not yet have

sufficiently clear procedures in place for terminating programs and the general education curriculum itself has not

been recently reviewed. The proposal that created the current general education curriculum included detailed

5 The number of students enrolled in the LSM as grown form approximately 125 students in 2006 to 700 in 2012.

Standard 4.

explanations for each requirement and its contribution to the educational experience of our students, but did not

explicitly state goals and objectives for the curriculum as a whole. To address this lack, the university has recently

developed a clearly articulated statement of goals and objectives and begun assessment of several of these goals.

One mechanism for addressing the challenge of continued oversight is regular program reviews. As mentioned

above, department chairs are responsible for annual reviews of their departmental programs, such as majors.

These annual reviews replaced an earlier system of five-year reviews. The new review process has been affected

by changes in academic leadership and inconsistent implementation and therefore is not as useful as hoped.

Improvements are needed to make this process more effective. In addition, academic administration has been

working to get other programs not housed within a department onto a five-year review cycle. For example, the

Liberal Studies Major had a five-year review in Spring 2010 and the Honors Program was reviewed in Fall 2011.

As part of efforts to prepare students for personal and professional success, Bentley’s undergraduate programs

provide multiple and flexible opportunities to study abroad. The number of students participating in study abroad

programs has increased significantly over the past 10 years (see Appendix 4.7 Panel A). As the number of students

participating in study abroad programs grows, an important challenge is increasing the geographic diversity of

program offerings, especially to destinations outside Western Europe and Australia. Another challenge is to

increase the diversity of students enrolled in study abroad programs to mirror the overall student body

demographically and economically. The Santander Universities Study Abroad Scholarship Fund was established in

2009 and has proven to be a successful tool in achieving this goal. Priority for these scholarships is given to

students with low to moderate income that will be studying abroad in non-traditional destinations.

One measure of success for Bentley’s undergraduate programs is the strong career placement record of our

graduates, including students attending graduate school (see Appendix 4.5 for data). In 2012, for example, 81% of

graduates responded to our survey; 79% of the respondents reported that they had a job and 19% reported that

they were attending graduate school full-time. Our graduates are also doing well on professional qualifying

examinations such as the CPA and actuarial examinations (see Appendix 4.6). For example, of the 140 Bentley

students and alumni who took one or more parts of the actuarial examinations during 2012, 103 (73.5%) passed.

As Bentley expands its arts and science major offerings, and as more business majors express interest in the not-

for-profit sector, we will enhance appropriate career placement opportunities for these students. Such efforts

have already begun with the creation of the Ferrara Service Fellowships in 2012. Established with a gift, this

program offers stipends to students who want to complete an internship with a non-profit organization.

3.2. Graduate degree programs

Bentley University’s graduate programs provide students nearly 200 courses in twenty-one different business

disciplines (see Appendix 4.1 Panel C). The comprehensive offerings satisfy a wide variety of student interests

while leveraging faculty expertise. Because graduate students can register for electives offered across programs,

they benefit from the variety of offerings and their education is enhanced by the diversity of viewpoints. Students

have the option of creating interesting and creative combinations from the existing course and concentration

offerings. Cross-registration also increases in the likelihood of full course enrollment that allows smaller programs

to remain viable.

With the flexibility and variety offered by the graduate school comes the challenge of assuring rigor, depth and

cohesiveness within and between programs. The complex interconnections between graduate programs make

them more difficult to manage, an issue being addressed in future changes to the portfolio. The portfolio also

37.

encourages a highly heterogeneous student population, leading to some pedagogical challenges and less

satisfaction among more experienced students, particularly in the Professional MBA program.

Several graduate programs are small (see Appendix 4.3). Historically, the institution has sometimes retained

smaller master’s programs below sustainable size and new review principles available in the base room have been

put in place that should address this concern. However, the governing bodies of the graduate school, the Graduate

Curriculum Committee and Graduate Council, have not aggressively scrutinized program reviews nor have they

vigorously evaluated existing programs for financial viability. A culture of trusting colleagues, while positive, has

led to less effective oversight.

Important components of all graduate programs are collaboration with corporate partners, a focus on real-world

problems, and an international dimension. For example, students in the business process courses in the Emerging

Leaders and Professional MBA analyze and model processes for corporate partners or for companies in which they

work. A number of MS in Human Factors and Information Design courses engage corporate partners to incorporate

real business problems as projects. MS in Marketing Analytics students analyze business data sets that come from

contacts faculty members have with professionals. Global business experiences and field-based courses are

available to students in all programs.

Bentley’s online presence has been limited by strategic choice. Three Master of Science programs can be

completed entirely online, and the remainder as well as the Professional MBA feature some courses offered in the

hybrid format. To meet the changing needs of students and potential students, Bentley is currently considering

options to expand online offerings.

3.2.1. MBA programs

The full-time Bentley MBA, the university’s new flagship MBA, launched in July 2012. Staff, administration and

faculty devoted significant effort to recruiting nineteen students from diverse cultural and organizational

backgrounds with at least five years of work experience. Early indicators suggest that the class is an outstanding

match with program expectations about student quality. Students come from 11 countries in Europe, Latin

America and North America, with experience in both for-profit and not-for-profit organizations. Many of the

students have already earned masters’ degrees in other disciplines and a few even have doctorates or are

completing doctoral coursework. It has been gratifying to note that students have cited the program’s thematic

structure, its focus on collaboration to address pressing issues, its integrated approach to disciplinary knowledge,

and its studio setting as important factors in attracting them to Bentley.

In keeping with the university’s strategic focus, the Bentley MBA was developed and is taught through a

collaboration of business and arts and science faculty. The focus on integrating business and arts and sciences at

the undergraduate level, with programs such as the LSM, laid the groundwork for developing the Bentley MBA.

The university anticipates that successful features of the new program will work their way into other masters’

programs.

The market for part-time MBA programs is highly competitive and applications have declined over the past few

years. Applications directly from undergraduate programs, including Bentley, have bolstered registrations but

diminished the program’s appeal for some working professionals. In response, the graduate school has

implemented curricular and policy changes to differentiate the MBA programs; the Professional MBA focuses on

students with work experience and the full-time Emerging Leaders MBA targets students with little or no work

Standard 4.

experience. Following the redesign, each program still needs to be fully aligned with its target audience. This will

result in the number of recent graduates enrolled in the Professional MBA program declining to negligible numbers

over the next two years.

In common with the undergraduate programs, an indication of success for the graduate programs is career

placement for full-time students (part-time graduate students are usually employed). University Career Services

(see Standard 6) has a team devoted to advising and placing graduate students (placement information is provided

in Appendix 4.9). In spite of their efforts, the placement record at the graduate level is not equal to the

undergraduate record. The chief contributor to this is the high number of international students in many of the

graduate programs for whom getting employer sponsorship is difficult. Anecdotal evidence6 suggests that

international students find employment in their home countries but the center is still considering how to better

serve and survey international graduates.

3.2.2. PhD programs

The doctoral programs were launched in 2006. As of May 2012, the doctoral program has graduated twelve

students, eight of them in 2012. Of these graduates, ten are in tenure-track positions, one is in the private sector

and one is teaching part-time having turned down tenure-track offers for family reasons. Graduates have been

placed in universities including Northeastern University, Clark University, Suffolk University, Bryant University,

Providence College and College of Charleston (Appendix 4.13).

The PhD Council governs the program with separate committees for accountancy and business. The council

oversees the current operations of the programs and also identifies ways to improve and develop the programs. As

part of the continuous evaluation and development of the doctoral program, a number of course changes have

been introduced over the past five years to enhance the quality of the program. For example, a research methods

course has been added to ensure that students have a solid, early grounding in research design. Success in securing

external funds to cover stipends has helped offset the costs to the operating budget of Bentley.

One of the primary goals of the program is to place graduates in tenure-track positions in AACSB or other high-

level institutions, a goal that is being achieved. A key to this success has been publications and presentations by

the students with the majority starting to present at conferences in their second year, and many published in

academic journals by their fourth year. This enhances their competitiveness on the job market and is an important

factor in the program’s placement success. Another aspect of the program that has contributed to successful

placement is the emphasis placed on learning to teach as well as undertake research. After completing a teaching

seminar to help with teaching skill development, doctoral students teach one course per semester once they enter

the dissertation stage. Many of the students have flourished as teachers (as well as researchers) and the student

feedback and faculty reviews of their teaching have helped in the creation of compelling job application packages.

As part of a relatively small university, Bentley’s doctoral programs face unique challenges. The most significant

challenge has been ensuring a large enough pool of faculty advisors. When the program first began, dissertation

advising and committee work fell heavily on a small group of faculty members. This was particularly evident in the

accountancy program, because the faculty came from just one department. Approaches adopted to solve this

challenge include increasing the number of faculty involved with the doctoral programs and moving admissions to

6 Response rates to placement surveys among the international student/graduate population are low.

39.

every other year cohorts. The norm is now for faculty to advise only one or two students who are in the

dissertation stage and over twenty faculty members have served or currently serve as dissertation advisors. The

two-year admissions cycle has also reduced the cost of the program because a larger cohort can be admitted and

students are consolidated into larger doctoral classes. Combining business and accountancy students in many

courses increases program efficiency and enhances cross-disciplinary potential without compromising on quality.

There are currently 33 students in the doctoral program. A doctoral program of between 30 and 40 students is

considered sustainable, especially with the every other year recruiting cycle.

3.2.3. Integrity of academic credit

Bentley’s policies and procedures related to the granting of academic credit are clear, well defined, and well

monitored. The Office of Academic Services (undergraduate), Graduate Student and Academic Services (graduate),

and the Registrar’s Office work together to assure that all credits awarded to students meet Bentley standards.

The Academic Standards Committee regularly examines the policies and procedures and recommends changes

when necessary.

Although the undergraduate catalogue is updated regularly and meets the industry standards, the graduate school

catalogue does not. All graduate program changes and modifications to policies and procedures are updated on

the website promptly but the annual catalogue needs to be enhanced. Specifically, course descriptions and general

information about the institution are not reflected in the graduate catalogue.

3.2.4. Assessment of student learning

The assurance of learning director has laid the groundwork for undertaking effective assessment of all programs.

Learning goals and objectives for each program have been developed to reflect the university’s mission, and have

been publically posted to enhance institutional accountability. This has also helped ensure consistent alignment

between the mission and the programs that are undertaken to achieve it. Faculty engagement with the process

has also been enhanced, and the process decentralized.

Faculty members teaching in each program have been involved in the creation of learning goals and objectives for

their respective programs and have participated in assessment reviews, and in analyzing and acting on results.

Learning goals and objectives at the course level are required in course syllabi submitted to the Curriculum

Implementation Committee for all courses that have been introduced or have had substantial changes in the past

five years. Several programs have modified curriculum, increased emphasis on specific learning goals, or made

other changes resulting from assessment. This has meant that those ultimately responsible for delivering the

curriculum have provided important input to the process and that there is alignment between course-level,

program, and mission-driven learning goals and objectives. A standardized assessment process, with a sample

implementation plan has been established and disseminated to everyone involved in assessment. This provides an

easy to follow roadmap that helps assure consistency, foster inter-program communication, and knowledge

sharing.

Decentralized responsibility at the program level has allowed Bentley to conduct multiple assessments

simultaneously, involve large numbers of faculty and, in many programs, enhanced the perceived pedagogical

value of assurance of learning. Faculty members have begun to recognize the inherent value of assessment, rather

than seeing it as something undertaken solely as a requirement of accreditation. The assurance of learning director

has helped assure that those responsible for assessment at the program level have the training, guidance and

Standard 4.

consultation available and necessary to conduct appropriate assessment. This has proven helpful in the

decentralized model currently employed at Bentley.

Challenges remain. The cultural change described above is not uniform with some faculty members persisting in

viewing assessment as an onerous project only necessary for accreditation. While decentralized responsibility has

allowed Bentley to conduct multiple assessments simultaneously and involve large numbers of faculty in the

process, frequent changes in chairs, program directors, and/or designated assessment leaders make it difficult to

maintain consistency in process, adherence to schedules, and reporting. Opportunities exist to better orient faculty

and provide the necessary training and guidance to those responsible for assessment at the program level.

Participation by faculty in assessment reviews is considered part of faculty service to the institution. This

sometimes means that go to faculty members who are already providing significant service are overly burdened.

While consistency in assessment participation is an advantage to the assurance of learning initiative, the

involvement of more faculty members in conducting the actual reviews is needed to spread the workload.

Completed assessments are not always forwarded to the assurance of learning director for review and archiving,

and there is not an up-to-date electronic repository of assessment activities. Although the results of assessment

reviews are shared with appropriate program/department faculty, they are not routinely shared across

programs/departments. The absence of a mechanism for sharing assessment activities and findings across

programs/departments may lead to a duplication of effort and a missed opportunity to share best practices.

4. Projection

4.1. Undergraduate degree programs

Implement new procedures for annual reviews of each program to ensure that they are conducted in a timely

fashion and produce useful and actionable information. Timeline: Fall 2013: Deans’ Council and department chairs.

Specify procedures in the Faculty Manual for ending programs. Timeline: Spring 2014: Dean’s Council and

department chairs recommendations will be presented to the Faculty Senate for consideration.

Develop and implement proposals to strengthen the Liberal Studies Major culminating experience. Timeline: Fall

2014 through Fall 2016: Associate Dean of Arts and Sciences in partnership with the LSM coordinator and arts and

sciences department chairs.

Refine the role of the Curriculum Policy Committee in the curriculum governance process. Timeline: Academic year

2013-2014: Faculty Senate.

4.2. Graduate programs

Continue to refine the content and market focus of the Emerging Leaders MBA and the Professional MBA with the

general goal of improving their fit for their target audiences. Timeline: Academic year 2012-2013: MBA program

director and associate dean of Business Programs.

Consider strategically aligned ways to leverage hybrid online offerings across graduate programs and determine

whether a greater on-line presence is warranted for each program, with appropriate models for staffing and

41.

compensation. Timeline: Academic year 2013-2014: Dean of Business and associate dean of Business Programs

working with department chairs and program directors.

4.3. Assessment of student learning

Create systems to maintain data on each program’s proposed assessment activities for the next three academic

years, as well as a regular schedule for assessing general education goals and objectives. Timeline: Commencing

Spring 2013 and implemented over four years: Program directors, department chairs, and assurance of learning

director.

Develop and deliver annual orientation or refresher workshops for program faculty newly responsible for

assessment. Timeline: Academic year 2013-2014: Assurance of learning director.

4.4. Integrity of academic credit

Improve the content of the Graduate Catalogue to ensure that it has industry standard information. Timeline: Fall

2012 and continuing: Associate dean of Business, assistant dean of Graduate Student and Academic Services, and

the Registrar.

5. Institutional Effectiveness

Bentley uses multiple mechanisms to evaluate the quality, integrity and effectiveness of our academic programs.

These range from internal program reviews and assurance of learning assessments, to external review by

accrediting bodies, to performance of our students on CPA and Actuarial exams. We regularly use the information

gleaned from these evaluations to revise programs and courses, to improve student learning, and to insure that

graduates from Bentley meet our standards.

Standard 4.

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1.  

Exhibit 4.1 Academic degree programs

   

Panel  A:  Undergraduate  Bachelor  of  Science  degrees    Bachelor  of  Science  in  Accountancy  The  AC  major  prepares  students  to  enter  careers  in  public  accounting,  corporations,  small  businesses,  nonprofit  organizations  and  government;  it  emphasizes  underlying  principles  in  cost  management,  financial  accounting  and  reporting,  accounting  information  systems,  U.S.  federal  taxation,  and  financial  statement  auditing  or  internal  auditing,  and  their  application  to  management  situations.    Bachelor  of  Science  in  Actuarial  Science  The  Actuarial  Science  major  provides  preparation  for  up  to  four  actuarial  exams  (Exams  P/1,  FM/2,  MLC  and  MFE/3F)  as  well  all  of  the  necessary  VEE  (Validation  by  Educational  Experience)  credit.  In  addition,  qualified  students  will  have  the  opportunity  to  pursue  an  internship  in  actuarial  science.  Graduates  are  in  great  demand  by  the  insurance,  financial  services  and  consulting  industries  and  are  often  recruited  for  leadership  development  positions  in  top  insurance  companies.    Bachelor  of  Science  in  Computer  Information  Systems  The  CIS  major  equips  graduates  with  understanding  of  information  technology  (IT)  capabilities  and  implications,  as  well  as  with  competency  in  “best-­‐of-­‐breed”  methodologies  and  tools  for  information  systems  development,  preparing  them  for  business  or  systems  analyst,  application  developer,  systems  integrator,  IT  liaison,  end-­‐user  support,  network  manager,  or  technical  support  specialist  positions.    Bachelor  of  Science  in  Corporate  Finance  and  Accounting  Consisting  of  30  credit  hours  jointly  delivered  by  the  Accountancy  and  Finance  departments,  the  CFA  major  prepares  students  for  careers  in  corporate  finance  by  developing  their  skills  in  accounting,  finance,  business  analysis,  communication,  team  work,  and  business  process.  Several  courses  use  Enterprise  Resource  Planning  software  to  familiarize  students  with  integrated  IT  systems.    Bachelor  of  Science  in  Economics-­‐Finance  The  E-­‐F  major  consists  of  27  credit  hours  jointly  delivered  by  the  Economics  and  Finance  departments,  preparing  students  for  careers  in  financial  services,  including  banking,  industry  and  government,  and  for  graduate  study  in  law  or  business.  Graduates  develop  knowledge  and  skills  in  financial  statement  analysis,  the  financial  system,  and  a  strong  foundation  in  micro-­‐  and  macro-­‐economic  theory.    Bachelor  of  Science  in  Finance  FI  majors  prepare  for  careers  in  commercial  banking,  corporate  finance,  financial  planning,  insurance,  money  management,  the  credit,  trust,  or  operations  departments  of  financial  service  firms  or  investment  brokerage  by  developing  analytical  and  quantitative  skills,  understanding  the  finance  function  in  varying  types  of  firms,  gaining  global  perspective  on  financial  institutions  and  markets,  and  applying  IT  in  financial  analysis,  asset  valuation,  and  risk  management.    Bachelor  of  Science  in  Information  Design  and  Corporate  Communication  Serving  pre-­‐work-­‐experienced  18-­‐22  year  old  domestic  and  international  students  only,  the  IDCC  major  enables  students  to  translate  into  practice  oral,  written,  visual  and  managerial  theory,  learning  industry-­‐  accepted  standards  in  application,  research,  design,  and  evaluation  of  approaches  to  communication  for  careers  including  public  relations,  technical  writing,  corporate  communication,  and  web  design.    Bachelor  of  Science  in  Information  Systems  Audit  and  Control  The  revised  Accounting  Information  Systems  major  (ISAC)  became  effective  in  fall  2007  and  consists  of  30  credit  hours  jointly  delivered  by  the  Accountancy,  Computer  Information  Systems,  and  Information  Process  and  Management  departments.  It  

Appendices.

equips  students  for  positions  in  accounting,  auditing  or  IT  departments  in  accounting  service,  software,  or  any  firm  with  advanced  information  systems.    Bachelor  of  Science  in  Management  The  MG  major’s  objective  is  to  develop  ethical  and  socially  responsible  managers  and  leaders,  equipped  with  interpersonal  competence,  the  ability  to  understand  the  entire  organization,  and  a  portfolio  of  skills  for  not  only  first  jobs  but  throughout  a  wide  variety  of  careers  in  the  changing  global  business  environment.  Global,  human  resources,  and  entrepreneurship  elective  course  tracks  are  optional.    Bachelor  of  Science  in  Managerial  Economics  Serving  pre-­‐work-­‐experienced  18-­‐22  year  old  domestic  and  international  students  only,  the  ME  major  requires  three  economics  (EC)  courses:  Intermediate  Price  Theory,  Intermediate  Macroeconomics,  and  Research  in  Managerial  Economics,  two  EC  electives,  and  three  courses  from  a  choice  of  eleven  concentrations.  It  prepares  graduates  for  private  or  public  sector  jobs,  or  graduate  study  in  business  or  law.    Bachelor  of  Science  in  Marketing  The  MK  major  provides  education  for  entry-­‐level  as  well  as  management  positions  in  product  management,  sales  and  distribution,  advertising  and  promotion,  new  product  development,  marketing  research,  database  marketing,  retailing,  services  marketing,  business  to  business,  e-­‐Marketing,  international  marketing  and  customer  data  analytics  in  a  variety  of  types  of  profit  and  not-­‐for-­‐profit  organizations.    Bachelor  of  Science  in  Mathematical  Sciences  The  MA  major  prepares  students  to  think  quantitatively,  to  reason  analytically,  and  to  apply  mathematical  models  to  problems  in  economics,  finance,  environmental  management,  marketing,  and  other  business  fields.  Many  majors  complete  one  or  more  internships  in  that  field.    The  Liberal  Studies  Major  The  LSM  is  the  only  second  major  that  Bachelor  of  Science  (BS)  students  can  undertake.  The  LSM  is  designed  to  help  students  develop  their  ability  to  think  analytically,  critically,  and  creatively  within  and  across  arts  and  sciences  and  business  disciplines.  Students  choose  from  a  list  of  themes  around  which  to  base  general  education  and  elective  course  selection,  and  maintain  a  record  of  regular  discussions  with  a  faculty  advisor/mentor,  annual  analytical  retrospectives,  and  a  unifying  project  in  individual  electronic  portfolios.      

Panel  B:  Undergraduate  Bachelor  of  Arts  Degrees    Bachelor  of  Arts  in  Global  Studies  The  Global  Studies  major  provides  students  with  a  strong  background  in  geography,  culture,  language,  international  relations  and  economics,  enabling  them  to  understand  and  analyze  issues  in  an  international  and  intercultural  context,  compete  in  an  interdependent  world,  and  succeed  in  a  challenging  global  environment.  All  GLS  majors  complete  study  abroad  and  additional  language  requirements.    Bachelor  of  Arts  in  History  A  major  in  history  promotes  critical  thinking,  data  analysis,  and  communication  skills.  It  also  provides  excellent  preparation  for  careers  in  professional  fields  such  as  business,  law,  journalism,  government,  and  education.  All  history  majors  must  complete  a  business  studies  minor  or  a  business  studies  major.    Bachelor  of  Arts  in  Liberal  Studies  The  Liberal  Arts  major  is  a  student-­‐driven  and  designed  program  that  allows  students  to  customize  their  studies  to  a  specific  area  of  interest.  This  major  comprises  10  courses  selected  in  consultation  with  the  Liberal  Arts  major  coordinator  and  a  faculty  advisor.  The  tenth  course  is  a  senior  thesis  completed  under  the  supervision  of  the  faculty  advisor.  Majors  may  focus  their  studies  in  a  specific  area  of  interest  not  covered  by  an  existing  Bentley  major  —  for  example,  sociology  or  psychology.  Students  

3.  

may  also  choose  courses  from  several  departments  to  create  an  interdisciplinary  major  with  a  focus  that  can  range  from  communications  to  natural  sciences  to  gender  studies.      Bachelor  of  Arts  in  Media  and  Culture  The  Media  and  Culture  major  combines  creative  arts  with  business  and  information  technology,  addressing  the  need  for  creative  business  professionals  to  gain  an  understanding  of  the  past,  present  and  future  of  media  forms  and  contents.  Students  take  hands-­‐on  media  production  courses  as  well  as  classes  that  emphasize  theory.  The  major  culminates  in  a  media-­‐related  internship  or  capstone  project.    Bachelor  of  Arts  in  Philosophy  Philosophy  majors  examine  fundamental  human  questions  through  rigorous  study,  emphasizing  clarity  of  thought  and  expression,  careful  reasoning  and  problem  solving,  and  synthesizing  diverse  viewpoints.  These  intellectual  skills,  combined  with  broad  exposure  to  the  liberal  arts,  are  highly  valued  by  the  business  community,  and  by  schools  providing  graduate  training  in  law,  business,  and  other  disciplines.    Bachelor  of  Arts  in  Public  Policy  The  Public  Policy  major  is  directed  toward  analysis  and  understanding  of  how  problems  are  identified  and  placed  on  the  public  agenda,  how  policies  are  formulated  and  decisions  are  made,  and  how  decisions  are  implemented  and  formally  evaluated.  The  major  incorporates  core  public  policy  courses,  a  range  of  electives  drawn  from  related  disciplines,  and  experiential  learning  and  internship  opportunities.  This  major  was  approved  in  February  2012.    Bachelor  of  Arts  in  Spanish  Studies  The  Spanish  Studies  major  integrates  the  language,  culture,  history  and  contemporary  affairs  of  the  Spanish  speaking  world  with  the  study  of  business.  This  unique  combination  prepares  students  interested  in  pursuing  careers  with  international  components.  The  major  incorporates  a  global  experience  that  can  be  fulfilled  with  either  an  internship  at  a  company  with  interests  in  a  Spanish  speaking  region,  or  an  approved  study  abroad  experience.  This  major  was  approved  in  February  2012.    Bachelor  of  Arts  in  Sustainability  Science  This  is  the  first  science-­‐based  major  offered  at  Bentley.  It  will  prepare  students  to  analyze  the  impacts  on,  interactions  with,  and  limitations  of  Earth’s  environmental  systems  related  to  societal  and  business  activities,  and  to  act  as  business  and  community  leaders  in  ways  that  are  sustainable  in  terms  of  environmental,  economic  and  societal  considerations.  Students  have  a  strong  foundation  in  laboratory  sciences,  field  experience  in  environmental  science  coupled  with  a  capstone  project  or  a  workplace-­‐based  internship.  This  major  was  approved  in  February  2012.    The  Business  Studies  Major  The  BSM  is  the  only  second  major  that  Bachelor  of  Arts  (BA)  students  can  undertake.  The  BSM  is  designed  to  help  students  develop  their  business  skills  in  more  depth  than  provided  in  the  BA  degrees.  Students  take  the  first  6  business  core  courses  that  include  coverage  of  the  major  business  disciplines  (business  law,  accounting,  finance,  business  statistics,  organizational  behavior,  and  marketing  &  operations  management).  They  can  then  select  two  other  business  courses  in  consultation  with  their  major  advisor.      

Panel  C:  Graduate  Programs    Master  of  Business  Administration,  Bentley  MBA  The  Bentley  MBA  is  an  intensive  11-­‐month  program  designed  to  help  students  with  5  or  more  years  of  work  experience  develop  their  own  leadership  style.  Created  through  a  unique  partnership  of  Business  and  Arts  and  Sciences  faculty,  the  program  features  four  themes:  Innovation,  Value,  Environments  and  Leadership.  Each  theme  requires  10  weeks  of  study,  with  themes  being  connected  by  2-­‐week  field-­‐based  experiences  in  which  students  work  with  host  organizations  and  members  of  their  network.  Two  of  these  experiences  take  place  outside  the  US,  one  within.  On-­‐campus  work  takes  place  in  a  studio  equipped  with  the  latest  in  communication  and  instructional  technologies,  allowing  faculty  and  students  to  collaborate  on  class  matters  and  on  the  issues  central  to  the  field-­‐based  experiences.      

Appendices.

Master  of  Business  Administration,  Emerging  Leaders  The  Emerging  Leaders  MBA  is  an  intensive  60-­‐credit  hour,  two-­‐year  full-­‐time  program.  The  program  is  intended  for  students  with  little  business  experience.  It  helps  these  students  develop  experience  through  a  field-­‐based  examination  of  the  role  of  social  context  in  global  commerce,  a  hands-­‐on  engagement  at  a  firm  to  examine  and  improve  business  processes,  and  coursework  focused  on  developing  realistic  business  plans  for  start-­‐up  firms,  including  options  for  financing.  Program  revision  was  approved  in  September  2010  and  course  revisions  approved  in  December  2011  and  implemented  in  Fall  2012.  Further  revisions  were  approved  in  December  2012  and  will  be  implemented  in  Fall  2013.  These  changes  reduce  the  program  from  20  courses  to  18  courses  that  total  55  credits.    Master  of  Business  Administration,  Professional  The  Professional  MBA  emphasizes  choice,  flexibility,  personal  customization,  and  efficient  use  of  any  prior  business  studies  for  students  with  moderate  or  extensive  work  experience  (generally,  3  or  more  years).  The  program  is  a  minimum  of  36-­‐credit  hours  for  those  with  applicable  prior  business  study  and  up  to  55-­‐credit  hours  for  those  without.  Students  are  encouraged  to  take  one  of  8  possible  concentrations.  The  last  major  revision  occurred  in  2007.  The  first  phase  of  current  program  review  was  completed  in  May  2011  and  significant  revisions  were  passed  through  faculty  governance  in  Fall  2012  for  implementation  in  Fall  2013.  With  these  revisions,  the  program  will  be  a  minimum  of  12  courses  (37-­‐credits)  to  a  maximum  of  15  courses  (46-­‐credits).    MS  +  MBA,  Day  Program  The  MS+MBA  was  launched  in  2005  to  integrate  the  full-­‐time  (Emerging  Leaders)  MBA  program  with  either  the  MSIT  or  the  MSHFID  (see  below),  forming  an  intensive  66-­‐credit  hour  program  of  study  to  prepare  students  with  both  broad  business  skills  and  knowledge  and  deep  specialized  expertise.  Markets  served:  National  and  international  full-­‐time  students  with  focus  on  pre-­‐experience  students.  The  MSHFID  is  no  longer  allowed  as  part  of  the  MS/MBA  program.    Master  of  Science  in  Accountancy  The  30  credit  hour  MSA  program  prepares  students  to  enter  a  variety  of  careers  in  accounting  and  accounting-­‐related  fields,  including  public,  corporate,  governmental,  not-­‐for-­‐profit,  and  tax  accounting,  auditing,  and  forensic  accounting.  Markets  served:  Masters  candidate  students  and  other  recent  undergraduates  (Bentley  and  international);  career  changers.      Master  of  Science  in  Finance  The  30  credit  hour  MSF  program  provides  graduate-­‐level  education  in  the  areas  of  corporate  finance  and  financial  markets.  The  program  is  designed  to  prepare  students  for  the  employment  and  career  demands  of  an  international,  information-­‐  and  technology-­‐driven  economy  in  a  variety  of  areas  of  Finance,  including  financial  institutions,  corporations  and  governments.  Markets  served:  local,  national,  and  international  students  with  a  quantitative  undergraduate  background  with  0-­‐5  years  of  work  experience.    Master  of  Science  in  Financial  Planning  The  30  credit  hour  MSFP  provides  a  thorough  in-­‐depth  understanding  of  the  Financial  Planning  discipline  while  developing  and  refining  the  critical  skills  that  are  necessary  for  a  graduate  to  successfully  practice  as  a  Financial  Planning  professional  in  roles  such  as  financial  planning  adviser  and  consultant  or  executive  in  private  and  public  firms  across  a  variety  of  industries.  Markets  served:  Local  part-­‐time  students,  including  career  changers  and  enhancers.  The  most  recent  program  review,  completed  in  Spring  2012.    Master  of  Science  in  Human  Factors  in  Information  Design  The  30  credit  hour  MSHFID  program  provides  a  deep  understanding  of  human  behavior,  complemented  by  mastery  of  rigorous  research  methods  and  interaction  design  best  practices,  giving  its  students  an  ability  to  improve  the  usability  of  technology  products,  increase  human  performance,  and  enhance  the  overall  strategic  positioning  of  the  organization.  Markets  served:  mid-­‐career  professionals  in  the  human  factors  profession;  career  changers.      Master  of  Science  in  Information  Technology  The  30  credit  hour  MSIT  program  prepares  professionals  for  careers  that  require  the  integration  of  deep  information  systems  knowledge  with  a  strong  understanding  of  global  business  and  particularly  the  globally  distributed  nature  of  modern  IT  work.  The  program’s  technology  focus  is  at  the  architectural  level.  Markets  served:  Five-­‐year  students;  local  and  international  career  

5.  

changers.  Last  major  revision  was  launched  in  2007.  A  program  review  was  completed  in  2006,  which  resulted  in  moving  9  credits  of  pre-­‐program  requirements  into  the  core  of  the  MSIT  and  also  restructuring  the  required  courses  in  the  program.    Master  of  Science  in  Marketing  Analytics  The  30  credit  hour  MSMA  program  launched  in  2004  specializes  in  marketing  analytics:  it  teaches  students  how  to  generate,  analyze  and  use  information  to  make  informed  marketing  decisions,  how  to  determine  the  financial  impact  of  those  decisions,  and  how  to  evaluate  the  effectiveness  of  their  marketing  investments.  It  has  a  strong  focus  on  the  hands-­‐on  use  of  statistical  tools  to  analyze  real-­‐world  data.  Markets  served:  Five-­‐year  students;  other  recent  undergraduates  (local,  national  and  international)  with  interest  in  marketing  and  analytics;  those  with  work  experience  outside  the  marketing  area  who  wish  to  enter  the  field  of  marketing  analytics;  those  with  experience  in  marketing  and/or  analytics  who  wish  to  increase  their  knowledge  of  the  field.  The  most  recent  program  review  completed  in  Spring  2011.    Master  of  Science  in  Taxation  The  30  credit  hour  MST  program  is  intended  for  individuals  looking  for  a  comprehensive  education  in  Taxation  with  a  firm  grounding  in  the  critical  skills  necessary  for  this  discipline.  The  program  prepares  the  students  to  succeed  at  the  highest  levels  of  the  tax  profession.  The  focus  is  not  on  the  narrow  technical  area  of  tax  compliance  but  on  preparation  for  leadership  positions  in  the  tax  profession.  Markets  served:  Local  part-­‐time  students  –  career  changers  and  enhancers.  The  most  recent  program  review  completed  in  Spring  2012.    Doctor  of  Philosophy  in  Accountancy  Launched  in  2006  this  program  covers  detailed  knowledge  in  the  accountancy  subject  domain  as  well  as  covering  general  research  skills  and  ensuring  that  students  understand  the  contemporary  business  context  through  seminars  in  globalization  and  ethics  and  social  responsibility.  Students  will  also  undertake  research  in  a  specialist  area  of  accountancy  that  will  prepare  them  for  an  academic  career  involving  research  and  teaching.    Doctor  of  Philosophy  in  Business  Launched  in  2006  this  program  covers  an  inter-­‐disciplinary  business  core  of  Organization  Theory,  Microeconomics  and  Information  Systems  as  well  as  covering  general  research  skills  and  ensuring  that  students  understand  the  contemporary  business  context  through  seminars  in  globalization  and  ethics  and  social  responsibility.  Students  will  also  have  courses  in  a  particular  area  of  concentration  within  the  broad  domain  of  business,  such  as  marketing,  and  undertake  research  in  specialist  areas  that  prepare  them  for  an  academic  career.    

Appendices.

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7.  

Appendix 4.2 Undergraduate program graduating student numbers

       

    Oct  '07    to  May  '08  

Oct  '08    to  May  '09  

Oct  '09    to  May  '10  

Oct  '10    to  May  '11  

Oct  '11    to  May  '12  

Associate  degrees    

4   2   3   0   0  

Bachelor  of  Arts  degrees   EN   2   1   0   0   0  

  HI   1   1   1   2   1  

  INT/GLS   8   12   8   7   7  

  LA   3   4   4   4   3  

  PSC   4   0   1   1   0  

  MC   0   5   7   7   8  

  PI   0   1   0   0   0  

   18   24   21   21   19  

Bachelor  of  Science  degrees   AC   138   143   150   154   147  

  AIS1   4   1   0   1   0  

  BEC   0   1   0   0   0  

  CS   29   33   35   31   43  

  EF   119   112   150   130   162  

  FA   154   156   136   135   139  

  FI   203   207   149   140   181  

  IDCC   39   27   24   29   15  

  ISAC   2   13   19   13   18  

  MA   12   9   15   15   21  

  ME   27   39   40   44   38  

  MG   158   145   147   142   150  

  MKT   161   169   162   147   176  

  PFS1   1   0   0   0   0  

  MK1   0   1   0   0   0  

   1047   1056   1027   981   1090  

Total  undergraduates    

1065   1080   1048   1002   1109  

Post-­‐baccalaureate    

5   6   3   6   5  

1:  Program  discontinued  

 

Appendices.

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9.  

Appendix 4.3 Graduate program graduating student numbers

       

 

Oct  ’07    to  May  ‘08  

Oct  ’08    to  May  ‘09  

Oct  ‘09    to  May  ‘10  

Oct  ’10    to  May  ‘11  

Oct  ‘11    to  May  ‘12  

Certificates   52   46   46   69   84  

DMBA   8   27   26   42   33  EMBA   99   149   186   207   185  FIAMBA2   91   44   16   9   8  MBA2   10   6   3   0   0  MSA   102   142   129   173   185  MSAIS2   1   0   0   0   0  MSCIS2   1   0   1   0   0  MSF   42   79   55   62   73  MSFP   21   23   19   18   13  MSHFID   19   34   16   31   28  MSIAM2   1   0   0   1   0  MSIT   37   20   21   28   35  MSMA   9   14   13   23   39  MSMBA3   6   9   6   7   9  MSREM2   9   10   5   3   0  MST   85   71   78   98   88  MSCF2   0   1   1   0   0  MSITE2   0   0   0   11   1  

           

Ph.D.  

 

1   0   3   8  

1:  Certificates  are  awarded  for  students  completing  a  concentrated  set  of  four  courses  in  certain  fields.    2:  Program  discontinued  3:  Most  MSMBA  students  are  MSIT;  some  MSHFID  

 

Appendices.

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11.  

Appendix 4.4 Number of students with minors and LSM concentrations

       

Panel  A:  Minors  

 

2009   2010   2011   2012  

Accountancy   12   11   16   22  Actuarial  Sciences1   0   5   11   9  Behavioral  Science-­‐Management2   4   5   2   0  Business  Economics   19   24   30   28  Business  Studies   36   33   27   99  Computer  Information  Systems   142   138   106   124  Earth,  Environment,  and  Global  Sustainability   1   4   12   4  English  and  Media  Studies   19   14   25   24  Entrepreneurial  Studies1   0   3   18   33  Finance   44   51   46   38  Global  Studies   37   41   40   37  Gender  Studies   0   1   5   3  History   18   20   27   29  Health  and  Industry   3   8   5   5  Information  Design  and  Corporate  Communication   56   66   60   72  Information  and  Process  Management   19   21   11   12  Information  Technology2   4   1   0   0  International  Economics   3   4   8   7  Law     148   162   124   134  Mathematical  Sciences   39   44   43   38  Management   84   86   110   83  Marketing   29   33   36   39  Modern  Language-­‐Chinese   10   18   15   12  Modern  Language-­‐French     7   7   6   3  Modern  Language-­‐Italian   2   3   1   0  Modern  Language-­‐Japanese     0   3   4   1  Modern  Language-­‐Spanish     25   29   27   24  Nonprofit  Organizations3   0   0   0   12  Natural  and  Applied  Sciences   5   3   5   4  Philosophy   5   6   10   7  Politics     10   15   12   15  Psychology   49   76   81   63  Sports  Management3   0   0   4   18  Sociology   4   4   11   16  Sociology  of  Diversity  and  (In)Equality   1   2   0   1  Workplace  Studies   0   0   0   0  

1:  Minor  new  as  of  fall  2010    2:  Minor  no  longer  offered    3:  Minor  new  as  of  fall  2011  

   

Appendices.

Panel  B:  Liberal  Studies  Major  concentrations  

 

2009   2010   2011   2012  

American  Studies     32   39   39   28  Diversity  and  (In)Equality   4   3   0   0  Earth,  Environment,  and  Global  Sustainability   59   78   79   58  Ethics  and  Social  Responsibility   92   98   92   50  Global  Perspectives   332   332   332   231  Health  and  Industry   79   84   92   67  Imagination  and  the  Human  Experience4   1   0   0   0  Media  Arts  and  Society   135   140   124   78  Quantitative  Perspectives   64   62   63   44  Workplace  and  Labor  Studies4   1   0   0   0  

4:  Concentration  no  longer  offered          

 

13.  

Appendix 4.5 Undergraduate program placement statistics

       

  2012   2011   2010   2009  

CLASS  PROFILE  

       Number  of  May  graduates   898   834   820   869  Women   41%   41%   44%   42%  ALANA   18%   18%   18%   15%  International  Students   9%   7%   5%   6%  

PLACEMENT  STATISTICS    

       Percentage  response  rate  at  six  months   81%   93%   87%   74%  Percentage  of  undergraduates  that  have  a  job  at  six  months   79%   78%   82%   81%  Percentage  of  undergraduates  attending  graduate  school  full-­‐time     19%   21%   17%   17%  Percentage  of  undergraduates  seeking  employment  at  six  months   2%   1%   1%   2%  

EMPLOYMENT  PROFILE  

       Median  Salary     50,000   50,000   50,000   50,600  Average  Salary     49,050   48,934   48,737   49,055  

 

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15.  

Appendix 4.6 Professional examination results

       

CPA  Examination  Pass  Rates  

 

Bentley   Weighted  Average  of  seven  schools1  

 

Percent  of  Events  Passed   Percent  of  Events  Passed2  

2010   56%   56%  2009   55%   56%  2008   57%   59%  2007   52%   56%  2006   50%   53%  

1:  The  following  schools  comprise  the  7  comparison  institutions:  Babson  College,  Bentley  University,  Boston  College,  Boston  University,    Northeastern  University,  Stonehill  College,  and  Suffolk  University  2:  Percent  of  Events  Passed  represents  a  combination  of  all  four  sections  of  the  CPA  exam.  The  S  series  presents  pass  rates  for  each  section  of  the  exam  

Actuarial  Examinations:  Pass  Rates  on  P/1  and  FM2  Exams  

 

Bentley3   Approximate  National  Averages  

 

Percent  Passed  P/1   Percent  Passed  P/1  

2011   81%   44%  2009   64%   38%  

 

Percent  Passed  FM/2   Percent  Passed  FM/2  

2012   67%   48%  2010   63%   49%  

3:  These  represent  only  current  Bentley  students  taking  the  examination.  We  do  not  have  accurate  historical  data  that  includes  Bentley  alumni.  

 

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17.  

Appendix 4.7 Study abroad student numbers

       

Program  and  Term   2006-­‐07   2007-­‐08   2008-­‐09   2009-­‐10   2010-­‐11   2011-­‐12   2012-­‐20131  

   

Panel  A:  Undergraduate  Programs  

Fall  Semester   112   112   127   129   143   179   169  Spring  Semester   110   151   132   119   120   128   103  Full  Academic  Year   0   0   0   0   0   0   4  

 222   263   259   248   263   307   276  

Faculty  Led  (All  sessions)   164   131   132   145   156   146   931  Summer   79   64   49   64   59   58   -­‐  TOTAL   465   458   440   457   478   511   3691  

   

Panel  B:  Graduate  Programs  

Winter  Faculty  Led   8   17   19   25   22   31   24  MBA  Faculty  Led   0   0   0   0   30   45   88  Spring  Break  Faculty  Led   0   0   0   11   20   39   40  May  Faculty  Led   61   76   50   89   71   53   -­‐  Summer   0   0   6   3   3   0   -­‐  TOTAL   69   93   75   128   146   168   1521  

   

Panel  C:  Overall  

Total  Graduate  and  Undergraduate   534   551   515   585   624   679   521  Number  of  Countries   -­‐   24   23   26   31   37   28  

1:  Only  includes  Winter  and  Spring  Break  courses.  May  and  summer  courses  included  in  prior  year  totals  

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19.  

Appendix 4.8 Professional and Emerging Leaders MBA concentration choices

       

Concentration  Choices  

Accountancy  Business  Analytics  

Economics  of  Financial  Markets  Finance  

Information  Systems  and  Technology  Law  and  Taxation  Management  Marketing  

 

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21.  

Appendix 4.9 Graduate program placement statistics

       

Panel  A:  Graduate  Profile  and  Employment  

  Number  of    Graduates  

Percentage  International  

Percentage    responding  

Percentage  employed    (3  months  after)  

 2010   2011   2012   2010   2011   2012   2010   2011   2012   2010   2011   2012  

E.L.  MBA1   48   56   32   58%   54%   53%   54%   52%   88%   76%   72%   82%  

Prof.  MBA2  (FT)   53   75   65   15%   20%   14%   58%   48%   55%   90%   64%   97%  

Prof.  MBA  (PT)   151   138   111   7%   1%   5%   77%   56%   73%   91%   91%   96%  

MSA   130   184   161   18%   15%   37%   55%   43%   73%   93%   83%   91%  

MSF   54   63   71   52%   51%   70%   33%   35%   73%   92%   45%   71%  

MSFP   18   18   14   6%   0%   7%   39%   44%   79%   100%   88%   91%  

MSHFID   15   32   27   13%   6%   7%   80%   59%   74%   80%   84%   100%  

MSIT   15   34   29   40%   24%   38%   60%   62%   83%   50%   86%   100%  

MSMA   13   26   22   38%   65%   46%   54%   58%   82%   80%   60%   93%  

MST   77   99   76   1%   5%   11%   56%   57%   64%   88%   86%   94%  1  Emerging  Leaders  MBA  (previously  the  Day  MBA)  2  Professional  MBA  (previously  the  Evening  MBA)  

 

Panel  B:  Salary  Data  ($  Thousands)  

 

Number  of  Graduates  

Median  Salary  (<1  year  exp.)  

Median  Salary  (>1  year  exp.)  

Minimum    Salary  

Maximum  Salary  

 

2011   2012   2011   2012   2011   2012   2011   2012   2011   2012  

Emerging  Leaders  MBA   56   32   69   71   75   90   30   20   110   116  

Professional  MBA  (FT)   75   65   55   58   65   -­‐   28   35   80   100  

Professional  MBA  (PT)   138   111   55   60   80   76   37   18   370   137  

MSA   184   161   55   55   55   56   32   12   92   203  

MSF   63   71   60   55   55   60   20   24   70   85  

MSFP   18   14   62   -­‐   118   60   46   36   150   150  

MSHFID   32   27   -­‐   -­‐   80   85   63   52   108   114  

MSIT   34   29   60   63   80   73   50   46   135   125  

MSMA   26   22   48   60   57   79   25   27   120   135  

MST   99   76   55   55   80   90   46   21   200   210  Salary  data  not  reported  when  small  number  of  observations  could  violate  confidentiality.  

 

Appendices.

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23.  

Appendix 4.10 Assurance of learning assessment methodology

     

   

©  2008  James  L.  Salsbury  

   

Exhibit X: Process for Assessment of Learning Goals & Learning Objectives

Define Learning Goals & Learning

Objectives

Complete course mapping & create alignment matrix

Summarize results of course mapping

Arethere learning

objectives scheduled for re-

assessment?

Decide on which learning

objective(s) to assess

No

Determine direct method thru which measurement will

be done

yes

Determine specific deliverable to be

used for assessment

Establish internal benchmark

(% acceptable or better)

Determine sample size

Identify who will conduct

assessment

Has rubricbeen created for

this learningobjective?

Can existing rubric

be used for thisAssessment?

yesDevelop assessment rubric No

No

Pilot test rubric

Yes

DoesRubric require

Revision?Revise rubricyes

Complete training session on use of

rubric with assessors

Conduct assessor inter-rater reliability

Isinter-rater reliability

acceptable?

No

Select sample to be assessedYes Conduct

assessment

Aggregate data from assessment by rubric trait &

level of achievement

Interpret results

Have internal

benchmarksbeen

achieved?

Schedule next assessment for

this/these learning objective(s)

Yes

Identify opportunities for improvement &

design changes to program/major

NoImplement changes to

program/major

Assemble all required

documentation***

Complete one-page assessment

summary

Submit documentation to Associate Dean of

Business, Graduate & Executive Programs

Endprocess

No

Review results with program

faculty

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25.  

Appendix 4.11 Assurance of learning implementation plan

   

Owner:   Date  (original):   Date  (revision):  

ACTION  ITEMS   Responsible  Person  

S   O   N   D   J   F   M   A   M   J   J  Date  

Completed  Comments/  Remarks  

Define  learning  goals  &  objectives                                                          Complete  course  mapping  &  create  alignment  matrix                                                          Summarize  results  of  course  mapping                                                          Decide  on  which  learning  objective(s)  to  assess                                                          Determine  direct  method  by  which  measurement  is  done1                                                          Establish  internal  performance  benchmark  (%  Accept  or  better)                                                          Determine  sample  size                                                          Identify  who  will  conduct  assessment                                                          Develop  assessment  rubric                                                          Pilot  test  rubric  and  revise,  if  necessary                                                          Complete  training  session  on  use  of  rubric  with  assessors                                                          Complete  assessor  inter-­‐rater  reliability                                                          Complete  additional  training  session  on  use  of  rubric  with  assessors,  if  necessary                                                          Select  sample                                                          Conduct  assessment                                                          Aggregate  data  from  rubric  by  trait  &  level  of  achievement                                                          Interpret  results                                                          If  appropriate  &  indicated,  identify  opportunities  for  improvement  and  design  changes  to  program/major                                                          Implement  changes  to  program/major                                                          Schedule  next  assessment  for  this/these  Objective(s)                                                          Document  process  and  results2                                                          

Submit  documentation  to  Assurance  of  Learning  Council                                                          

1  Examples  include  case  study,  projects,  written  assignments,  oral  presentations,  exams,  etc.  2  One  page  assessment  summary  form  that  any  documentation  created  during  the  assessment  process  can  be  attached  to  will  be  provided  by  AOL  Council  

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27.  

Appendix 4.12 Assurance of learning assessment summary report

     

Assurance  of  Learning:  Learning  Goals  and  Objectives  Assessment  Summary  Report  (Please  complete  this  Report  for  each  Assessment  Project  undertaken)  

 Program/Major:    Assessment  Leader  Name:    Assessment  Leader  email  Address:    Assessment  Leader  Campus  Phone  #:    Learning  Goal(s)  Assessed  this  Report:      Learning  Objective(s)  Assessed  this  Report:      Date  of  previous  assessment(s)  of  these  Learning  Objectives,  if  any:    Start  date  of  this  Assessment:     Actual/Planned  End  date  of  this  Assessment:    Assessment  Method  (i.e.,  selection,  course-­‐embedded,  stand-­‐alone  testing  or  performance):  Specific  Assignment  Used  for  Assessment  (i.e.,  common  exam,  common  or  similar  graded  paper,  common  of  similar  graded  case  analysis,  common  or  

similar  graded  individual  presentation,  etc.):    Total  Population  Size  from  which  Sample  Taken:   Sample  Size:    Names  and  Position  of  Assessors:    Measurement  System  Analysis  (method  and  dates  assessor  reliability  established):    Internal  Performance  Benchmark  (i.e.,  %  accept  or  better):    Summary  of  Results  Against  Internal  Performance  Benchmarks:    Date  of  Review  of  Results  by  Program  or  Major  (Please  specify  faculty  committee  and/or  administrative  body):  Opportunities  for  Improvement  Identified:    Opportunities  for  Improvement  Implemented  (include  description  of  changes  to  curriculum,  etc.,  and  dates  implemented):    Scheduled  next  assessment  of  this/these  Learning  Objective(s):  Date  of  review  by  Responsible  Associate  Dean(s):  Brief  Self-­‐assessment  of  Process  Used  Strengths:    Opportunities  for  Improvement:    

(Please  retain  actual  assessment  instruments  and  individual  score  sheets.  Please  attach  complete  list  of  learning  goals  and  objectives  for  your  program  or  major,  alignment  matrix,  rubric(s)  utilized,  Appendix  of  results  aggregated  by  trait  and  level  of  achievement,  and  minutes  of  any  and  all  reviews  and  deliberations  related  to  results  and  improvement  activities.)  

 ©  2008  James  L.  Salsbury  

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29.  

Appendix 4.13 Doctoral program placement statistics

       

  Institution1   Rank  

  Brown  University   Non-­‐tenure  track     Bryant  University   Tenure-­‐Track     California  State  University  -­‐  Channel  Islands   Tenure-­‐Track     Clark  University  (2)   Tenure-­‐Track     College  of  Charleston   Tenure-­‐Track     Florida  Gulf  Coast  University   Full-­‐time2     Florida  International  University   Tenure-­‐Track     Northeastern  University   Tenure-­‐Track     Providence  College   Tenure-­‐Track     Suffolk  University   Tenure-­‐Track     Epsilon   Industry    

  1  One  graduate  accepted  a  position  at  Woodbury  College  in  California.        The  position  was  eliminated  after  the  acceptance.       2:  no  tenure  system  

 

Appendices.

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