oie.gsu.edu · web viewi knew that i did not want to enter accounting or finance, managerial...

APPENDICES

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Appendix ALearning Objective for B.B.A. Core Courses Taught

by Department of Managerial Sciences

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Learning Objectives: MGS 3100 Business Analysis

Upon completion of the course, the student should:

Demonstrate competence in analysis/development of some common models mathematically, graphically, and with a spreadsheet.

Be able to interpret model results in the context of the business situation and explain them in plain language.

Learning Objectives: MGS 3400 Managing People in Organizations

Upon successful completion of this course students should be able to:

Demonstrate knowledge of the major ideas, concepts, and theories of management and organizational behavior on written examinations.

Demonstrate competence in management and organizational behavior by analyzing organizational problems and opportunities, applying relevant theory to the situation, and proposing appropriate interventions.

Understand why people behave the way they do. Develop an awareness of his or her own behavior in dealing with others. Design motivational programs for themselves and others. Understand the extent to which and how people can be influenced. Facilitate group decision-making and problem solving. Analyze the cultural and political environments of organizations. Determine the appropriate formal structure for an organization. Develop and demonstrate competencies in team building, communication,

leadership, motivation, ethics and social responsibility through experiential exercises.

Learning Objectives: BUSA 4980 Strategic Management

Upon completion of this course, students will be able to:

Conduct an environmental analysis for any firm in any industry Determine the strategies used by companies in the marketplace Identify the nature of mergers and acquisitions of firms and the potential

ramifications Conduct an analysis of a business case and present recommendations for

positioning the company for future success Recommend the appropriate organizational structure to fit the strategic direction

of the firmAppendix B

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Learning Objectives for B.B.A. Degree in Managerial Sciences

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Objective 1:

All BBA graduates in the Department of Managerial Sciences will be able to effectively use the concepts and tools of the social, psychological, and cultural aspects of organizations in the identification and analysis of managerial problems.

Objective 2:

All BBA graduates in the Department of Managerial Sciences will be able to effectively use the concepts and tools in their area of concentration—Business Analysis, Entrepreneurship, Human Resource Management, or Operations Management—in a highly effective identification and analysis of problems in that area, and in making recommendations for action on those problems.

Objective 3:

All students in any MGS undergraduate track need to develop critical thinking skills for problem solving in their track. At the time of their completion of the degree, students in their chosen functional track will show their ability to apply critical thinking techniques in addressing issues and problems that they are likely to confront as managers.

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Appendix CResults from Survey of Managerial Sciences

Undergraduate (B.B.A.) Majors

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ACADEMIC PROGRAM REVIEWDEPARTMENT OF MANAGERIAL SCIENCES

UNDERGRADUATE STUDENT SURVEY RESULTSOctober 2013

N = 95Response rate = 10%

Table 1. General Learning Outcomes

To what degree is your major program of study contributing to your doing or achieving the following:

No contributio

n 2 3 4 5

Significant contributio

n

% % % % % % N M(SD)Writing clearly and effectively 0.0 2.1 14.9 20.2 29.8 33.0 94 4.77(1.13

)Speaking clearly and effectively 0.0 2.1 12.6 23.2 27.4 34.7 95 4.80(1.12

)Locating and organizing information from multiple sources

1.1 7.4 6.3 18.9 32.6 33.7 95 4.76(1.25)

Integrating new information with past knowledge

1.1 3.2 8.4 12.6 37.9 36.8 95 4.94(1.14)

Analyzing problems from various points of view

1.1 3.2 1.1 14.7 43.2 36.8 95 5.06(1.01)

Developing original ideas 2.1 6.3 8.4 28.4 23.2 31.6 95 4.59(1.30)

Understanding ethical standards 2.1 2.1 9.6 16.0 25.5 44.7 94 4.95(1.24)

Note. Mean scale: 1=No contribution to 6=Significant contribution.

Table 2. Program Preparation/Challenge

Please indicate the extent to which you agree with the following statements:

Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)My program of study is preparing me for my career or future educational goals.

1.1 4.2 3.2 18.9 30.5 42.1 95 5.00(1.14)

My experience in the department has fostered my interest in my program of study.

5.3 2.1 14.7 20.0 32.6 25.3 95 4.48(1.35)

My program of study is academically challenging.

2.1 1.1 2.1 15.8 36.8 42.1 95 5.11(1.05)

Overall, instructors in the department stress high quality work from students.

1.1 3.2 3.2 12.6 33.7 46.3 95 5.14(1.08)

Note. Mean scale: 1=Strongly disagree to 6=Strongly agree.

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Table 3. Program Quality

Please rate the following items: Poor 2 3 4 5Excellen

t

% % % % % % N M(SD)Overall quality of undergraduate courses in the department

1.1 4.3 5.4 18.3 37.6 33.3 93 4.87(1.13)

Availability of undergraduate courses in the department

4.3 12.8

13.8 25.5 26.6 17.0 94 4.09(1.14)

Overall quality of undergraduate instruction in the department

2.1 5.3 5.3 21.1 37.9 28.4 95 4.73(1.21)

Procedures used to evaluate student performance

4.2 5.3 10.5 22.1 33.7 24.2 95 4.48(1.34)

Note. Mean scale: 1=Poor to 6=Excellent.

Table 4. Faculty Interaction


Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)In my department, students have opportunities to do research-related activities with faculty.

6.3 13.7 20.0 26.3 18.9 14.7 95 3.82(1.44)

In my department, faculty are available to answer questions or discuss my concerns about my program of study.

3.2 1.1 10.5 18.9 32.6 33.7 95 4.78(1.23)

In general, faculty in my department are appropriately prepared for the courses they teach.

2.1 0.0 9.5 9.5 27.4 51.6 95 5.15(1.15)

In general, faculty in the department motivate me to do my best.

2.1 4.3 10.6 11.7 35.1 36.2 94 4.82(1.27)

My department promotes an environment of inclusiveness and respect.

1.1 2.1 7.4 12.6 33.7 43.2 95 5.05(1.10)

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I would recommend my department to other students like myself.

2.1 3.2 6.4 12.8 31.9 43.6 94 5.00(1.21)


The following items were developed by the Department of

Table 5.

When did you decide to major in ManagerialSciences?

N = 92 %When I was in high school

16.3

My freshman year 18.5My sophomore year 31.5My junior year 27.2My senior year 6.5

Table 6.

What sub-specialty (if any) within Managerial Sciencesare you focusing on?

N = 86 %Business Analysis 10.5Human Resource Management

24.4

Operations Management 23.3No sub-specialty 32.6Other 9.3

Other:Cardiovascular Specialty Management

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Culinary Management

Entrepreneurship

Health Administration (although it is not offered in the undergraduate program)

It's not exactly a sub-specialty, but I have chosen to minor in hospitality administration.

Small Business management

Starting my own financial planning firm

Table 7.


Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)In my major classes, I am pleased with the academic ability of my classmates.

2.2 5.4 9.7 16.1 37.6 29.0 93 4.69(1.26)

In my major classes, I am pleased with the academic diligence of my classmates.

2.1 3.2 11.7 14.9 37.2 30.9 94 4.74(1.23)

Qualitative Data:

The following statements are in response to the comment sections in the online questionnaire. All responses are exported directly into a Word document without any changes to wording, punctuation, or grammar. Please note that each paragraph represents one respondent’s comments.

What factors influenced your choice of major?

I wanted a degree I could use for many thing in the future (1 Count)

Parents and career interests. (1 Count)

Work experience Faculty interactions - research projects, SHRM, co-authoring a paper General interest in the subject matter (1 Count)

I didn't like any other business concentration. (1 Count)

Ive always been interested in business and managerial science seemed to incorporate all aspects f business. (1 Count)

Publicity and reputation of the Robson College of Business. (1 Count)

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Career Change (1 Count)

Academic advisor gave me bad information which delayed my graduation date for Accounting major. (1 Count) Current work environment (1 Count)

Talking with my academic advisor help me to pinpoint the right path for myself. (1 Count)

Many Opportunities from my major (1 Count)

I knew that I did not want to enter accounting or finance, managerial science provided what I viewed as a wide selection of opportunity in business. I was then able to narrow my career choice to project management. (1 Count)

career choices (1 Count)

I really liked the faculty and staff. The program appeared, at the time, to be exactly what I needed to be successful in my chosen career. As I am now almost complete with my program, I am pleased that the department did more than meet my expectations- it exceeded it. (1 Count)

I want to become a entrepreneur and a future business owner. (1 Count)

Transfer student. Robinson College of business did not have an undergraduate international business degree. (1 Count) I want to work in Human Resources. (1 Count)

Having the opportunity to get two degrees while at GSU as well as the desire to own my business one day.## (1 Count)

Wanting a degree that was general and would allow me to graduate. (1 Count) I would like to own my business. (1 Count) Wanting a well rounded business major that allowed flexibility within companies. (1 Count)

My passion for the sport industry (1 Count)

My choice of major was influenced by my career goals. (1 Count)

Job market/ availability of jobs based on my major after graduation (1 Count)

ability to take classes in the evening also, mostly relevant to my career path (1 Count)

Work experience and what I enjoy doing (1 Count)

I decided to come back to GSU after a long absence (after earning my first Bachelor's Degree) and experience in the real world to have a credential to match the career I fell into after college. So, question 5.1, I cannot answer accurately, since I decided on this path way after my Senior Year in college. (1 Count)

I always wanted to have a job where I can make hard decisions, problem solve, and lead others in the right direction. (1 Count)

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Family members have similar degree. (1 Count)

Really enjoyed the required managerial science class with Dr. Butler. (1 Count)

Past work experience and interest in working with people (1 Count)

my experience (1 Count)

the variety of job options available for MGS majors and the great reputation of the Robinson College of Business (1 Count)

The applicability to a majority of different industries. (1 Count)

The flexibility of the career in which I go into (1 Count)

I am a full time working business professional and I have an interest to become a project manager. Although there is not a BA offered for my career choice, I feel that Managerial Science degree will prepare me for my career path in project management.(1 Count)

real-world work experience (1 Count)

Organization Planning Office Environment (1 Count)

Current career and future aspirations (1 Count)

Lack of a major I really wanted / Lack of good advisor. (1 Count)

I did not want to continue a degree in accounting. (1 Count)

the need to want to work in a field that is hands on and constantly challenging (1 Count)

My current job. (1 Count)

My future goals (1 Count)

Need straightest path to graduation. 20 years experience has taught the rest. (1 Count)

Dual degree (1 Count)

I provided a wide variety of fields and career options. I could graduate with a concentration in HR, Operations, Entrepreneurship, or Business Analysis. Very well ranged major. (1 Count)

what careers this major lead to. (1 Count)

I'm a non-traditional student and chose this major because it most closely matched my job experiences or so I thought. (1 Count)

Gradution Date (1 Count) interest (1 Count)

student counsel, self anaylysis (1 Count)

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Future plans i.e. entrepreneurship (1 Count)

My own experiences in business (1 Count) I've always wanted to start my own business and have been interested in the inner workings of a business and its operations (1 Count)

Just something I enjoy and want my career to be (1 Count)

Double Major (1 Count)

I wanted to learn how to effectively manage people and organizations. (1 Count)

I wanted to major something in the business field, and coming to Georgia State there was variety of business majors I can choose. The one that interested me the most was Managerial Sciences. (1 Count)

Job opportunities (1 Count)

Already in field, just want to get Degree. (1 Count)

It is a respectable major with enough flexibility to lend itself to many career fields. My degree will allow me to enter any business field with a great understanding of how to effectively manage a company. The skills I've learned in managerial sciences courses can be applied to all areas of my life, from extracurricular to work and school to friend groups. These skills are even more important to me than technical skills, as much of that can be learned through training. Additionally, the Robinson College of Business is one of GSU's most prestigious school, which was important to me when selecting a major. (1 Count)

My interest in business and entrepreneurship. (1 Count)

As a non-traditional student, I have worked in various fields of business administration. I enjoy working in the administration because of the number of positions available. After reviewing the course catalog, the Managerial Science program equips students well for administration and management positions. (1 Count)

My parents' line of work that created opportunities for them. (1 Count)

The type of work I've been doing for the last 5 years (1 Count)

Entreprenuership class in high school (1 Count)

I currently work full-time and I'd like to advance at my current employer - Managerial Sciences should help me achive this goal. (1 Count)

Relevant to career experience and future goals (1 Count)

Desire to enhance my skills, GSU is has a well-known business school, other RCB majors did not interest me. (1 Count) Being able to apply the skills to my current job. (1 Count)

I wanted to major in Business and this track fit my goals. (1 Count)

Developing knowledge in the business industry relating to all types of career fields. Managerial Sciences has prepared me to work in any type of business field. (1 Count)

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I was originally an economics major and once I took an economics class and hated it I change my major to MGS (1 Count)

I was influenced by the fact that my positions in the business world have always led me to managerial positions. (1 Count)

Help my father run his company. My desire to open my own restaurant. (1 Count) my current career. (1 Count)

My interest in math related business courses. (1 Count) change in my future career plans (1 Count)

Career choice (1 Count)

I'm a non-traditional student. Decided to go back to college 3 years ago to pursue my Bachelor's Degree for a change in careers. (1 Count)

My career. (1 Count)

the flexibility and the opportunities in this major (1 Count)

I work within business now (1 Count)

General Comments:

Most if the department is fine however I have talked to multiple students and I seemed to have gotten the worst Econ teacher possible both semesters and there were no other class options for the time slot I needed without me changing my entire schedule (1 Count)

The overall rigor of the program and expectations set forth by the faculty body far exceed those of some other non-GSU programs. As a transfer student, I have found the MGS program to be academically challenging while preparing me to be a resourceful HR professional. (1 Count)

One of the greatest qualities about the managerial program at GSU is the opportunity to interact with professors who not only teach, but have experience in the field they are teaching. My personal experience has been that the professors are approachable and knowledgeable in their fields of study. I feel confident that when I graduate, I will have a good sense on how to apply the knowledge that I have learned in a way that will make me stand out among my peers. (1 Count)

I have yet to pick my subspecialty but I do plan on it. (1 Count)

Students need to be more aware of the sub-specialty areas of Managerial Sciences. (1 Count)

I am very surprised at the complete lack of courses or focus on management consulting. GSU is the only campus in Atlanta that does not have any focus academically, nor career placement relationships with consulting firms. (1 Count)

I have not yet had real classes within my major--still completing pre-requisites/ foundation.

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I was hoping for more questions regarding the scheduling of classes since I have no choice but to take my classes after work hours. (1 Count)

I think where the College of Management seriously needs to rethink is in the massive amounts of Group Projects that are assigned. In nearly every Group Assignment there is at least one and sometimes more students who refuse to do any work regarding the project which puts the burden on the students who actually care about their course work, giving the slack student(s) the benefit from their work. I do understand it is a team building event, however, these teams are amorphous at best. The reality is that the academic world will never duplicate the working world, where the slack employee is threatened with loss of livelihood if they do not do their work. Currently, I see students who are earning credits who have done as little as possible to get through the program, and GSU can do better with regards to this situation. My only other suggestions, is that GSU needs to really consider adopting some of their major paths and required courses for individuals like myself who have been in the business world for 5-10-15-20 yrs. The Business Communications course needs a complete overhaul to be effective. That course amounted to a great deal of busy work that may be good for a traditional freshmen, but was completely useless for an experienced business environment employee. It was a waste of money and credits for me and could have easily have been subbed out for another 3 hr course that I would have been able to reap the benefits. (1 Count) I have not really kept up with the academic ability of my classmates. For the most part they all seem engaged and eager to learn. (1 Count)

Various other departments in the Robinson college have many more opportunities than the Mgs department . We're rarely are in any news or have any accomplishments to speak of. While I think I chose my major correctly, I think the department could do better with more opportunities for me to succeed. You don't need to hold my hand, but could facilitate networking and job opportunities better. (1 Count)

It would be great if there were more electives centered around Project Management or if it could be offered as a sub specialty. (1 Count)

The business management program at GSU is laughable. I can't take this school seriously anymore. Good riddance. (1 Count)

I think there are a great number of courses that would be better served as online courses. We spend a great deal of money to come sit in classrooms and listen to some instructors read powerpoint presentations to us. We could do these courses from home and perhaps take more classes per semester. I would also suggest that Business Communication be required long before Junior year. (1 Count)

I like it so far. I have been out of school for so long I wasn't sure what to expect. It is fun. (1 Count)

I have and would definitely continue to recommend Managerial Sciences major to others. (1 Count)

Upon enrolling at GSU, I was very excited to learn and I had high expectations on the quality level of education at this school. Unfortunately, the excitement was short lived. I found professors who didn't engage with the students at all. Most just read slides, verbatim, for the entire class. I thought I would be able to build upon my experiences, but I've only l;earned that I pretty much could have read power points online for a lot less

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money. The so called "education" received was not helpful in the least. I think just having the degree will possibly help on my resume. Outside of that, attending traditional classes was a complete waste of my time. Perhaps the department should look into a more speedy degree for those of us who have experience and roll all the courses to an online format. It was not helpful for me to spend four days a week in Atlanta traffic after work and have a teacher read to me for 2 hours with no type of interaction. My entire experience has been underwhelming and I would only suggest this major to students who really just need the degree to beef up their resume. By the way, I actually learned more at GPC before transferring to GSU. (1 Count)

There needs to be more CTW Classes, especially at 7:15PM because there isn't one offered year round. (1 Count)

The class rooms are slight clustered in the Landale Hall as to comforting. The professors usually assign a lot of uneccessary reading that is not used in class. (1 Count)

Overall, I am satisfied with the academic program. However, It would be beneficial to have more guest speakers from the corporate sector to give real perspective on management expectations post graduation. (1 Count)

The highly experienced instructors are great. Bunch, Wallace, St. Peter, Zhang, Verhage, Fendler, Frost (hybrid online/on campus class was phenomenal. More of this!) Thielman, Clark, Carrillo (Sets the standard for passionate, engaging instruction) The grading was very lenient. There needs to be even more emphasis on writing skills. Seriously. I had a team project in almost every class. The writing skills of my teammates were quite disappointing. There should be a writing assignment for almost every class as well. I love the international diversity. This should be nurtured and grown. Also, Joyce Cox is is amazing. Best advisor ever! by far... Overall, very impressed with RCB. (1 Count) I enjoy both managerial science and hospitality so I would like to minor in hospitality. At the very least I would like to take a few hospitality electives but I find that there are few classes offered and its a fight to register for the ones I want. (1 Count)

The only thing that I would encourage is that less help is given by some professors to the students. What I mean by this is that I feel that I learned the most from the most challenging professors such as Dr. Rick Morris and Dr. Wallace because they forced me to read and learn the material. Some of the professors would want to give us some of the questions that would come on the test and it made it very simple to pass the class. While I gave it my 300% to learn the material, I just don't want to be compared to a recent graduate who does not comprehend the material, but that got the same degree that I got thanks to the review sheets that were given. I know that what I am expressing is not a popular thing amongst students, but I believe that this is the only way that we can make the school improve in a competitive market. As an example, I am finishing my double major in Marketing and I am currently enrolled in a class called Marketing Metrics with Dr. Pilling. Everybody complains about his class and his tests because he does not give you a review sheet with sample questions that will be on the test. Actually, he does not even give you a multiple choice, with him you have to come up with the answer and explain your reasoning behind it. For some, this makes him difficult; for me, he is preparing his students to excel in their careers. (1 Count)

I'm a non-traditional student (back in school after 25 years) and just finishing up my core classes (doing so part-time while working full-time so it's taking a bit longer) and have about 5 more to take before I can begin taking my major classes. Questions 5.1, 5.5 and 5.6 do not apply in situation, that's why I didn't respond to those questions. Thanks. (1 Count)

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Appendix DResults from Survey of Managerial Sciences

Undergraduate (B.B.A.) Alumni

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UNDERGRADUATE ALUMNI SURVEY RESULTSOctober 2013


General Outcomes

Table 1.


Strongly disagree 2 3 4 5

Strongly agree

% % % % % % N M(SD)My program of study has made a positive contribution to the quality of my life.

6.8 4.5 9.1 18.2 38.6 22.7 44 4.45(1.42)

I have applied the skills I learned in my program to help resolve issues I’ve faced in my professional life.

2.3 11.4

9.1 20.5 45.5 11.4 44 4.30(1.27)

My program of study has helped me to achieve my professional goals.

11.4 6.8 11.4 36.4 27.3 6.8 44 3.82(1.40)

Overall, I was satisfied with my degree program.

6.8 9.1 6.8 20.5 43.2 13.6 44 4.25(1.42)


Employment

Table 2. Table 3.

Are you currently employed? Have you been employed at any time over the last year?

N = 44 %Yes 79.5No 20.5

Table 4.

Please indicate the general area of employment.

N = 38 %Agriculture/Natural Resources 2.6

Arts 0.0Business/Finance 42.1College Faculty/Administration 2.6Counseling/Mental Health 0.0Education K-12 0.0Government/Public Administration 10.5Hospitality/Tourism 7.9Journalism/Publication 2.6Law 5.3

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N = 9 %Yes 44.4No 55.6

Library Work 0.0Manufacturing/Construction 2.6Marketing 0.0Media/Communication 0.0Medicine/Nursing 0.0Non-Profit or Community Org. 2.6Religious Organization 2.6Transportation 0.0Other 18.4

Other: N= 8

CosmetologyCustomer serviceData AnalysisFacility ManagementHealthcare Human ResourcesITRetail

Table 5. Skills and Employment

The following questions focus on the skills you may have learned in your degree program at Georgia State andwhether you listed them on your resume, discussed them during your job interview, or use(used) them in your job.

List on resume Discuss injob

interview

Using(used) on job

N = 39 Yes No Yes No Yes No% % % % % %

Research skills 28.2 71.8 29.7 70.3

66.7 33.3

Communication skills (writing and speaking) 82.1 17.9 84.6 15.4

97.4 2.6

Ability to interpret data/information in a critical manner.

57.9 42.1 66.7 33.3

76.9 23.1

Ability to analyze problems from different perspectives

53.8 46.2 66.7 33.3

87.2 12.8

Ability to work with diverse populations 59.0 41.0 71.1 28.9

87.2 12.8

Ability to analyze managerial problems, events, and issues

71.4 28.6 66.7 33.3

63.6 36.4

Ability to make informed decisions 72.7 27.3 84.1 15.9

88.6 11.4

Ability to recommend solutions to managerial problems

61.4 37.2 70.5 29.5

63.6 36.4

Further Education

Table 6. Table 7.

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Are you currently enrolled in a graduate program? What degree are you seeking?

N = 44 %Yes 9.1No 90.

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What is your program of study?N = 4

FinanceLaw (2 respondents)Master of Health Administration

At what institution are you pursuing your degree?N = 4

Georgia State (2 respondents)University of TennesseeVirginia Commonwealth University

Table 8.

Since graduating from Georgia State, have you earned an additional degree(s)?

N = 44 %Yes 4.5No 95.5

Please tell us what additional degree you earned, the program of study, and the degree-granting institution. N = 2

Masters in cosmetologyMasters of Science, Management and Organizational Innovation, Queen Mary University of London

The following items were developed by the Department of Managerial Sciences

Table 9

When did you decide to major in Managerial Sciences?

N = 42 %Before entering GSU 33.3First year at GSU 11.9Second year at GSU 26.2Third year at GSU 26.2Fourth year at GSU 2.4

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N = 4 %Ed.D. 0.0J.D. 50.0M.A. 0.0M.B.A. 0.0M.D. 0.0M.Div. 0.0M.F.A. 0.0M.S. 25.0M.S.W. 0.0M.S.L.S. 0.0M.T.S. 0.0Ph.D. 0.0Th.D. 0.0Other 25.0

Qualitative Data


Looking back, what aspects of your program do you believe were the most valuable in contributing to your earning a degree at Georgia State?

Support of professors, Learning about Theory, The practical experience many professors have (1 Count)

All my professors were very knowledgeable on the subject matter they taught. They also had a strong want to help the students. (1 Count)

I do not know if I can credit any "aspect" of the program for earning my degree. My professors played a valuable role: Andrew Baker, Rhonda Palladi, Walter Wallace, Grace Lemmon, Lawrence Marquit and Jonathan Godbey. It was their genuine concern that contributed to my academic success. How can a student progress without the support of his/her professors? It was their professional experiences and knowledge in which I was able to relate. (1 Count)

How to present yourself in a professional manner and communication courses (1 Count) The networking opportunities provided by the Business School were most beneficial. (1 Count)

The degree of difficulty and the challenge of experienced professors. Their perspective and experience was a very valuable addition to the program. (1 Count)

The upper level courses, where significant writing skills were required were the most beneficial to me. My business etiquette class was also fantastic! We learned how to write not only resumes, but cover letters as well. (1 Count)

Working in team/groups to learn from others and learn to value other people's opinions. (1 Count)

The ability to look at things from different views (1 Count)

Real life projects in business courses. Group projects that helped learn to work with others well. (1 Count)

Strategy capstone, operations management and negotiations! (1 Count)

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The classes that focused on analyzing different decisions and scenarios and making a decision based on information. The organizational behavior class was most memorable and effective as I still use what I learned in that class at my current job. The business communications class taught me how to write efficiently for a work setting. (1 Count)

The J. Mack Robinson College of Business name itself. (1 Count)

Human Resources and operations management (1 Count) Knowledgeable teachers that wanted to help you succeed. (1 Count)

The professional knowledge of the professors to the real business world from their experience. (1 Count)

international business (1 Count)

Cap stone course/Business model -working in teams, collaboration, problem solving, meet critical deadlines. (1 Count)

The Professor's and staff of the department and in the school of business were incredible. They were all experienced professionals who brought what they learned into the classroom. Not just the success, but sometimes even their failures, which really helped me apply what we were learning to real objectives. That has proved PRICELESS in my experiences since leaving Ga. State. (1 Count)

Professors who loved teaching and their field. (1 Count) Time of classes (1 Count) I believe that the professors at Georgia State bring an element of real life to the classroom. It was highly valuable to me to connect their work experience to the text which made me look at my own experiences from a critical position. (1 Count)

The real life application projects such as we when we created mock interview tests to determine an applicant's skill set. The classroom presentations helped developed communication skills too. My BCOM class definitely helped my presentation skills! (1 Count)

The MgS degree was largely useless (to me) because it doesn't give the graduate any value-added tools to offer prospective employers. If I had to do it all over again, I would get an Acctg or IS diploma. (1 Count)

Having to take other classes within the school of business that did not directly relate to management. (1 Count)

I had really intelligent, helpful teachers. They made learning fun, interesting, and relevant. I really appreciated the ones who didn't just robotically follow the departmental syllabus and who, instead, taught us things we could use in the real world. In many of my classes -- like negotiation, leadership, decision making, business communication, etc -- I learned skills that I could immediately apply at my job. In fact, I kept many of my textbooks and have them on my bookshelf at my office today! (1 Count)

All teachers were great (1 Count)

I enjoyed all aspects of GSU. (1 Count)

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Learning how to critical think through problems and come up with creative solutions (1 Count)

What kinds of improvements would you suggest the Institute make in order to enhance the educational experience of current students in the program?

Help students find internships while in there program. Teach students the skills they will need in the real world. (1 Count) (1 Count)

To gain more knowledge in technology, everything is almost IT related, More Practical experience (1 Count)

I can't think of any improvements right now. (1 Count)

There are many suggestions I can impose but will they be considered? The department should not only seek to recruit "qualified" faculty but faculty that are zealous about students' success and faculty that have the ability to teach in a way that can reach all students. The business department should consider using better textbooks and designing a curriculum that is applicable to the industry/corporate world. It seems as though the undergraduate business capstone game is not going anywhere but I did not learn anything from that game! I viewed it as a trial and error rather than a "real world", hands-on learning experience! I do not understand the reason for requiring students to work in groups. It is known that most professionals in IT work in groups. I do not know of many business professionals that work in groups/teams. It is a misconception that most business professionals work in groups. I love business, I cannot imagine myself doing anything else! The department should offer a wider variety of business electives and more evening classes. As a full-time employee and non-traditional evening/night student, my educational experience could have been much better. There was not enough resources for me to enhance my educational experience. I say that because math is my biggest academic challenge! I am able to pass everything until I have to take statistics, finance, accounting, etc. There should be a stronger academic support for students with math challenges. (1 Count)

More mathematics and advanced excel should be required. Too many group projects, and not enough focus on the individual. It was too easy for students with less ambition to cheat or piggyback their way through assignments. (1 Count)

Less book work and more hands on or field demonstrations (1 Count)

focus more on a specific concentration (1 Count)

The program focused essentially on the management of a corporation. But with the changing economy and interest of people including myself, I am interested in social enterprise. This is no longer the "graduate and get a job world", its more of a "I want to employ myself and build a business that addresses something I care about" and not just about selling the syrup of the worlds most consumed beverage after water, Coca-Cola and the likes. I know that we have an entrepreneurship department but I think it will be much more beneficial and useful to the managerial sciences department to incorporate a 50% entrepreneur curriculum of some sort.(1 Count)

Continue challenging students and rewards high achievers with internship placements with reputable companies in a students junior or senior year. (1 Count)

24

I would recommend more required research and writing classes, and maybe internship opportunities for students. (1 Count)

Focus more on the management aspect vs the human resources and make sure people know how important it is to have internships because it is hard to find a job with no experience. (1 Count)

Toughen it up! I felt that I was able to get through with relative ease. There are some brilliant instructors at GSU and they should be able to challenge the students more. (1 Count)

Focus even more on operations management for all MGS majors. Teach lean and 6sigma principles and apply them in case studies. (1 Count)

Additional focus on written communication skills and computer literacy would have better prepared me for my current business management role. (1 Count)

To require students to obtain an internship while attending the university. (1 Count) Extensive critical thinking projects involving promoting group dynamics in solving problems and allocating workload (1 Count)

The Project Management course was a waste of time, all the formulars and course material has no real relationship to todays work enviroment. Replace with a study of productivity comparisons versus cost, how to increase productivity in a production environment or how to create budgets, monitor budgets and reporting on budgets. (1 Count)

push for more internships and alliances with local companies (1 Count)

Teacher variety (1 Count)

Have access to the Alumni network to see what others in their degree program are doing. It would have been hugely beneficial in being able to talk to alumni when I was choosing a career path. (1 Count)

That last required class was a waste of time. Did not learn anything (1 Count)

Any student is going to take only what they want from the program. Although an online job board would have been nice for those of us who were busy working part time while going to school or those who lived off campus and couldn't get to all the events. (1 Count)

I personally feel that work experience is crucial to the full learning experience. I think a job placement/internship requirement would be a great contribution to students overall educational/work experience. (1 Count)

Require an internship or professional credit before graduating. The career services center needs to be more active and engaged in establishing a relationship with the commercial world so that companies more heavily recruit GSU undergrads and seek them other than at career fairs. (1 Count)

More individual projects; more interaction with industry and real-world situations (1 Count)

More case studies (1 Count)

25

Make internships a requirement, or at least strongly suggest them. Without any it made the job search much more difficult. (1 Count)

I really, really, really wished there were more online classes at Georgia State. It was incredibly difficult working full time to find class times that I could fit into my schedule. The other thing I would like to see more of is incorporation of the small business aspect of managerial sciences into the curriculum. Virtually every class I took taught from the perspective of large, multinational corporations, but the reality is that those large companies are no longer the only reality. Small businesses are a huge part of what is contributing to the growth of our economy right now, and they have many different, unique, and important challenges and issues that need to be discussed in the classroom -- instead of focusing almost exclusively on enterprise corporations. (1 Count)

It would be important to gain experience while you are in school. Internships should be mandatory, and you should emphasize that all students have an internship experience before graduation. (1 Count)

Encourage students to join groups that will help with obtaining a job. (1 Count)

Have classes that encourage face-to-face interaction with management in Metro Atlanta's private and public sector. Invite local Executives, Chief Executive Officers, Chairmen, Vice Presidents, Chief Operating Officers, Chief Financial Officers and other high level officials of private industry to the classes to talk about their experiences in management. Taylor Human Resource related classes to teach what sort of computer systems/software are out there that read resumes and how to write resumes using words that would be caught by said computer system/software. Invite Human Resource managers of major employers like Equifax or UPS to the classroom to discuss how a resume would be read by computer software. This should be part of a human-resource related class. (1 Count)


What specific managerial sciences courses that you took at GSU have been most helpful to you since graduating?

Negotiation, Human Resources, Capstone, Business Communications, Managing Organizations (1 Count)

The legal environment of human resources, operation management, managerial decision making, and managing human resources in an organization. (1 Count)

Negotiation Managerial Decision Making Managing People in Organizations Organization Communication (1 Count) MGS 3400, 4420, 4470, 4700 (1 Count)

Business communication (1 Count)

Dr. McClurg's classes and the class where we used execel a lot to forecast, etc. (1 Count)

I think it is MGS 3100. The first time I took the course I got a D. The lowest grade I had ever received and I felt defeated. Well that class essentially got me thinking about how life isn't always easy but with persistence and a committment to a goal (passing the class) anything is achievable. So I took it again and got a B. Maybe not an A but I was much more persistent and committed. Maybe GSU should talk about what failing a class really means instead of making students feel like failures. (1 Count)

26

business communication and negotiation, however each course was very valuable (1 Count)

Business etiquette, Legal HR (1 Count)

compensation hr law (1 Count)

HR Classes, and Business Analysis classes, any classes that had to do with Excel, PP, and or Word (1 Count) operations decision making capstone (1 Count)

Managerial Decision Making (1 Count)

Operations management and Service Operations Mgmt. Also, my communications classes I took have proven very helpful. The ability to articulate and communicate is vastly important. ( written and verbal ) GSU MGS department should focus more on students writing ability in their classes and grade students more on grammar and clear, succinct communication. (1 Count)

Business communications, organizational behavior, accounting, legal environment of business and legal environment of HR management. (1 Count)

Human resources and operations management (1 Count)

Operations management, project management, benefits planning, business analysis (1 Count)

All Human Resourse courses, extremely important in todays business world. Knowledge of labor laws and managing employees as to HR. (1 Count)

Employee Benefits, HR Management, HR Selection, (1 Count)

international business (1 Count)

Negotiation, HR Management, Compensation, Capstone (BUSA), Managerial decision making (1 Count)

Operations, Business Communications, Negotiations, Business Law (1 Count)

Negotiation (1 Count)

Operations Management and the senior strategic class with real life applications. (1 Count)

Becoming a leader and organizational communication (1 Count)

I can't remember the title but Leadership Theory with Dr. Palladi (1 Count)

Project Mgmt Managerial decision making Ops Mgmt (1 Count)

None as of yet. I have not been able to take advantage of my degree yet. (1 Count)

negotiation, leadership, decision making, business communication (1 Count)

27

Decision Making, Compensation, Business Analysis, managing a family Business, and Strategic management (1 Count) all (1 Count) Business Communitcation (1 Count)

What skills did you learn at GSU that have been most useful for your professional life?

R, Working with Excel, Management Theories (1 Count)

Critical thinking and problem solving. (1 Count)

Communication in the workplace. Entry level use of excel spreadsheets and forecasting. (1 Count)

Speaking in front of others and presenting yourself professionally (1 Count)

Interacting with different cultures and people and learning to articulate myself without assuming everyone understands me or my background. (1 Count)

critical thinking (1 Count)

Professionalism (1 Count)

hospitality management (1 Count)

Working with others, effective communication both orally and written. (1 Count)

Time management, public speaking, some excel skills( could be emphasized more) at GSU. And org. Behavior / leadership. Dr. Palladi was great! (1 Count)

Communication, accounting, understanding workplace behavior (1 Count)

Networking. (1 Count) Multitasking complex and simple tasks according to scope and functionality not necessarily in the order of importance but putting together a one cohesive outcome. (1 Count)

Business writing/ communication (1 Count)

Manage by objectives, supervise team projects and make every team member accountable. Interact with a diverse group of students, age, race and gender, was an extreme benefits when you enter the business world. (1 Count)

networking (1 Count)

Collaboration, time managment, organizaitonal (1 Count)

Communications skills, data interpretation and analysis. (1 Count)

management (1 Count)

Waste Management and adjusting to the market (1 Count)

28

Taking a critical approach to understanding the world around me. (1 Count)

How to confidently give a presentation and communicate in written discourse in a non-offensive manner. (1 Count)

How to work in groups as well as how to develop relationships. (1 Count)

Business communication, critical thinking, negotiation, sales, leadership (1 Count)

I am unemployed. I hope to apply all I learned when I get a job. (1 Count)

Don't give up, keep chipping away and finish. (1 Count)

Communication skills (1 Count)

General Comments:

I feel I wasted my time obtaining my degree. I am not using my degrees for anything and I am currently a cashier and vastly underemployed. (1 Count)

I have not advanced in my career as I believed I would after receiving a degree. I have tried several times. The firm I work for will hire new graduates who have never worked, but will not promote an administrative assistant into the same position. (1 Count)

The program at Georgia State is really good and has provided me with a lot of opportunities. I will more than likely pursue my masters degree at Georgia State. The alumni network is extensive and has provided me with great opportunities. I think it is important to tap into that network and maximize its value! (1 Count)

I feel as though the business department should assess each students personal and professional strengths and weaknesses before he/she graduates to help that student determine which professional career(s) would be most suitable. I understand that is the reason for determining a major but the major does not define or characterize the professional and personal strengths and weaknesses of a student. (1 Count)

Need less theory but more exercises in the actual. (1 Count)

I believe the survey of instructors was not worth the effort, when you have a bad professor nothing gets done to change the situation. I had only one bad professor and every student compalined and nothing was changed, thank goodness he was only a part time professor so the impact was minimual. (1 Count)

the managerial program should have more particular skill set classes that delve into the entire composition of management. Interviewers want specific skill sets or exp. they seem not to budge on those things. Having a tough time finding a entry level career (1 Count)

I enjoyed studying at Georgia State University , and I loved the school. I have not been able to find a job yet, But I hope to find it soon. I did not get an internship, and I think it is essential for your success (1 Count)

Please get with the local Atlanta management major players in public and private industry; and ask them to visit the classes to interact with the students. This way, learning what skills to add to a reume or how to taylor the resume to fit the job would not seem like a moving target. (1 Count)

29

Appendix ECurriculum for B.B.A. in Managerial Sciences

30

(Source: University Undergraduate Catalog 2013-2014)

7030.10 Bachelor of Business Administration

Program Summary

SemesterHours

Lower-Division (Freshman/Sophomore) YearsCore Areas A-E 42Core Area F, Business Foundation 18Subtotal 60Upper-Division (Junior/Senior) YearsJunior Business Core 15Junior Communication Course 3Major 18 – 21Junior/Senior RCB Electives 6 – 12Junior/Senior Electives Outside RCB 9 – 12Business Policy 3Subtotal 60

Total Semester Hours Required for the B.B.A. Degree: 120

Major in Managerial Sciences:

7180.30 Program Academic Regulations

Required Major Courses: MGS 4000, MGS 4300, MGS 4700, and four additional 4000-level managerial sciences courses. The faculty strongly urges students wanting to maximize career opportunities to focus the majority of those four additional courses in one of four career tracks. These tracks are simply suggestions; however students should be mindful that they do have to take a Critical Thinking through Writing (CTW) class in order to satisfy the CTW requirement set out in section 1430 of this catalog. The courses that satisfy the requirement for a 4000-level CTW course are marked with an * in the lists below.

HUMAN RESOURCE MANAGEMENT

MGS 4320 * MGS 4360 MGS 4390

BUSINESS ANALYSIS

31

MGS 4020 MGS 4110 MGS 4120 * MGS 4140

ENTREPRENEURSHIP

MGS 4500 MGS 4550 MGS 4560 *

OPERATIONS MANAGEMENT

MGS 4730 MGS 4740 MGS 4760 MGS 4770 *

Students following one of these tracks would choose a fourth elective course (any course with a MGS prefix, including courses from the other three career tracks).

32

Appendix F

List of Undergraduate Courses in the Departmentof Managerial Sciences

33

BUSA 4980 Strategic Management

MGS 3100 Business Analysis

MGS 3400 Managing People in Organizations

MGS 4000 Managerial Decision Making

MGS 4020 Introduction to Business Intelligence

MGS 4120 Optimal Resource Allocation-CTW

MGS 4140 Business Modeling

MGS 4300 Managing Human Resources

MGS 4320 Legal Environment of Human Resource Management-CTW

MGS 4360 Human Resource Selection

MGS 4385 Employee Benefit Plans

MGS 4389 Directed Reading in Managerial Science

MGS 4390 Compensation

MGS 4395 HRM Field Study

MGS 4420 Becoming a Leader

MGS 4430 Negotiation

MGS 4470 Organizational Communication

MGS 4500 Entrepreneurship and New Venture Management

MGS 4550 Managing a Family Business

MGS 4560 Small Business Management-CTW

MGS 4590 Entrepreneurship Field Study

MGS 4610 Corporate Social Responsibility

MGS 4700 Operations Management

MGS 4730 Project Management

MGS 4740 Operation Strategy

34

MGS 4760 Total Quality Management

MGS 4770 Service Operations Management-CTW

MGS 4860 Management Studies Abroad

35

Appendix G:

Honors Courses and Honors Add-Ons Taught

36

Semester Honors Courses Honors Add-Ons

Summer 2010 N/A N/A

Fall 2010 MGS 3400 MGS 4500

Spring 2011BUSA 4980MGS 3100

MGS 4000MGS 4389MGS 4610

Summer 2011 N/AMGS 4420MGS 4860

Fall 2011 MGS 3400MGS 4140MGS 4430

Spring 2012

BUSA 4980MGS 3100

MGS 4000MGS 4000MGS 4420MGS 4430MGS 4610MGS 4700

Summer 2012 N/A MGS 4860

Fall 2012 MGS 3400MGS 4000MGS 4700

Spring 2013BUSA 4980MGS 3100

MGS 4000MGS 4000MGS 4300MGS 4610

37

Appendix H

Assessment Plan for M.S. Program in Human Resource Management

38

Master of Science in Human Resources Management

Mission Statement

The Master of Science in Human Resources Management program prepares students for careers as specialists or generalists in the practice of Human Resource Management. Students are offered detailed knowledge in functional areas of recruiting, compensation, employment law, organizational development, and related Human Resources areas. Coursework provides preparation for the Human Resources Certification Institute (HRCI) examination.

Goals/Outcomes/Objectives

Goal 1:

To graduate students from the MS program with an awareness of the role and techniques of all facets of compensation in Human Resources Management.

Outcome/Objective 1:

Understand and effectively apply all major components into a comprehensive compensation system for employees and executives.

Full Description:

The MS-HRM graduate will be able to design a comprehensive compensation system that incorporates strategic alternatives, job and pay structures such as grades and bands and incentive programs, and compensation budgets.

Related Measures

Project in MGS 8390

Measures

M1: Inclusion of and appropriateness of strategic alternatives and rationale for various recommended strategies.

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric to randomly selected project reports.

M2: Inclusion, integration, and proper usage in MGS 8390 project of all components of compensation systems, including job evaluation, market wage analysis, pay structures, and compensation budgets.

Target

39


Goal 2:

To graduate students from the MS program with an awareness of the role and techniques of all facets of recruitment and selection in Human Resources Management.


Understand and effectively apply all major components into a comprehensive employee recruitment and selection system.

Full Description:

The MS-HRM graduate will be able to design an accurate, valid, and detailed employee recruitment and selection system that incorporates job analysis, behavioral interviews, work samples, and tests.

Related Measures

Project in MGS 8360

Measures

M1: Inclusion and clear explanation of job analysis procedure and resulting job description and job specification.

Target

A 2.0 average on all criteria. Measurement will be done by applying Measure 3 Rubric to randomly selected project reports.

M2: Inclusion of detailed behavioral interview questions, and related scoring system and administrative guidelines, and work sample and other tests for an employee recruitment and selection system.

Target

A 2.0 average on all criteria. Measurement will be done by applying Measure 4 Rubric to randomly selected project reports.Goal 3:

To graduate students from the MS program with an awareness of the role and knowledge areas of employment and labor relations law in Human Resources Management.

40


Understand and effectively apply employment law.

Full Description:

The MS-HRM graduate will be able to identify relevant case issues and laws, draw reasonable conclusions, and recommend policies to address the situation.

Related Measures

Case analyses in MGS 8320.

Measures

M1: Identification of relevant case issues and laws and expression of reasonable conclusions.

Target

A 2.0 average on all criteria. Measurement will be done by applying Measure 5 Rubric to randomly selected case analyses.

M2: Appropriate and clearly-written HR policies in response to situations and laws.

Target


Goal 4:

To graduate students from the MS program with the role and techniques of performance management and employee relations in Human Resources Management.


Understand and effectively design and use performance management and employee relations techniques.

Full Description:

The MS-HRM graduate will be able to choose and design performance management techniques that enhance employer productivity and minimize bias.

41

Related Measures

Exam questions in MGS 8300.

Measures

M1: Discuss appropriate use of performance management tools and the advantages and disadvantages of each.

Target


M2: Discuss how usage of performance management and employee relations techniques will enhance employer productivity.

Target


Rubric for Measuring Learning Outcomes – MS in HRM

42

Criterion 1:Understand and apply all major components of compensation system

Fails to Meet Standard = 1 Meets Standard = 2 Exceeds Standard = 3

1: Consideration of appropriate pay strategies and rationale for each

Student does not consider appropriate strategy when designing pay system

Student identifies and uses appropriate strategy and provides rationale

Student uses appropriate strategy and provides detailed rationale for usage

2: Inclusion and proper usage of all components of compensation plan

Student uses 3 of 4 components of compensation plan

Student uses 4 or 4 components of compensation plan

Student can integrate all 4 components of compensation plan

Criterion 2:Criterion 2: Understand and apply all components of recruitment and selection system

3: Inclusion and proper usage of job analysis, job descriptions, and job specifications

Student uses 2 of 3 bases for selection system (job analysis, description, and specification) in inadequate detail

Student uses 3 of 3 bases for selection system (job analysis, job description, and specification) in good detail

Student uses 3 of 3 bases for selection system in extensive detail

4: Inclusion and proper usage of behavioral interviews , work sample, and other selection tests

Student designs behavioral interviews or work samples, but not more than 2 selection tests with no validation.

Student designs behavioral interviews and work samples, and validation for both.

Student designs behavioral interviews, work samples, and additional selection tests with validation for all methods.

Criterion 3: Understand and effectively apply employment law

5: Identification of relevant issues, laws, and reasonable conclusions

Incomplete or incorrect identification of issues, laws, or conclusions

Complete and correct identification of most issues, laws, and conclusions

Complete and correct identification of all issues, laws, and conclusions

6. Appropriate and clearly-written HR policies

A few ambiguous or inappropriate HR policies

Most appropriate and clearly-written HR policies

All appropriate and clearly-written HR policies

Criterion 4: Understand and effectively apply performance management and employee relations techniques

7. Discuss performance Can discuss some Can discuss most Can discuss almost all

43

management and employee relations techniques and advantages and disadvantages of each

performance management and employee relations techniques and some advantages and disadvantages of each

performance management and employee relations techniques and most advantages and disadvantages of each

performance management and employee relations techniques and most advantages and disadvantages of each

8. Discuss how performance management and employee relations techniques enhance employer productivity

Cannot discuss how performance management and employee relations techniques enhance employer productivity

Can discuss in some detail how performance management and employee relations techniques enhance employer productivity

Cannot discuss in extensive detail how performance management and employee relations techniques enhance employer productivity

Scoring on Measures for Assessing Learning Outcomes

44

Scoring on Objective 1: (Major components of compensation system)

Measure 1 Measure 2

Student observation #1








Average

Scoring on Objective 2: (Major components of recruitment and selection system)

Measure 1 Measure 2









Average

Scoring on Objective 3: (Employment law)

45

Measure 1 Measure 2









Average

Scoring on Objective 4: (Performance management and employee relations)

Measure 1 Measure 2









Average

46

ASSESSMENT GOALS UPDATE – 2013

MS in HRM

1. Students will be able to quantify the contributions and costs of the HR function in organizations.Assess by class project in MGS 8300 and performance on tests and activities in MGS 8360.

Action to be taken: Add to the class project in MGS 8300. Include an activity in MGS 8360.

2. Students will be able to develop and manage compensation budgets and understand the linkages between compensation budgets and organizational profitability.

Assess by: Project in MGS 8390

Action to be taken: Expand the budget requirement section of the term project.

3. Students will be able to demonstrate training and development needs analysis, program design, delivery, and evaluation.

Assess by: In-class activities and exams in MGS 8300.

Action to be taken: Add an in-class activity in MGS 8300.

4. Students will be able to demonstrate ability to use current turnover and planned growth to forecast HR needs.

Assess by: Project in MGS 8360 to develop a talent management system.

Action to be taken: Expand requirement on forecasting in term project in MGS 8360.

5. Students will be able to develop a business case to support the use of contingent workers, including costs and benefits.

Assess by: Case in MGS 8360.

Action to be taken: Add a case in MGS 8360.

47

Appendix I

Assessment Plan for MBA Program with Concentration in Human Resource Management

48

Master of Business Administration in Human Resources Management

Mission Statement

The Master of Business Administration in Human Resource Management program prepares students for general business management careers with an emphasis on using Human Resources practices and procedures to increase workforce efficiency and effectiveness. Students receive detailed knowledge of selected functional areas of Human Resources to aid them in formulating legal, motivational, and cost-effective Human Resources policies or to prepare them for Human Resources generalist practices.

Goal 1:

To graduate students of the MBA program in HRM with an understanding of the role of the basic functions of human resources in a variety of organizations.

Outcomes/Objectives


Understand and effectively apply fundamental human resources techniques across a variety of settings.

Full Description:

The MBA-HRM graduate will be able to understand and effectively apply the appropriate job analysis, job description, job evaluation, performance appraisal, dispute resolution, and HR policy formulation techniques in a variety of settings.

Related Measures

Exam questions in MGS 8300, 8360, and 8390.

Measures

M1: Students understand the role and usage of job analysis, job description, job evaluation, and performance appraisal techniques and can apply the appropriate method in a variety of settings.

Target


M2: Students understand the role and usage of dispute resolution and HR policy formulation techniques and can apply the appropriate method in a variety of settings.

Target


49

Goal 2:

To graduate students from the MBA in HRM program with the ability to solve basic human resources problems.


Effectively engage in HR problem solving.

Full Description:

The MBA-HRM graduate will be able to identify, evaluate, and effectively react to issues in the areas of employee relations and performance management.

Related Measures

Exam questions, cases, and projects in MGS 8300 and 8395.

Measures

M1: Students can identify and evaluate critical HR problem issues.

Target


M2: Students can find and apply appropriate resources to address critical HR issues and solve HR problems.

Target


Goal 3:To graduate students from the MBA in HRM program with an understanding of the importance of role and interface of the HR functions with organizational strategies.Outcome/Objective 3:

Understand and effectively communicate how HR strategies support employer business strategies

50

Full Description:

The MBA-HRM student will be able to define, select, and defend specific business strategies and the appropriate HR policies for each of those strategies.

Related Measures

Case analyses in MGS 8300, MGS 8390, and MGS 8395.

Measures

M1: Selection of appropriate business strategies and accompanying HR strategies and policies.

Target


Goal 4:

To graduate MBA students in the HR program with an understanding of the basic employee-related legal issues in organizations.

Outcome/Objective 4:Understand the role of legal constraints on HR activities and policies.

Full Description:

The MBA-HRM graduate will be able to identify and address potential legal issues, relevant laws, and appropriate policies to address.

Related Measures

Cases and exam questions in MGS 8320, MGS 8360, and MGS 8390.

Measures

M1: Identify and address legal issues and relevant laws and policies to address legal issues in compensation, selection, and other HR areas.

Target

51


M2: Understand and translate into appropriate HR policies case law concerning HR issues.

Target


Rubric for Measuring Learning Outcomes – MBA in HRM

Criterion 1:Understand and apply job analysis, description, evaluation, and performance appraisal.


1: Accurate description and usage guides for job analysis, descriptions, evaluation, and performance appraisal.

Student cannot accurately describe and explain usage of job analysis, description, evaluation, and performance appraisal.

Student can accurately describe and explain usage of job analysis, description, evaluation, and performance appraisal.

Student can accurately describe and explain usage in detail of job analysis, description, evaluation, and performance appraisal.

2: Accurate description and usage guides for dispute resolution and HR policy formulation techniques.

Student cannot accurately describe and explain usage of dispute resolution and HR policy formulation techniques.

Student can accurately describe and explain usage of dispute resolution and HR policy formulation techniques.

Student can accurately and in detail describe and explain usage of dispute resolution and HR policy formulation techniques..

Criterion 2:Criterion 2: Effectively engage in HR problem solving

3: Students can identify, and evaluate critical issues in HR problems.

Student can only identify and evaluate only a few issues in HR problems.

Student can identify and evaluate most critical issues in HR problems.

Student can identify and evaluate all critical issues in HR problems.

4. Students can find resources to solve HR problems.

Student can find only a few or can only find inappropriate resources.

Student can find only a minimum number of appropriate resources.

Student can find many appropriate resources.

52

Criterion 3: Understand and effectively communicate how HR strategies support employer business strategies.

5. Selection of appropriate business strategies and accompanying HR policies.

Incomplete or inappropriate selection of business and HR strategies with weak defense.

Adequate and appropriate selection of business and HR strategies with adequate defense.

Adequate and appropriate selection of business and HR strategies with strong defense.

Criterion 4: Understand the role of legal constraints on HR activities and policies.

6.: Identify and address legal issues and relevant laws and policies to address legal issues in compensation, selection, and other HR areas.

Can identify a few legal issues and relevant laws and some policies to address.

Can identify most legal issues and relevant laws and most policies to address.

Can identify all legal issues and relevant laws and all policies to address.

7: Understand and translate into appropriate HR policies case law concerning HR issues.

Can discuss some implications of HR case law and can apply to some HR legal issues.

Can discuss most implications of HR case law and can apply to most HR legal issues.

Can discuss all implications of HR case law and can apply to all HR legal issues.

53


Scoring on Objective 1: (JA, JD, JE, and performance appraisal)

Measure 1 Measure 2









Average

Scoring on Objective 2: (HR problem solving)

Measure 1 Measure 2

54









Average

Scoring on Objective 3: (How HR strategies support business strategies)

Measure 1









Average

Scoring on Objective 4: (Legal constraints)

Measure 1 Measure 2

55









Average

56

MBA in HRM

1. Students will be able to discuss the advantages and disadvantages of workplace diversity and cross-cultural issues.

Assess by performance on case study in MGS 8360.

Action to be taken: Add a case study in MGS 8360.

2. Students will be able to identify the issues and challenges of global HR management, including legal, ethical, and financial considerations.

Assess by performance on case study in MGS 8360.

Action to be taken: Add case in MGS 8360.

3. Students will be able to understand the role of HRM in mergers and acquisitions.Assess by performance on case study in MGS 8300.

Action to be taken: Add case in MGS 8300.

4. Students will be able to understand the roles and challenges of unions and employment relations.

Assess by performance on exams and activity in MGS 8300.

Action to be taken: Expand lecture and add activity in MGS 8300.

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Appendix JAssessment Plan for M.S. Program in Organizational Change

58

Master of Science in Organizational Change

Mission Statement

The MS in Organizational Change is designed to provide the in-depth theoretical and applied training needed to be a leader or implementer of organizational change initiatives. The MS in Organizational Change extends the students’ previously acquired basic management and organizational behavior skills by developing advanced technical and analytical competency in applied change management practices. The MS in Organizational Change, therefore, allows students to distinguish themselves as change management specialists either as managers or as internal or external consultants. Topics include negotiation, leadership, organizational change, and coaching.

Goal 1:

To graduate students from the MS program with the ability to negotiate agreements that advance the organization’s interests by optimally balancing the simultaneous need to be cooperative and to be competitive.


Understand and effectively apply the tools necessary to divide value in negotiations.

Full Description:

The MS graduate will understand the concepts of bargaining zone, anchoring, and walk-away alternatives. They will be able to negotiate agreements that optimize the organization’s interests with regard to the competitive element of negotiating.

Related Measures

Capstone one-on-one negotiation in MGS 8430

The capstone is a simulated business negotiation. It involves two parties, a buyer and a seller. A database exists of over 200 agreements recorded from previous MGS 8430 sections from which to calculate agreement percentiles.

Measures

M1: The value to the buyer or seller of the final deal negotiated in the capstone one-on-one negotiation

Target

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Meeting or exceeding a value at the 60th percentile of agreements normed on previous sections of MGS 8430. The 60th percentile for buyers is $290,000. The 60th percentile for sellers is $397,500.


Understand and effectively apply the tools necessary to create value in negotiation.

Full Description:

The MS graduate will understand the concepts of creating value, bilateral concessions, package offers, and contingent elements to the agreement. They will be able to negotiate agreements that optimize the combined total value distributed between both negotiators

Related Measures

Capstone one-on-one negotiation in MGS 8430

The capstone is a simulated business negotiation. It involves two parties, a buyer and a seller. A database exists of over 200 agreements recorded from previous MGS 8430 sections from which to calculate agreement percentiles. This particular negotiation is designed so that the combined total can only be optimized when bilateral concessions are used effectively and when contingent elements are effectively included in the agreement.

Measures

M1: The combined total value obtained by the buyer and the seller in the capstone one-on-one negotiation.

Target

Meeting or exceeding a value at the 60th percentile of agreements normed on previous sections of MGS 8430. The 60th percentile for the combined total is $639,000.

Goal 2:

To graduate students from the MS program with an awareness of how to enhance their own leadership skills over the course of their careers.


Students should be able to understand and describe their own leadership strengths and weaknesses, and should be able to prepare leadership development plans that will enhance their leadership capabilities. These plans will incorporate appropriate and sound leadership development resources, tools and processes.

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Related Measures

Project in MGS 8420

Measures

M1: Describes their own leadership strengths and weaknesses.

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric (Table 1) to randomly selected project reports.

Measures

M2: Prepare leadership development plans that will enhance their leadership capabilities. These plans will incorporate appropriate and sound leadership development resources, tools and processes.

Target


Goal 3:

To graduate students from the MS program in Organizational Change with an awareness of developing employees through managerial coaching by using the skills and techniques of all facets of managerial coaching.


Recognize a coaching moment.

Full Description:

The MS-Organizational Change graduate will be able to recognize coaching moments that occur in the midst of managing others, and even more specifically when there is any kind of

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change taking place at an organizational level, a departmental level, or at an individual level such as a change of job position or a required change of attitude.

Related Measures

Coaching scenario assignment and coaching log book in MGS 8425

Measures

M1: Ability to write up a coaching scenario that clearly demonstrates a managerial coaching moment.

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 3 Rubric (Table 2) to randomly selected coaching scenarios.

M2: Ability to respond to think reflectively about their own effectiveness as a coach in the role of coaching others.

Target

A 2.0 average on the coaching log books. Measurement will be done by applying the Measurement 4 Rubric (Table 2) to randomly selected coaching log books.

Goal 4:

To graduate students from the MS program with the ability to analyze organizational change needs and to construct a change management plan.


Perform an OD/Change Management Consulting Project

Related Measures

Course project in MGS 8450

Measures

M1: Degree to which the current situation and the gap between the current situation and the desired state are explained.

Target


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Recommend an appropriate OD intervention strategy and plan.

Related Measures


Measures

M1: Inclusion of and appropriateness of recommendations and the rationale behind them.

Target



Recognize Organization Development Consulting opportunities.

Full Description:

The MS-Organizational Change graduate will be able to recognize OD (Organization Development) consulting opportunities that occur in the midst of managing their day-to-day work, and even more specifically when there is any kind of change taking place at an organizational level, a departmental level, or at an individual level such as a change to the existing structure, processes, metrics, employee roles, etc. within their sphere of influence.

Related Measures

OD Consultant Notebook in MGS 8450

Measures

M1: Ability to respond and to think reflectively about their own effectiveness and the effectiveness of others employed in the role of (internal or external) OD Consultant.

Target

A 2.0 average on the OD Consultant notebooks. Measurement will be done by applying the Measurement 7 Rubric (Table 3) to randomly selected OD Consultant Notebooks.

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Demonstrate ability to apply OD Consulting skills learned in class.

Related Measures


Measures

M1: Participation in the OD/Change Management Project (Group Assignment).

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 8 Rubric (Table 3) to randomly selected team evaluations.

M2: Demonstration of OD Consulting skills in the OD/Change Management Project (Group Assignment)

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 8 Rubric (Table 3) to randomly selected team evaluations.

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Table 1: Rubric for Measuring Learning Outcomes Related to Goal 2


Measure 1: Describes their own leadership strengths and weaknesses

Student does not describe own leadership strengths and weaknesses

Student does describe own leadership strengths and weaknesses in at least basic detail

Student does describe own leadership strengths and weaknesses in detail

Measure 2: Prepares leadership development plans that will enhance their leadership capabilities. These plans will incorporate appropriate and sound leadership development resources, tools and processes

Student does not prepare plan to enhance their leadership capabilities with appropriate and sound leadership development resources, tools and processes

Student does prepare plan to enhance leadership capabilities, with basic use of appropriate and sound leadership development resources, tools and processes

Student does prepare plan to enhance leadership capabilities, with detailed and advanced use of appropriate and sound leadership development resources, tools and processes



Measure 3:Recognition of a coaching opportunity or moment

Student fails to identify the appropriate scenarios where a coaching conversation which would result in developing others presents itself.

Student identifies and describes an appropriate scenario where coaching for the development of others would take place.

Student identifies and describes an appropriate scenario where coaching for the development of others would take place and suggests appropriate interventions for the scenario.

Measure 4:Reflective thinking about acting from the coaching role

Student uses no concepts from the reading when reflecting on their coaching in their coaching log book.

Student uses components from the reading when reflecting on their coaching in their coaching log book.

Student can integrate components from the reading when reflecting on their coaching in their coaching log book, and they can identify plans for improving their skills for future coaching.

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Measure 5:Describe the gap between current situation and the desired state

Criterion 1Description of each state and the gap

Current and/or desired state is not clear. Comparison of current to desired state is not present.

Student describes both current state and desired state. Student compares two states.

Student provides clear and systematic description of both current state and desired state. The comparison between the two states is detailed and clear.

Criterion 2Utilization of course content in analysis

Analysis displays a limited grasp of course material; superficial handling of content, application, and implications.

Analysis displays a general grasp of course material; adequate handling of content, application, and implications.

Analysis displays an excellent and deep grasp of course material; mastery handling of content, application, and implications.

Measure 6:Appropriate recommendations

Criterion 1Clear plan of action is stated

Recommendations are not stated; recommendations are stated without an implementation plan.

Recommendations clearly stated; the implementation plan is stated.

Recommendations clearly stated; the implementation plan details specific actions and timeframes.

Criterion 2Utilization of course content in supporting recommendations

Rationale for recommendations is not present. Rationale displays a limited grasp of course material; superficial handling of content, application, and implications.

Rationale displays a general grasp of course material; adequate handling of content, application, and implications.

Rationale displays an excellent and deep grasp of course material; mastery handling of content, application, and implications.

Criterion 3Overcoming obstacles to implementation

Obstacles are not identified or discussed; obstacles are identified, but no plan to overcome them is provided.

Obstacles are identified, and a plan for overcoming them is provided.

Student provides a thorough discussion of the implementation obstacles and a detailed plan for overcoming them is provided.

Measure 7:Reflective thinking about acting from the OD Consultant Role

Student uses no concepts from the reading and class discussions when reflecting on their OD consultant role in their consultant’s notebook.

Student uses components from the reading and class discussions when reflecting on their OD consultant role in their consultant’s notebook.

Student can integrate components from the reading and class discussions when reflecting on their when reflecting on their OD

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consultant role in their consultant’s notebook, and they can identify plans for improving their skills for future consulting.

Measure 8:Team member evaluations of Change Management Consulting Project

Criterion 1Participation

Team members are not performing their assigned duties as defined in team charter

Team members are performing their assigned duties as defined in the team charter

Team members are performing exceedingly beyond the assigned duties as defined in the team charter

Criterion 2Demonstration of OD Consulting Skills

Team members do not apply learned OD skills in the development of Change Management Consulting Project

Team members apply learned OD skills in the development of Change Management Consulting Project

Team members can coach team members in the use of learned OD skills in the development of Change management Consulting Project

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Scoring on Objective 1: Dividing Value in Negotiation

Buyer Value Seller Value Percentile









Average

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Scoring on Objective 2: Creating Value in Negotiation

Dyad Value Percentile

Dyad observation #1

Dyad observation #2

Dyad observation #3

Dyad observation #4

Dyad observation #5

Dyad observation #6

Dyad observation #7

Dyad observation #8

Average

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Scoring on Objective 3: Leadership Strengths and Weaknesses

Criterion 1 Criterion 2









Average

70

Scoring on Objective 4: Coaching










Average

71

Scoring on Objective 5: Perform an OD/Change Management Consulting Project










Average

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Scoring on Objective 6: OD Intervention Strategy and Plan

Criterion 1 Criterion 2 Criterion 3









Average

73

Scoring on Objective 8: Demonstrate ability to apply OD Consulting skills learned in class.










Average

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Appendix KAssessment Plan for MBA Program with Concentration in

Organization Management

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Master of Business Administration in Organization Management

Mission Statement

The manager in today’s business environment deals with a variety of complex concerns including structural and organizational design, people issues and managing people, power and politics, and cultural dimensions. The Master of Business Administration in Organization Management prepares managers to analyze issues, events, problems, resource constraints, and change from the vantage point of each of these concerns and to consider each as they make decisions to chart the organization’s future. Organizations are composed of people, and people bring unique challenges to the workplace. These challenges include working with people as individuals, people in work groups, and people collectively in organizations.

Goal 1:

To graduate students from the MBA in Organizational Management with the ability to diagnose the basic causes of organizational events, issues, and problems.

Outcomes/Objectives


Analyze a variety of organizational situations and identify the causes of effective and ineffective movement toward meeting the organization’s agenda.

Full Description:

Organizational issues, events, and problems have causes that simultaneously emanate from structural, human, political, and cultural roots. Therefore, most significant issues, events, and problems must be viewed from multiple perspectives to obtain a reasonably complete understanding. Graduate should be able to simultaneously see issues, events, and problems from multiple perspectives.

Related Measures

Case assignments and exam questions in MBA 8165, MGS 8435, and MGS 8440.

Measures

M1: Students can examine organizational events, issues, and problems and identify structural, human, political, and cultural elements in the cause of situation.

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 1 Rubric to randomly selected case assignment and exam questions.

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Goal 2:

To graduate students from the MBA in Organizational Management with the ability to recommend appropriate responses to organizational events, issues, and problems.

Outcomes/Objectives


Review a variety of organizational events, issues, and problems and specify appropriate courses of action the organization should take as a response.

Full Description:

Organizational issues, events, and problems have causes that simultaneously emanate from structural, human, political, and cultural roots. Graduate should be able to simultaneously see issues, events, and problems from multiple perspectives and to formulate responses that reflect an understanding of these multiple roots.

Related Measures

Case assignments and exam questions in MBA 8165, MGS 8435, and MGS 8440.

Measures

M2: Students can recommend organizational responses to problems that are cognizant of structural, human, political, and cultural dimensions to the situation.

Target

A 2.0 average on all criteria. Measurement will be done by applying the Measure 2 Rubric to randomly selected case assignments and exam questions.

Goal 3:

To graduate students of the MBA program in Organization Management with an understanding of the impact that power, influence, and political behavior have on

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general organizational success and upon the success of specific initiatives in organizations.


Effectively analyze political realities in organizational situations.

Full Description:

The MBA graduate will be able to identify the effect of power and politics on resource allocations, personnel decisions, and other decisions that organizations make.

Related Measures

Exam questions, cases, and projects in MGS 8435.

Measures

M3: Students can identify political dimensions of organizational decisions.

Target

A 2.0 average on all criteria. Measurement will be done by applying Measure 3 Rubric to randomly selected exams, cases, and projects.

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Rubric for Measuring Learning Outcomes – MBA in Organization Management

Measure 1:Examine organizational events, issues, and problems and identify structural, human, political, and cultural elements in the cause of the situation.


1: Extent to which student identifies a broad range of issues that span the four perspectives.

Students identifies a set of issues that do not span the four perspectives

Student identifies a limited range of issues that do span the four perspectives

Student identifies a significant range of issues across all four perspectives.

2: Extent to which discussion of the events, issues, and problems integrates course material.

Student displays a limited grasp of course material; superficial handling of content, application, and implications.

Student displays a general grasp of course material; adequate handling of content, application, and implications.

Student displays an excellent and deep grasp of course material; excellent mastery of content, application, and implications.

Measure 2:Recommend organizational responses to problems that are cognizant of structural, human, political, and cultural dimensions to the situation.

3: Extent to which student considers multiple solutions.

Student does not go beyond the solution posed by the case writer.

Student adds to the solutions posed by the case writer with 1 or 2 “hybrid” solutions.

Student significantly rethinks the possible solutions, creating a new set of 3+ solutions.

4. Extent to which student discusses the criteria used to evaluate possible solutions

Student does not clearly and consistently identify a set of criteria.

Student identifies criteria but does not systematically discuss how each alternative compares fares against each criterion.

Student clearly evaluates each alternative against a consistent set of criteria and the results are systematically shown.

Measure 3:Extent to which student can identify political dimensions of organizational decisions

5. Extent to which student can successfully demonstrate an effective leadership intervention using any of several power

Student does not recognize or utilize any of the target behaviors which accompany the power bases covered by the

Student recognizes the power bases covered by the course, but does not know how to successfully demonstrate them.

Student recognizes the power bases covered by the course and the student successfully demonstrates effective use of the power

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bases.. course bases.

6. Extent to which a student can evaluate effective leadership inventions intended to influence others toward a given agenda.

Student does not recognize the necessary actions to drive an organizational agenda

Student recognizes the actions necessary for driving an organizational agenda, but cannot apply this knowledge toward successful analysis of organizational actions.

Student recognizes the actions necessary for driving an organizational agenda, and the student can successfully analyze what actions should be taken in order to influence others toward such an agenda.

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Scoring on Objective 1, Measure 1 (Identify causes)










Average

81

Scoring on Objective 2, Measure 2 (Recommend responses)










Average

82

Scoring on Objective 3, Measure 3 (Identify political dimensions)










Average

83

Appendix L

Assessment Plan for M.S. in Operations Management

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Detailed Assessment Report2012-2013 Operations Management MSAs of: 9/20/2013 12:25 PM EST(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)Mission / PurposeOperations Management (OM) focuses on the management of resources, capabilities andprocesses that produce and deliver the goods and services for consumer markets . OMcan play a critical role in enhancing a company’s competitive position by providing superiorproducts and services. The Operations Management MS program is offered for thepurpose of developing an in-depth knowledge base regarding operations, logistics andsupply chain management.GoalsReporting https://app.weaveonline.com/reports/DAR.aspx6 of 10 9/20/2013 1:25 PMG 1: Depth of OM studyThe primary goal of the MS Concentration in Operations Management program is todevelop students who have an in-depth knowledge relative to operations, logistics andsupply chain management. Secondarily, an understanding of the use of the tools andtechniques available for correcting and measuring key performance indicators. Examplesare inventory turns, days of inventory available, working capital measures, Operatingefficiency, Productivity, ROI, TQM and Six sigma.Student Learning Outcomes/Objectives, with Any Associations andRelated Measures, Targets, Findings, and Action PlansSLO 1: Develop a Strategic View of OMThe ability to analyze and evaluate alternative operations tactics and strategies for a givenbusiness environment and to identify the appropriate capacity, facility capabilities &locations, product & service design, organizational design and process technology choicesas related to the operations function of the organization.Related MeasuresM 1: Reasoned AnalysisEvaluation of individual MS student’s case and/or homework analyses will becompleted. The individual work will be integrative in nature and will occur in the MGS8710 course.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:Leaning Objective 1: Strategic View of OM Fail Fails to meet standards=1 MeetMeets standards=2 Exceed Exceeds standards=3 Measure 1: Reasoned AnalysisThe student is not able to complete a reasoned analysis by identifying andstudying a firm’s OM application both within the firm or industry. The studentcannot determine the effect that firm specific dimensions have on a selected topic.The student is able to complete a reasoned analysis by identifying and studying afirm’s OM application both within the firm or industry. The student can determinethe effect that firm specific dimensions have on a selected topic. The studentexceeds at completing a reasoned analysis by identifying and studying a firm’s OMapplication both within the firm or industry. The student excels at determining theeffect that a firm’s specific dimensions have on a selected topic.M 2: Integration of RecommendationsNormal 0 false false false EN-US X-NONE X-NONE Students should be able todetermine the effect that the OM dimensions have on a selected topic and integraterecommendations on a firm’s OM applications both within the firm or industry.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:Rubric for Measurements of Learning Outcome 1 Leaning Objective 1: Strategic

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View of OM Fail Fails to meet standards=1 Meet Meets standards=2 ExceedExceeds standards=3 Measure 2 Integration of recommendations The student isnot able to integrate recommendations on a firm’s OM applications both within thefirm or industry. The student cannot determine the effect that the OM dimensionshave on a selected topic. The student is able to integrate recommendations on afirm’s OM applications both within the firm or industry. The student determines theeffect that the OM dimensions have on a selected topic. The student excels atintegrating recommendations on a firm’s OM applications both within the firm orindustry. The student easily determines the effects that the OM dimensions haveReporting https://app.weaveonline.com/reports/DAR.aspx7 of 10 9/20/2013 1:25 PMon a selected topic.M 3: PerformanceNormal 0 false false false EN-US X-NONE X-NONE This measures the students' ableto analyze or understand how the firm’s operations process performance is affected bythe competitive environment through their ability to identify the critical success factorsof an OM application and the assessment of available resources and capabilities.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Rubric for Measurements of Learning Outcome 1 Leaning Objective1: Strategic View of OM Fail Fails to meet standards=1 Meet Meets standards=2Exceed Exceeds standards=3 Measure 3 Performance The student is not ableidentify critical success factors of an OM application. The students are not able toassess performance through an assessment of available resources andcapabilities. Students are not able to analyze or understand how the firm’soperations process performance is affected by the competitive environment. Thestudent is able identify critical success factors of an OM application. The studentsare able to assess performance through an assessment of available resources andcapabilities. Students are able to analyze or understand how the firm’s operationsprocess performance is affected by the competitive environment. The studentexcels at identifying critical success factors of an OM application. The students areable to easily assess performance through an assessment of available resourcesand capabilities. Students excel at analyzing or understanding how the firm’soperations process performance is affected by the competitive environment.SLO 2: Develop Decision Making AbilitiesNormal 0 false false false EN-US X-NONE X-NONE The Student will be able to identifycritical success factors of the operations management activities of an organization. Thisincludes the ability to correctly identify, analyze and select the appropriate decision interms of the operations management function.Related MeasuresM 4: Critical ThinkingNormal 0 false false false EN-US X-NONE X-NONE Evaluation of individual MSstudent’s work as completed in the required OM course. The accumulation of this typeof knowledge will be received through the application of exam questions that will bemeasured overtime.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:Student should pass each outcome/objective as indicated by satisfactory work oncourse exams.SLO 3: Develop an Environmental/substantiality ViewpointNormal 0 false false false EN-US X-NONE X-NONE The student will become aware of theimpact that OM and Supply Chain decisions have on the environment and industrial

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sustainability. They should be able to select the appropriate solutions to OM problems inthe environmental/sustainability frameworkRelated MeasuresM 5: Environmental Impact Evaluation SkillsNormal 0 false false false EN-US X-NONE X-NONE Will develop a focus and willhighlight the effects that OM decisions have on the environmental and substantialityReporting https://app.weaveonline.com/reports/DAR.aspx8 of 10 9/20/2013 1:25 PMaspects of industry.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Leaning Objective 3: Develop a Environmental/SubstantialityViewpoint Fail Fails to meet standards=1 Meet Meets standards=2 ExceedExceeds standards=3 Measure 5 Environmental Impact Evaluation The student isnot able to complete and deliver a project that shows an understanding of theenvironment impact of OM decisions or are able to contribute their functionalexpertise to the solution. The student is able to complete and deliver a project thatshows an understanding of the environment impact of OM decisions or are able tocontribute their functional expertise to the solution. The student is able to completeand deliver a project that shows an excellent understanding of the environmentimpact of OM or are easily able to contribute their functional expertise to thesolution.SLO 4: Become a Strong Team MemberThe student will develop and enhance their team skills in the completion of completingproject work in the Operations Management area. This includes positive participation ingroup activities and the completion of work that is needed for the group’s progress.Related MeasuresM 6: Team SkillsThe student should develop and enhance their team skills in the completion ofcompleting project work in the Operations Management area. This includes positiveparticipation in group activities and the completion of work that is needed for thegroup’s progress.Source of Evidence: Student course evaluations on learning gains madeTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Objective 4: Become a Strong Team Member Fail Fails to meetstandards=1 Meet Meets standards=2 Exceed Exceeds standards=3 Measure 6Team Skills The student did not develop team skills by indicated by poor returns onpeer evaluations. The student develops team skills by indicated by average returnson peer evaluations. The student develops strong team skills by indicated by verypositive returns on peer evaluations.SLO 5: Student ObjectiveStudent outcomes deal with the students' ability to recognize an operational problem, statethe problem, analyze the cause and effects of the problem, establish viable criteria forevaluating alternatives, develop viable alternatives using the concepts, principles and toolsof operations, analyze the alternatives against the weighted criteria, select the appropriatealternative, evaluate the hurdles for the selected alternative and implementation.Details of Action Plans for This Cycle (by Established cycle, then alpha)A strategic view of OMWith respect to the first learning outcome, to develop a strategic view of OM, twoactions will be taken: · In MGS 8710, add a homework assignment to ask studentsaspects in which companies use operations management knowledge from a strategic

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perspective. Evaluate after next offering. · In MGS 8710, add a case about operationsmaking significant difference for a company’ long term growth. Evaluate after nextoffering.Reporting https://app.weaveonline.com/reports/DAR.aspx9 of 10 9/20/2013 1:25 PMEstablished in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: Continued implementation will be needed for evaluation.Projected Completion Date: 05/2013Responsible Person/Group: Operations Management faculty MembersAdditional Resources: NoneBudget Amount Requested: $0.00 (no request)Decision Making AbilitiesWith respect to the second learning outcome, to develop decision-making abilities, twoactions will be taken: · In MGS 8710, 8730, 8740 and 8760 and 8770 we will askstudents to add more decision making analysis in their group project. Evaluate afternext offering. · In MGS 8710, 8730, 8740 and 8760 and 8770 we will add several newmeasures in supply chain and revenue management analysis in accordance with thebusiness environment: increased globalization. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: Continued implementation will be needed for evaluation.Projected Completion Date: 05/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneBudget Amount Requested: $0.00 (no request)Team MembershipWith respect to the third learning outcome, to become a strong team member, twoactions will be taken: · Incorporate into teaching material for In MGS 8710, 8730, 8740and 8760 and 8760 lessons on effective teams. · Require team members in the groupproject of In MGS 8710, 8730, 8740 and 8760 and 8760 to create a team charterindicating an emphasis on the importance of cooperation and fairly distributed individualcontributions. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: Continued implementation will be needed for evaluation.Projected Completion Date: 05/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneBudget Amount Requested: $0.00 (no request)Changes to course syllabiWe will meet in the summer 2012 to discuss appropriate changes to course syllabi andensure that all instructors are using the same rubric measuring device.Established in Cycle: 2011-2012Implementation Status: PlannedPriority: HighImplementation Description: Meeting scheduled July 2012 with all instructorsinvolved in teaching In MGS 8710, 8730, 8740, 8760 and 8770 for the purpose ofmaking necessary changes to course syllabi.Responsible Person/Group: Yusen Xia and Walter Wallace

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Appendix M

Assessment Plan for MBA with Concentration in Operations Management

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Detailed Assessment Report2012-2013 Concentration in Operations Management MBAAs of: 9/20/2013 12:25 PM EST(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.)Mission / PurposeThe mission of the MBA Concentration in Operations Management is to provide studentspursuing a broader MBA degree (vs. the MS in Operations Management) with a moderatelevel of breadth and depth of understanding with respect to the major operationsmanagement issues confronting organizations of all types today. Students will be able todeal with operational issues in both a manufacturing, as well, service environment.GoalsG 1: Most Up-to-date Courses and MaterialsOur focus for the MBA Concentration in Operations Management program is to offerstudents the most contemporary offering through continual revision and improvement ofthe curriculum. In the Fall 2011 and again Fall 2012, the faculty reworked the coursecontent and project for MGS 8710 Operations Planning making it more relevant regardingnational and global supply chain planning. Curriculum for the 2012-2013 includesOperations Planning (focus on logistics & supply chain management; working capitaldeployment), Operations Strategy, Project Management, Quality Management, ServiceOperations Management, and Operations Management. This course continues to bereviewed for contemporary content as supply chain management and logistics subjectmatter evolves.G 2: Attract Top Talent StudentsThe MBA Concentration in Operations Management program is meant to attract studentsfrom the upper half of the MBA program who appreciate and understand the importance ofoperations, logistics and supply chain managemnt for both manufacturing and serviceoperations. In so doing, the operations management faculty is able to facilitate betterlearning through increased quality of classroom discussions and provide the best qualityprojects for the students.Student Learning Outcomes/Objectives, with Any Associations andRelated Measures, Targets, Findings, and Action PlansSLO 1: A Strategic view of OMThe courses in this concentration will develop in the student a strategic view of OperationsManagement. That means that students will not only know the particulars of a topic inOperations Management, but will also be able to understand how they integrate with otherperspectives in an organizational setting. Analysis conducted and recommendations madeby a student completing this concentration will include Operations Management insights,frameworks, and tools, along with those from other functional disciplines, in order toformulate and implement effective strategic actions.Strategic Plan AssociationsPresident,Georgia State University2.3 Other efforts in support of Goal 2 (Graduate and ProfessionalReporting https://app.weaveonline.com/reports/DAR.aspx1 of 10 9/20/2013 1:25 PMPrograms).Related MeasuresM 1: Reasoned AnalysisEvaluation of individual MS student’s case and/or homework analyses will becompleted. Individual readings and the students write-up on the reading will bereviewed and turned back to the student with comments on the relevancy of thewrite-up.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:

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80% of students should pass each outcome/objective with a faculty evaluation of2.5 on the Rubric for Measure One Leaning Objective 1: Strategic View of OM FailFails to meet standards=1 Meet Meets standards=2 Exceed Exceeds standards=3Measure 1: Reasoned Analysis The student is not able to complete a reasonedanalysis by identifying and studying a firm’s OM application both within the firm orindustry. The student cannot determine the effect that firm specific dimensionshave on a selected topic. The student is able to complete a reasoned analysis byidentifying and studying a firm’s OM application both within the firm or industry. Thestudent can determine the effect that firm specific dimensions have on a selectedtopic. The student exceeds at completing a reasoned analysis by identifying andstudying a firm’s OM application both within the firm or industry. The student excelsat determining the effect that a firm’s specific dimensions have on a selected topic.M 2: Integration of RecommendationsStudents should be able to determine the effect that the OM dimensions have on aselected topic and integrate recommendations on a firm’s OM applications both withinthe firm and/ or industry.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Rubric for Measurements of Learning Outcome 1 LeaningObjective 1: Strategic View of OM Fail Fails to meet standards=1 Meet Meetsstandards=2 Exceed Exceeds standards=3 Measure 2 Integration ofrecommendations The student is not able to integrate recommendations on a firm’sOM applications both within the firm or industry. The student cannot determinethe effect that the OM dimensions have on a selected topic. The student is able tointegrate recommendations on a firm’s OM applications both within the firm orindustry. The student determines the effect that the OM dimensions have on aselected topic. The student excels at integrating recommendations on a firm’s OMapplications both within the firm or industry. The student easily determines theeffects that the OM dimensions have on a selected topic.M 3: PerformanceThis item measures the students' able to analyze or understand how the firm’soperations process performance is affected by the competitive environment throughtheir ability to identify the critical success factors of an OM application and theassessment of available resources and capabilities.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Rubric for Measurements of Learning Outcome 1 LeaningObjective 1: Strategic View of OM Fail Fails to meet standards=1 Meet MeetsReporting https://app.weaveonline.com/reports/DAR.aspx2 of 10 9/20/2013 1:25 PMstandards=2 Exceed Exceeds standards=3 Measure 3 Performance The student isnot able identify critical success factors of an OM application. The students are notable to assess performance through an assessment of available resources andcapabilities. Students are not able to analyze or understand how the firm’soperations process performance is affected by the competitive environment. Thestudent is able identify critical success factors of an OM application. The studentsare able to assess performance through an assessment of available resources andcapabilities. Students are able to analyze or understand how the firm’s operationsprocess performance is affected by the competitive environment. The studentexcels at identifying critical success factors of an OM application. The studentsare able to easily assess performance through an assessment of available

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resources and capabilities. Students excel at analyzing or understanding how thefirm’s operations process performance is affected by the competitive environment.SLO 2: Develop Decision Making AbilitiesThe Student should be able to identify critical success factors in operations managementactivities of an organization. This includes the ability to correctly identify, analyze andselect the appropriate decision in terms of the operations management functions andincorporate the operations management function into the decision process of theorganization. This objective is accomplished through the use of group projects andindependent writings on various operations management topics. The project also requirescollaboration and team work among the team members.Related MeasuresM 4: Critical ThinkingEvaluation of individual MS student’s work as completed in the required OM course.The accumulation of this type of knowledge will be received through the application ofexam questions that will be measured overtime.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:An adequate number of written questions are used on each exam among thevarious course requirements to determine the critical thinking capabilities of thestudent. Case analysis adds an additional dimension for assessing critical thinkingthrough writing. Students are expected to comprehend and offer alternativesolutions that adequately (85%) resolve the problem statement and satisfy thecriteria for a reasonable solution.Related Action Plans (by Established cycle, then alpha):For full information, see the Details of Action Plans section of this report.Critical ThinkingEstablished in Cycle: 2009-2010The Operations Management faculty members will develop a measurementmechanism, including targeted assignments and exams, as w...SLO 3: Develop an Environmental Sustainability ViewpointThe student should become aware of the impact that OM and Supply Chain decisions haveon the environment and industrial sustainability. They should be able to select theappropriate solutions to OM problems in the environmental/sustainability framework.Outside speakers are engaged to bring this perspective to life and create a desire to betterunderstand the implications going forward.Related MeasuresReporting https://app.weaveonline.com/reports/DAR.aspx3 of 10 9/20/2013 1:25 PMM 5: Environmental Impact Evaluation SkillsWill develop a focus and will highlight the effects that OM decisions have on theenvironmental and aspects of industry.Source of Evidence: Written assignment(s), usually scored by a rubricTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Leaning Objective 3: Develop a Environmental/SustainabilityViewpoint Fail Fails to meet standards=1 Meet Meets standards=2 ExceedExceeds standards=3 Measure 5 Environmental Impact Evaluation The student isnot able to complete and deliver a project that shows an understanding of theenvironment impact of OM decisions or are able to contribute their functionalexpertise to the solution. The student is able to complete and deliver a project thatshows an understanding of the environment impact of OM decisions or are able tocontribute their functional expertise to the solution. The student is able to completeand deliver a project that shows an excellent understanding of the environment

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impact of OM or are easily able to contribute their functional expertise to thesolution.Finding (2012-2013) - Target: MetOur findings indicate a greater appreciation for environmental and sustainabilityissues. These findings are based on classroom discussions and writtenassignments. We find that 90% of our students are well versed on these topics.Other Outcomes/Objectives, with Any Associations and Related Measures,Targets, Findings, and Action PlansO/O 4: Become a Strong Team MemberThe students should develop and enhance their team skills in the completion of completingproject work in the Operations Management area. This includes positive participation ingroup activities and the completion of work that is needed for the group’s progress on atimely basis. Focus is placed on identifying a specific OM problem, defining the problem,setting criteria for measuring alternatives/ solutions, selecting alternatives, measuring thealternatives against the selected criteria, implementation of the alternative, KPIs formeasuring the success/ failure of each alternative, and risk assessment of the selectedalternative.Related MeasuresM 6: Team SkillsThe students should develop and enhance their team skills in the completion ofcompleting project work in the Operations Management area. This includes positiveparticipation in group activities and the completion of work that is needed for thegroup’s progress.Source of Evidence: Student course evaluations on learning gains madeTarget:80% of students should pass each outcome/objective with a faculty evaluation of 2on the Rubric. Objective 4: Become a Strong Team Member Fail Fails to meetstandards=1 Meet Meets standards=2 Exceed Exceeds standards=3 Measure 6Team Skills The student did not develop team skills by indicated by poor returns onpeer evaluations. The student develops team skills by indicated by average returnson peer evaluations. The student develops strong team skills by indicated by verypositive returns on peer evaluations.Finding (2012-2013) - Target: MetReporting https://app.weaveonline.com/reports/DAR.aspx4 of 10 9/20/2013 1:25 PMOur findings reflect that the majority of our students (95%+) appreciate thevalue of a collaborative work environment engaged in divergent/ convergentthinking. Our students understand and appreciate the value of establishingcriterial for problem solving and assessing alternatives against these criteria ina team setting.Details of Action Plans for This Cycle (by Established cycle, then alpha)A strategic view of OMWith respect to the first learning outcome, to develop a strategic view of OM, twoactions will be taken: · Add several readings from Business Week, New York Times orWall Street Journal about aspects in which companies use operations managementknowledge from a strategic perspective. Evaluate after next offering. · Add an in-classexercise based on a case about operations making significant difference for a company’long term shareholder value. The case can be either a Harvard case or one that iscreated by the OM faculty members in the department. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: The implementation will be continued to have enough

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results for further analysisProjected Completion Date: 12/2014Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneAn Environment Sustainability ViewpointWith respect to the third learning outcome, develop an environment/sustainabilityviewpoint, two actions will be taken: · Add a class project that connects OM theory andapplications. Evaluate after next offering. · Add an in-class exercise to let studentsdiscuss the impact of OM and supply chain decisions on the environment and industrialsustainability. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: OM faculty will continue to implement these actions. Wehave seen more and more companies aware of the initiative.Projected Completion Date: 12/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneDecision Making AbilitiesWith respect to the second learning outcome, to develop decision-making abilities,three actions will be taken: · Require students to add more analysis in students’ groupproject and include numbers in their report. Evaluate after next offering. · Add anin-class exercise to let students discuss various measures in supply chain and revenuemanagement analysis in accordance with the current globalizing business environment.Evaluate after next offering. · Add a couple of quiz to make students to make betterpreparations and improve learning outcomes. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: The actions have been implemented and initial goodresults have been shown. OM faculty members will continue to implement for moreReporting https://app.weaveonline.com/reports/DAR.aspx5 of 10 9/20/2013 1:25 PMresultsProjected Completion Date: 12/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneTeam MembershipWith respect to the fourth learning outcome, to become a strong team member, threeactions will be taken: · Incorporate lessons on effective teams into teaching material. ·Require team members in the group project to create a team charter indicating anemphasis on the importance of cooperation and fairly distributed individualcontributions. Evaluate after next offering. · Ask each team to evaluate other teams’performance to emphasize the importance of team work. Evaluate after next offering.Established in Cycle: 2008-2009Implementation Status: PlannedPriority: HighImplementation Description: Implementation has taken in MBA 8155 and resultsshow actions are effective.Projected Completion Date: 12/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: NoneCritical Thinking

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The Operations Management faculty members will develop a measurementmechanism, including targeted assignments and exams, as well as a measuring rubric,for the assessment of the use of critical thinking skills in the solving of problems inoperations management.Established in Cycle: 2009-2010Implementation Status: FinishedPriority: HighRelationships (Measure | Outcome/Objective):Measure: Critical Thinking | Outcome/Objective: Develop Decision MakingAbilitiesProjected Completion Date: 12/2013Responsible Person/Group: Operations Management Faculty MembersAdditional Resources: None

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Appendix N

Assessment Plan for MBA with Concentration in Entrepreneurship

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Mission/Purpose

The mission of the Concentration in Entrepreneurship is to integrate knowledge gained through core subjects such as finance, accounting and marketing with a fundamental understanding of key principles of entrepreneurship such as opportunity recognition, business idea development and analysis, resource acquisition, innovation and growth/exit strategies. Entrepreneurship students get a broad exposure to the practices of successful entrepreneurs and develop new skills that can be applied to either new business formation or management within dynamic corporate settings that demand innovation and strategic renewal.

Goal

Entrepreneurs require two types of knowledge to succeed: (1) industry or market-specific domain knowledge and (2) tacit knowledge of “how to be an entrepreneur” (Minniti and Bygrave 2001). Tacit knowledge of “entrepreneuring” is best attained experientially through direct hands-on experience or vicariously through indirect observation of the actions and outcomes of others (Politis 2005; Holcomb, Ireland et al. 2009). Entrepreneurship students gain direct apprenticeship experience through a field study course and vicarious experience through case studies, guest speakers and a major project in which they observe and study a successful entrepreneur.

Reflection and experimentation are key components within the process of constructing tacit knowledge by “grasping and transforming experience” (Kolb 1984, pg. 41). Our goal is to help our students transform their entrepreneurial experiences into new knowledge through deeper reflective learning and through conscious experimentation with new behaviors.

Objectives

O/O1: Reflecting Upon Field Study Experience

Field study students (MGS8590) spend the semester working closely with an entrepreneur on a large scale strategic project. Students will write a 3-4 page reflection/action plan paper at the conclusion of the course, the goal of which is to reflect upon their experience and to describe a personal development plan for using the newly acquired knowledge in their career.

O/O2: Reflecting Upon Entrepreneurship Project Experience

Entrepreneurship students (MGS8500/8050) conduct a major field study project consisting of interviews and first hand observation of an entrepreneur, the findings of which are compiled in a report and presented in class. Students will also write a 3-4 page paper reflecting on their vicarious learning experience which will also include a personal development plan for integrating and using their new knowledge moving forward.

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Example of specific metrics:

Current Syllabus Requirement for Field Study - General Lessons Learned (10% of your course grade)In addition, by the date listed below, you must submit 3 to 5 double-spaced typed pages describing the general lessons you have learned from this experience about yourself and your ability to be a successful entrepreneur. Some of this may repeat parts of your journal entries, but this document should also analyze what you have learned over the course of the whole semester.

To be replace with:

New Refined Field Study Reflection Paper Grading Rubric (Total of 15% of grade):

Each journal (total of four) should include a flash of insight or a surprising “aha moment” from the 3-4 week journal period.

For each those insights and write 2-3 paragraphs in each journal detailing your thoughts, feelings and reflections on those flashes of new understanding.

Compile those insights and reflections into an expanded reflection paper at the end of the semester. (10% of course grade)

For each insight, include a short (2-3 paragraph) action plan of how you can apply these new insights to your career going forward (either as an entrepreneur or as a corporate manager). (5% of course grade)

Action Plan

The current action plan is to restructure the prior plan and update the objectives as described above.

Achievement Summary

Grade reflection papers in 2013 against earlier papers.

Holcomb, T., R. Ireland, et al. (2009). "Architecture of entrepreneurial learning: Exploring the link among heuristics, knowledge, and action." Entrepreneurship Theory and Practice 33(1): 167-192.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development, Prentice-Hall Englewood Cliffs, NJ.

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Minniti, M. and W. Bygrave (2001). A Dynamic Model of Entrepreneurial Learning. Entrepreneurship: Theory & Practice, Wiley-Blackwell. 25: 5.

Politis, D. (2005). "The Process of Entrepreneurial Learning: A Conceptual Framework." Entrepreneurship Theory and Practice 29(4): 399-424.

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Appendix O

Assessment Plans (Combined) for MBA with Concentration in Business Analysis and M.S. in Business Analytics

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Assessment of Business Analysis Curriculum

MS with a Major in Business Analysis The Master of Science degree is designed for students who wish to work as Business Analysis practitioners. A typical student would have an undergraduate business degree, strong functional experience, or exceptional interest in Business Analysis. The program blends the elements of the Business Analysis (problem solving, information technology and analytical methods) so that every graduate will have a foundation in the Business Analysis discipline. The emphasis is on a deeper understanding of the concepts and techniques used. Students will gain expertise in the following areas:

Business Intelligence and Decision Support Systems Multivariate Statistical Analysis Methods and Data Mining Problem Solving and Risk Analysis

Graduates of the program will ideally enter a career path requiring analysis and decision support in any functional area of business, or across functional areas.

MBA with a concentration in Business Analysis

The overall goal of the concentration in business analysis is to provide the student with an understanding of the use of advanced statistical methods and software for managerial decision making. The techniques covered span the areas of management science, business intelligence, data mining and decision support systems. The emphasis is on application of software tools to create information and knowledge from data, and on the application of such knowledge for strategic and tactical decisions.

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Appendix P

Assessment Plan for Ph.D. Program in Business Administration

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ASSESSMENT DOCUMENTATION FOR DOCTORAL PROGRAMSCOLLEGE OF BUSINESS ADMINISTRATION

GEORGIA STATE UNIVERSITY

Mission Statement

The doctoral programs of the College of Business Administration will develop in graduates a high level of competence in conducting research and in teaching business disciplines by requiring (1) education in theory; (2) education in general research techniques as well as research techniques specific to a discipline; (3) research experience with faculty members on contemporary research problems and issues; and (4) training on teaching methodology reinforced with active classroom teaching experience.

A. Program Objective — To ensure that students master the body of knowledge in their selected discipline.

A.1 Expected Outcome — Students should be able to critically evaluate and discuss theoretical developments and the results of original research.

A.1.a Assessment Method — Successful completion of coursework; successful completion of comprehensive examinations as judged by a committee of appropriate faculty members.

A.1.a.1 Instruments: Doctoral program office records and GSU courses transcripts

A.1.b Assessment Method — Presentation and/or discussion of research at professional conferences and other professional venues.

A.1.b.1 Instruments: Departmental records; alumni/alumna survey; survey of current student body

A.1.c Assessment Method — Students and graduate opinion survey.A.1.c.1 Instruments: alumni/alumna survey; survey of

current student body

A.2 Expected Outcome — Students should be able to conduct original (non-dissertation) research in collaboration with GSU faculty.

A.2.a Assessment Method — Record of graduate research

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assignments with GSU faculty.A.2.a.1 Instruments: Departmental records; survey of

current student body; alumni/alumna survey

A.2.b Assessment Method — Presentation and/or discussion of research co-authored with GSU faculty at professional conferences and other professional venues.

A.2.b.1 Instruments: Departmental records; survey of current student body; alumni/alumna survey

A.2.c Assessment Method — Publication of research co-authored with GSU faculty in refereed academic journals.

A.2.c.1 Instruments: Survey of current student body; alumni/alumna survey

B. Program Objective — To develop in the student a high level of competence in conceptualizing, implementing, and completing research.

B.1 Expected Outcome — Students should be able to successfully defend dissertation research conducted within the program.

B.1.a Assessment Method — Successful defense of the dissertation conducted before a faculty committee.

B.1.a.1 Instruments: Doctoral program office records

B.1.b Assessment Method — Presentation and/or discussion of dissertation research at professional conferences and other professional venues.

B.1.b.1 Instruments: Departmental records; survey of current student body; alumni/alumna survey

B.1.c Assessment Method — Publication of dissertation research in refereed academic journals .

B.1.c.1 Instruments: Departmental records; survey of current student body; alumni/alumna survey

B.2 Expected Outcome — Students should be able to successfully defend non-dissertation research conducted within the program.

B.2.a Assessment Method — Presentation and/or discussion of non-

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dissertation research at professional conferences and other professional venues.

B.2.a.1 Instruments: Departmental records; survey of current student body; alumni/alumna survey

B.2.b Assessment Method — Publication of non-dissertation research in refereed academic journals .

B.2.b.1 Instruments: Departmental records; survey of current student body; alumni/alumna survey

B.3 Expected Outcome — Graduates should be able to develop research beyond the dissertation during their professional career.

B.3.a Assessment Method - Alumni/alumna surveys at intervals of 5, 10, and 15 years following graduation to monitor:

B.3.a(1) Presentation and/or discussion of papers at professional conferences and other professional venues.

B.3.a(1).1 Instruments: Alumni/alumna survey

B.3.a(2) Publication of non-dissertation research in refereed academic journals.B.3.a(2).1 Instruments: Alumni/alumna survey

B.3.a(3) Receipt of competitive grants for the purpose of conducting research.B.3.a(3).1 Instruments: Alumni/alumna survey

C. Program Objective — Place doctoral graduates in research-oriented institutions.

C.1 Expected Outcome — Graduates should be offered and accept positions at institutions where research skills learned in the program will be utilized and further developed.

C.1.a Assessment Method — Initial placement statisticsC.1.a.1 Instruments: Alumni/alumna survey; doctoral

program office records

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C.2.b Assessment Method — Alumni/alumna surveys to monitor professional progress as reflected by changes in employment toward research institutions.

C.2.b.1 Instruments: Alumni/alumna survey

D. Program Objective - To develop in the student a high level of competence in conducting university level teaching.

D.1 Expected Outcome – Doctoral students should be able to present theoretical and applied material to a diverse group of university students.

D.1.a Assessment Method - Successful completion of BA 920, Seminar in University Teaching.

D.1.a.1 Instruments: Doctoral program office records and GSU transcripts

D.1.b Assessment Method - Standard student/teacher evaluations and counseling of students for improvement where necessary.

D.1.b.1 Instruments: SEIPs; documentation by doctoral coordinators of counseling sessions or formal counseling in departmental programs; Alumni/alumna survey

D.2 Expected Outcome - Graduates should be offered and accept positions at institutions where the teaching skills learned in the program are utilized and further developed.

D.2.a Assessment Method - Alumni/alumna surveys to monitor professional teaching development as reflected by employment at institutions which recognize and value quality teaching

D.2.a.1 Instruments: Alumni/alumna survey

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Appendix QResults from Survey of Managerial Sciences

Masters Alumni (MBA and M.S.)

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GRADUATE ALUMNI SURVEY RESULTSOctober 2013


General Outcomes

Table 1.


Strongly disagree 2 3 4 5

Strongly agree

% % % % % % N M(SD)My program of study has made a positive contribution to the quality of my life.

0.0 0.0 0.0 29.4 5.9 64.7 17 5.35(0.93)

I have applied the skills I learned in my program to help resolve issues I’ve faced in my professional life.

0.0 0.0 0.0 0.0 52.9 47.1 17 5.47(0.51)

My program of study has helped me to achieve my professional goals.

0.0 0.0 5.9 5.9 35.3 52.9 17 5.35(0.86)

Overall, I was satisfied with my degree program.

0.0 0.0 5.9 5.9 47.1 41.2 17 5.24(0.83)


Employment

Table 2. Table 3.

Are you currently employed? Have you been employed at any time over the last year?

N = 17 %Yes 100.0No

Table 4.

Please indicate the general area of employment.

N = 17 %Agriculture/Natural Resources 5.9

Arts 0.0Business/Finance 41.2College Faculty/Administration 5.9Counseling/Mental Health 0.0Education K-12 5.9Government/Public Administration 5.9Hospitality/Tourism 0.0Journalism/Publication 0.0Law 0.0

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N = 0 %Yes 0.0No 0.0

Library Work 0.0Manufacturing/Construction 5.9Marketing 5.9Media/Communication 5.9Medicine/Nursing 0.0Non-Profit or Community Org. 0.0Religious Organization 0.0Transportation 0.0Other 17.6

Other: N= 3

Environmental ServicesHuman ResourcesLanguage Services

Table 5. Skills and Employment

The following questions focus on the skills you may have learned in your degree program at Georgia State andwhether you listed them on your resume, discussed them during your job interview, or use(used) them in your job.

List on resume Discuss injob

interview

Using(used) on job

N = 17 Yes No Yes No Yes No% % % % % %

Research skills 23.5 76.5 29.4 70.6

82.4 17.6

Communication skills (writing and speaking) 82.4 17.6 88.2 11.8

100.0

0.0

Ability to interpret data/information in a critical manner.

58.8 41.2 76.5 23.5

100.0

0.0

Ability to analyze problems from different perspectives

58.8 41.2 82.4 17.6

100.0

0.0

Ability to work with diverse populations 47.1 52.9 52.9 47.1

88.2 11.8

Ability to analyze managerial problems, events, and issues

52.9 47.1 58.8 41.2

94.1 5.9

Ability to make informed decisions 75.0 25.0 88.2 11.8

100.0

0.0

Ability to recommend solutions to managerial problems

52.9 47.1 64.7 35.3

93.8 6.3

Further Education

Table 6. Table 7.

Are you currently enrolled in a graduate program? What degree are you seeking?

N = 17 %

109

Yes 5.9No 94.

1

What is your program of study?

Information Technology concentration in Project Management

At what institution are you pursuing your degree?

Bellevue University

Table 8.

Since graduating from Georgia State, have you earned an additional degree(s)?

N = 17 %Yes 0.0No 100.0


Table 9

What was your program of study?

N = 17 %MBA with a concentration in Managerial Sciences

52.9

M.S. program in Managerial Sciences 47.1

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N = 1 %Ed.D. 0.0J.D. 0.0M.A. 0.0M.B.A. 0.0M.D. 0.0M.Div. 0.0M.F.A. 0.0M.S. 100.0M.S.W. 0.0M.S.L.S. 0.0M.T.S. 0.0Ph.D. 0.0Th.D. 0.0Other 0.0


Looking back, what aspects of your program do you believe were the most valuable in contributing to your earning a degree at Georgia State?

Practical classes, such as my consulting class and my coaching class (both had heavy practical/application components). I also gained significant insight to my own skills, potential, areas for development through the professional assessments course. I have referred back many time to what I learned in the assessment class, and I could speak from experience when recommending or choosing assessments for my own teams to take. Lastly, the teams course has been one that I have based much of my current team leadership practices on. I run the largest team in my company, and it regularly is commended for having great culture, communications, vision, training, etc. I still use books from the course for my team members, and I felt very prepared to take on managing the large team as a result of what I learned in the class. (1 Count)

Coaching (1 Count)

In earning a degree, the format of the requirements worked quite well for me. It was understandable and easy to map my road to graduation out, with only needing minor flexibility. I was able to add in courses that were of interest in my anticipated field of work,

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and I was able to take a study abroad opportunity without delaying my desired graduation date. (1 Count)

All of my HRM classes. (1 Count)

I specifically chose the classes based on the content of study to ensure each class aligned to my overall goal. These classes are the reason I chose my program of study and consequently graduated and found gainful employment. (1 Count) Hands on experience working with real clients on their issues / opportunities. Also, relaying information to real life situations. (1 Count)

1. The coursework 2. The network of peers 3. The network of instructors (1 Count)

The diversity of experiences (work and life) my classmates had to call on, and the way nearly all my professors both drew from their own depth of experiences and guided us to applying our own to different frameworks. (1 Count)

I saw great value in the personal mentoring done by many of the professors in the managerial sciences department. This included Dr. Alok Srivastava, Dr. Satish Nargundkar and many others. They really took an interest in each students personal development and learning. They introduced real data and utilized real-life scenarios which was most helpful. (1 Count) Critical Thinking and Negotiation Skills (1 Count)

The classes related to management/leadership. (1 Count)

What kinds of improvements would you suggest the Institute make in order to enhance the educational experience of current students in the program?

More connection to internships and practical experiences. More active faculty that mentor students (Barbara Reilly was fabulous!) (1 Count)

I would encourage more course offerings (not availability). For the most part, I was highly interested in every MGS class that I took, and would have loved more options. The faculty are extremely accessible, and I felt that they were uniquely qualified for the classes they taught. It was also very apparent to me that they enjoyed their material. I was very satisfied with my program and left well-prepared for the next career step I took. (1 Count)

more technocracy and greater emphasis on hard skills (1 Count)

Less about critical writing skills (even though writing is important) but spend more time on discussion about how to apply the learning to real world situations (1 Count)

More active and pronounced Career Counseling; perhaps more Counselors per student. (1 Count)

My recommendation is for the MS Data Analysis Program: 1. Professor Satish offered a well rounded experience in his class. He had people working in Industry teach the class for a real world application of the material we were learning. He also shared job openings since he had close ties to the industry. This is very helpful for students. Some of us found internships and fulltime employment as a result of this effort. 2. Career advisement and Job fair provided zero assistance for students in this program. There were virtually no

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resources to help student find employment, non of the companies in the job fair were relevant to our program and there no relevant jobs listed on the career portal. 3. Ensure critical classes are offered - Some classes essential to the program were not offered due to inadequate staffing broght about by life events (death and retirement). Not making these essential classes available is short changing a students who is truly interested in learning (1 Count)

Continue the close relationship between the Atlanta business community and Robinson. Use that halo effect to your advantage and keep working hard to position Robinson as a tremendous asset to both the Atlanta and global business communities. And stop letting the unmotivated, uninspired riff-raff in (I think these wheels may already be in motion, so if so, onward and upward). Robinson is no longer "B-school for everyone," so while it can be good to own that hustle-and-hard-work, not-good-ol'-boy-like-Terry-or-Ivy brand, you have to be sure you have the people who reflect that. No more of those 2.0-2.5 GPA coasters. (1 Count)

Mentor them in what path their career could take using these skills. Show them the impact that they can have in the jobs that they take on utilizing this degree. Encourage them to be creative in the application of this degree. I was able to couple my Specialized Master's with an undergraduate degree in Accounting and a CPA license. These data modeling and analysis skills, when applied to my Accounting knowledge, perfectly fit my role as CFO for the company in which I am employed. It is not the path most students take with this degree, but with some mentoring, I was encouraged that this could be a great pairing.....and it was. (1 Count)

The tuition costs can be lowered and including more technical classes in the curriculum. (1 Count)

Overall, I am pleased. It's really interesting to see how much I apply to my current job. (1 Count)


What specific managerial sciences courses that you took at GSU have been most helpful to you since graduating?

Consulting, Teams, Coaching, Assessment (1 Count)

Service Operations (1 Count)

Power in Organizations, Negotiation, Coaching for Leadership, Study Abroad: China (1 Count)

Most of the degree specific courses I have used or leveraged in some way. (1 Count)

Communication, Operations Management, Leadership & Influence, Project Management (1 Count)

All of my HRM classes. (1 Count)

Data Mining, Adv. Statistical Analysis, Business Analysis, Advanced Regression, (1 Count)

1. Field course working with clients in Human Resources - Lucy McClurg 2. Negotiation Course with Ed Miles 3. Entrepreneur course with Greg Henley (1 Count)

113

Business Communications Supply Chain Management Negotiation Managerial Economics (1 Count)

The HR courses, project management, and leadership classes (1 Count)

Dr. Butler's Coaching for Leadership, Dr. Maurer's leadership course, Lori Fancher's OD course, and DEFINITELY Richard Deane's project management course (that one was a godsend!). (1 Count)

Business Analysis, Data Mining, Statistical Business Analysis, Six Sigma Programs (1 Count)

Negotiation, International Business, and Leadership (1 Count)

Coaching, negotiations and Leadership/Organizational Management (1 Count)

What skills did you learn at GSU that have been most useful for your professional life?

Juggling multiple work streams, communicating effectively with different audiences, leading people, asking questions effectively, coaching as a leader (1 Count)

Presenting and communication skills (1 Count)

I have learned foremost how to work with many different people in a variety of tasks. I use my coaching skills on a daily basis, navigate working with others in small negotiations, and try to continue asking powerful questions. These were not necessarily skills that I picked up at GSU, but disciplines that I was able to train in. (1 Count)

The ability to understand and manipulate databases, the ability to understand and manipulate large data sets. (1 Count) business communication, some effciency tools, PMI-related methodology (1 Count)

Research and communication skills. (1 Count) Analysis and presentation skills - each class required us to carry out a complex analysis and present our material in a way that is available to a diverse audience, which offered us a glimpse of how this work in the real world (1 Count)

Reminder to continue to look at all sides of the issue before placing judgement. Gather as much information a you can to make an informed decision. (1 Count)

Networking. Group projects. (1 Count)

Better project management, how to better tie everything I do to my organization's and my clients' strategic goals, better/more strategic communicating, "thinking global and acting local," keeping a 360-degree perspective on my own leadership. (1 Count)

Communication and negotiation skills as well as critical thinking skills (1 Count)

-Managing others (how to motivate, communicate) -Negotiations class has been helpful with negotiating salary and also working with customers (1 Count)

General Comments:

114

Thank you for the opportunity to report on my experience. (1 Count)

Overall, this is a great program, and I would highly recommend it. It offers really good value considering the investment. However, it needs adequate staffing and marketing to the business community. The skills acquired in some of my classes are set you apart in the work place e.g. Prof. Skip and his insistence on using Excel for complex data analysis and manipulation, Satish's short cuts and guides to successful analysis projects. (1 Count)

Enjoyed my time and my spectacular professors, and I'm always proud to tell people about my Robinson MBA! (1 Count)

Question 6.2- I decided on the Managerial Sciences Master's when I was working on my BBA in Accounting at GSU. I took several elective classes in the Managerial Sciences field and decided that I wanted to focus on that for my Master's. All of the teachers that I encountered in these programs were incredibly open minded and encouraging to all students. (1 Count)

115

Appendix RResults from Survey of Managerial Sciences

Graduate Students (MBA and M.S.)

116


MBA AND MS GRADUATE STUDENTS SURVEY RESULTS November 2013

N = 13



No contributio

n 2 3 4 5


n


)Speaking clearly and effectively 8.3 0.0 8.3 33.3 25.0 25.0 12 4.42(1.44


0.0 7.7 23.1 15.4 30.8 23.1 13 4.38(1.33)

Awareness of historical contexts surrounding your area of study

7.7 0.0 15.4 46.2 30.8 0.0 13 3.92(1.12)

Demonstrating competence in specific research methods appropriate to your area of specialization

0.0 7.7 7.7 30.8 38.5 15.4 13 4.46(1.13)

Effectively evaluate implications and applications of research in your field

0.0 7.7 0.0 30.8 46.2 15.4 13 4.62(1.04)

Collaborating effectively with colleagues (e.g., other students, researchers, faculty)

0.0 0.0 7.7 23.1 15.4 53.8 13 5.15(1.07)

Knowledge about the tenets of ethical practice

7.7 0.0 7.7 38.5 23.1 23.1 13 4.38(1.39)




Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)My program of study is academically challenging.

0.0 7.7 7.7 15.4 46.2 23.1 13 4.69(1.18)

My program requirements are clear to me.

0.0 0.0 15.4 15.4 23.1 46.2 13 5.00(1.15)

There are sufficient research opportunities available to me in the department.

15.4 0.0 30.8 23.1 23.1 7.7 13 3.61(1.50)

117

My program's curriculum is broad enough to prepare me for my career choice.

0.0 15.4 0.0 15.4 46.2 23.1 13 4.62(1.33)


0.0 0.0 7.7 15.4 30.8 46.2 13 5.15(0.99)



Please rate the following items: Poor 2 3 4 5 Excellent

% % % % % % N M(SD)Overall quality of graduate courses in the department

0.0 0.0 7.7 23.1 46.2 23.1 13 4.84(0.90)

Availability of graduate courses in the department

0.0 38.5

15.4 15.4 15.4 15.4 13 3.54(1.56)

Overall quality of graduate instruction in the department

0.0 0.0 0.0 30.8 30.8 38.5 13 5.08(0.86)

Academic advisement available in the department

7.7 23.1

7.7 15.4 15.4 30.8 13 4.00(1.83)

Career preparation and guidance available in the department

8.3 16.7

25.0 25.0 8.3 16.7 12 3.58(1.56)

Availability of graduate research/teaching assistantships

16.7 0.0 8.3 33.3 25.0 16.7 12 4.00(1.65)

Support for student conference presentations and publications

25.0 8.3 41.7 0.0 16.7 8.3 12 3.00(1.65)




Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)In general, faculty in my department are appropriately prepared for the courses they teach.

0.0 0.0 0.0 15.4 23.1 61.5 13 5.46(0.78)

In general, faculty are up-to-date in emerging trends and information in my field of study.

0.0 0.0 0.0 7.7 46.2 46.2 13 5.38(0.65)

In my department, faculty are available to answer questions or

0.0 0.0 0.0 7.7 46.2 46.2 13 5.38(0.65)

118

discuss my concerns about my program of study.In general, faculty in the department motivate me to do my best.

0.0 0.0 0.0 30.8 15.4 53.8 13 5.23(0.93)

Faculty are fair and unbiased in their treatment of students in my graduate program.

0.0 0.0 0.0 7.7 38.5 53.8 13 5.46(0.66)

Administrative staff in the department are helpful to me.

0.0 8.3 16.7 8.3 33.3 33.3 12 4.67(1.37)


0.0 0.0 0.0 16.7 25.0 58.3 12 5.42(0.79)


0.0 0.0 15.4 0.0 23.1 61.5 13 5.31(1.11)


The following items were developed by the Department of Managerial Sciences.

Table 5.

Which graduate program are you enrolled in?

N = 13 %MBA with concentration in Managerial Sciences

46.2

M.S. program in Managerial Sciences 53.8

Table 6.

Which concentration within Managerial Sciences are you focusing on (MBA and MS graduate students only)?

N = 13 %Business Analysis 23.1Entrepreneurship 7.7

Human Resource Management 23.1Operations Management 7.7Organization Management or Organizational Change

38.5

Table 7.

When did you decide this would be your concentration (MBA program only)?

N = 6 %

119

When I applied to the program 50.0

During my first semester in the program 16.7

During my second semester in the program 16.7In my third or later semester in the program 16.7

Qualitative Data


What benefits do you expect from your program of study?

I want to get me a job! (1 Count)

I have two concentrations HRM and Organizational Change. I hope to gain access to research opportunities and practical knowledge that will equip me for future career opportunities as an HR/OD practitioner. (1 Count)

How to be an effective leader in any environment. (1 Count)

Using my academic training in real life applications, including my current small business. (1 Count)

An understanding of how to execute and use OD methods to help a client or organization. A clear understanding of how OD relates to HR and training/facilitation, both differences and similarities. A degree from a recognized institution. (1 Count)

I have already observed an increase in global and critical thinking skills. I am on my way to being a much better manager and leader within my organization as a result of my degree. (1 Count)

120

Appendix SResults from Survey of Managerial Sciences

Graduate Students (Ph.D.)

121


PH.D. GRADUATE STUDENTS SURVEY RESULTS November 2013

N = 6Response rate = 66.7%



No contributio

n 2 3 4 5


n


)Speaking clearly and effectively 0.0 33.

30.0 0.0 50.0 16.7 6 4.17(1.72


0.0 16.7

0.0 0.0 50.0 33.3 6 4.83(1.47)

Awareness of historical contexts surrounding your area of study

16.7 16.7

0.0 0.0 16.7 50.0 6 4.33(2.25)

Demonstrating competence in specific research methods appropriate to your area of specialization

0.0 0.0 33.3 0.0 33.3 33.3 6 4.67(1.37)

Effectively evaluate implications and applications of research in your field

0.0 16.7

0.0 0.0 16.7 66.7 6 5.17(1.60)

Collaborating effectively with colleagues (e.g., other students, researchers, faculty)

0.0 16.7

0.0 16.7 16.7 50.0 6 4.83(1.60)

Knowledge about the tenets of ethical practice

0.0 0.0 0.0 0.0 33.3 66.7 6 5.67(0.52)




Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)My program of study is academically challenging.

16.7 0.0 0.0 0.0 0.0 83.3 6 5.17(2.04)

My program requirements are clear to me.

16.7 16.7 0.0 16.7 50.0 0.0 6 3.67(1.75)

There are sufficient research opportunities available to me in the department.

16.7 0.0 16.7 0.0 16.7 50.0 6 4.50(2.07)

122

My program's curriculum is broad enough to prepare me for my career choice.

16.7 0.0 0.0 16.7 50.0 16.7 6 4.33(1.75)


16.7 0.0 0.0 0.0 16.7 66.7 6 5.00(2.00)



Please rate the following items: Poor 2 3 4 5 Excellent

% % % % % % N M(SD)Overall quality of graduate courses in the department

16.7 0.0 0.0 0.0 16.7 66.7 6 5.00(2.00)

Availability of graduate courses in the department

16.7 0.0 16.7 16.7 33.3 16.7 6 4.00(1.79)

Overall quality of graduate instruction in the department

0.0 0.0 16.7 0.0 33.3 50.0 6 5.17(1.17)

Academic advisement available in the department

16.7 0.0 0.0 16.7 50.0 16.7 6 4.33(1.75)

Career preparation and guidance available in the department

16.7 0.0 0.0 0.0 50.0 33.3 6 4.67(1.86)

Availability of graduate research/teaching assistantships

16.7 0.0 0.0 0.0 33.3 50.0 6 4.83(1.94)

Support for student conference presentations and publications

0.0 16.7

16.7 16.7 50.0 0.0 6 4.00(1.26)




Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)In general, faculty in my department are appropriately prepared for the courses they teach.

0.0 0.0 0.0 16.7 0.0 83.3 6 5.67(0.82)

In general, faculty are up-to-date in emerging trends and information in my field of study.

0.0 0.0 0.0 16.7 0.0 83.3 6 5.67(0.82)

In my department, faculty are available to answer questions or

0.0 0.0 0.0 0.0 33.3 66.7 6 5.67(0.52)

123

discuss my concerns about my program of study.In general, faculty in the department motivate me to do my best.

0.0 0.0 16.7 0.0 33.3 50.0 6 5.17(1.17)

Faculty are fair and unbiased in their treatment of students in my graduate program.

0.0 0.0 0.0 0.0 33.3 66.7 6 5.67(0.52)

Administrative staff in the department are helpful to me.

0.0 0.0 0.0 16.7 0.0 83.3 6 5.67(0.82)


0.0 0.0 0.0 0.0 16.7 83.3 6 5.83(0.41)


16.7 0.0 0.0 16.7 16.7 50.0 6 4.67(1.976)


Qualitative Data


The following items were developed by the Department of Managerial Sciences.

What benefits do you expect from your program of study?

exceptional analytical and critical thinking skills, professional network, strong knowledge base, opportunities within the program for research and collaboration as well as after the program for career paths and research (1 Count)

Research skills. Preparation, training and guidance to become an excellent researcher. (1 Count)

preparation for research, publication and teaching; (1 Count)

124

Appendix TPublications and Presentations by Doctoral Students

125

2010

Publications:

Miles, E.W. & Clenney, E.F. (2010). Gender differences in creating value: A status characteristics theory view. Negotiation and Conflict Management Research, 3(2), 130-144.

Presentations

Almeda, M. & Clenney, E. F. (2010). Subordinate Negative Affectivity and Abusive Supervision. Presented at the Annual Meeting of the Southern Management Association, St. Pete.

Tepper, B. J., Carr, J. C., Almeda, M., Haggard, D. L., Clenney, E. F., & Goo, W. “Psychological health effects of supervisory pressure to behave unethically,” the Academy of Management 2010 annual meeting, Montreal, Canada.

2011

Presentations:

Goo, W., Lambert. L. S., Tepper, B. J., & Maurer, T. J. “Revisiting the Job Characteristics Model with polynomial regression approach,” the Southern Management Association 2011 conference, Savannah, GA.

Miles, E.W. & Clenney, E.F. (2011). Compensation and job offer negotiations: A review and recommended research strategy. Paper presented at the 2011 annual meeting of the Academy of Management, August 2011, San Antonio, Texas.

Neville, F., Orser, B.J., & Riding, A. (2011). Export propensity and the performance of immigrant-owned businesses. 14th McGill International Entrepreneurship Conference, Odense, Denmark: September 16-18.

Tepper, B. J., Duffy, M. K., Carr, J., Haggard, D., Almeda, M., & Clenney, E. F. (2011). Abusive Supervision and Subordinates’ Strain Reactions. Symposium on People Behaving Badly. Presented at the Annual Meeting of the Southern Management Association, Savannah.

Tepper, B. J., Mitchell, M., & Almeda, M. (2011). Consequences of Negative Reciprocity in Supervisor-Subordinate Relationships. Symposium on New Developments in Interpersonal Aggression Research: The Role of Moderator.

126

Presented at the Annual Meeting of the Society of Industrial Organizational Psychology, Chicago.

2012

Publications:

Miles, E. W., & Clenney, E. F. (2012). Extremely difficult negotiator goals: Do they follow the predictions of goal-setting theory? Organizational Behavior and Human Decision Processes, 118(2), 108-115.

Presentations:

Almeda, M. (2012). The Effect of the Motivation to Seek Advice on Advice Utilization. Presented at the Annual Meeting of the Academy of Management, Boston.

Goo, W., Lambert. L. S., Tepper, B. J., & Maurer, T. J. “Applying Person-Environment Fit Theory to Job Characteristics Needed and Supplied,” the Society for Industrial and Organizational Psychology 2012 annual conference, Houston, TX.

Dimotakis, N., Goo, W., & Ilies, R. “Physiological Reactions to Affective Experience” in the symposium, “Novel Approaches to Conducting Research on Workplace Affect,” the Society for Industrial and Organizational Psychology 2012 annual conference, Houston, TX.

Goo, W., Lambert, L. S., & Carr, J. C. “Person-Environment model of visionary leadership and work attitudes: The role of employees’ needs,” the Southern Management Association 2012 conference, Fort Lauderdale, FL.

Leheta, D. (2012). The Effect of Follower Protean and Boundaryless Career Orientation on Leader-Member Exchange Quality: The Role of the Leader’s Style, Organizational Commitment and Value Congruence with Follower. Paper presented in symposium titled “Exploring New Research in Individual and Leader Success via Learning/Development and Career Behavior", Academy of Management Meeting in Boston, Massachusetts.

Miles, E. W., & Clenney, E. F. (2012, August). Extremely difficult negotiator goals: Do they follow the predictions of goal-setting theory? Paper Presented at the 2012 annual meeting of the Academy of Management, Boston.

Neville, F. (2012). Toward a goal-oriented model of entrepreneur-CEO growth intentions and aspirations. Academy of Management Conference, Boston, MA: August 3-7, 2012.

127

Neville, F. & Grégoire, D.A. (2012). The contingent effects of CEO learning styles on new venture absorptive capacity. Atlanta Competitive Advantage Conference, Atlanta GA, USA: May 15-17.

2013

Publications:

Neville, F., Orser, B., Riding, A. & Jung, O. (Forthcoming). Do young firms owned by recent immigrants outperform other young firms? Journal of Business Venturing.

Presentations:

Almeda, M., Dimotakis, N., Tepper, B.J., & Maurer, T. J. (2013). On the Stability of Leader-Member Exchange: A Weekly Examination of LMX. Symposium on New Developments in Within-Person Research. Presented at the Annual Meeting of the Academy of Management, Orlando.

Lambert, L. S., Schatten, J., Brekashvilli, P., Curry, R., & Goo, W. :Supervisors’ Trust in their Subordinates: A Qualitative Investigation of Trust and Trustworthiness,” accepted by the Southern Management Association 2013 conference, New Orleans, LA.

Miles, E.F. & Clenney, E.F. (2013). Becoming a Negotiator: A Proposed Negotiation Skill Development Complexity Model. Presented at the Annual Meeting of the Academy of Management, Orlando.

Miles, E.F. & Clenney, E.F. (2013). Proactive Negotiation Behavior Resulting from Face Threat Sensitivity. Accepted by the Southern Management Association 2013 conference, New Orleans, LA.

Neville, F. & Nag, R. (2013). Toward an initial conceptualization of opportunity creation processes. Academy of Management Conference, Lake Buena Vista (Orlando), FL: August 9-13, 2013.

128

Appendix U

List of International Universities and Government Agencies Where Department of Managerial Sciences Faculty Have

Research Collaborations Ongoing

129

University of Paris SorbonneUtrecht University (Netherlands)National University of SingaporeUniversity of South AustraliaHEC ParisUniversity of LisbonLondon Business SchoolSabanci University (Istanbul)Singapore Management UniversityUniversity of MunichImperial College LondonDurham UniversityUniversity of Western OntarioNanjing University (China)Thailand National Science Technology and Innovation Policy OfficeCenter for Digital Media (Canada)Carleton University (Canada)Waiariki Institute of Technology (New Zealand)University of WalesGotland University (Sweden)Middle East Technical University (Turkey)

130

Appendix V

Significant Professional Service

131

Dr. Alvarez-Garrido:

Reviewer for National Science Foundation

Dr. Barr:

Member of the Editorial Review Boards of AMJ, AMR and Strategic Management Journal (just named an Associate Editor of Strategic Management Journal)

Member of the Board of Governors of the Academy of Management

Member of the Board of Governors of the Strategic Management Society; Co-Chair of the 2013 Annual Meetings of the Strategic Management Society

Dr. Bogner:

Treasurer of the Business Policy and Strategy Division of the Academy of Management, 1999-2013

Treasurer and Chief Investment Officer of the Strategy Research Foundation, 2012-present

Dr. Choo:

Associate Editor (Journal of Operations Management)Editorial Review Board (Decision Science Journal, Quality Management Journal)

Dr. Dimotakis:

Editorial Review Board, Academy of Management Journal

Dr. Lim:

Research Committee Member for Organization and Management Theory (OMT) Division, Academy of Management, 2013 - Present

Dr. Samaddar:

Decision Sciences InstituteDecision Line Column editor 2010 - presentChair of committee 2010-presentAE of DSJ 2010-2012

132

INFORMS - Committee Chair, CAP Exam Questions Writer

Dr. Zhang:

Associate Editor, Decision Science Journal

133

Appendix W

Recipients of Internal Awards

134


URSA Research Initiation Grant (2012-2013), $10,000

Dr. Choo:

OM Small Grant Program ($5K)

Dr. Miles:

Professional MBA Award for Teaching Excellence, 2012

Dr. Samaddar:

RCB Faculty Recognition Award for Teaching Excellence, 2010

Dr. White:

RCB Faculty Recognition Award for Service Excellence, 2012

Dr. Zhang:

RCB Faculty Recognition Award for Research Excellence, 2010

135

Appendix X

Recipients of External Awards

136

Dr. Barr:

Dan and Mary Lou Schendel Best Paper Prize (2013): Given annually to recognize a paper published in Strategic Management Journal at least 5 years prior that has made a significant impact on the field. The paper recognized is Barr, P.S., Stimpert, J.L., and A.S. Huff, 1992. "Cognitive Change, Strategic Action and Organizational Renewal".

IDEA Thought Leader Award. Given by the Entrepreneurship Division of the Academy of Management to a paper published the prior year that is expected to have significant impact on research in entrepreneurship. The paper so designated is the following: Denis Gregoire (Georgia State University), Pamela S. Barr (Georgia State University) & Dean A. Shepherd (Indiana University) “Cognitive processes of opportunity recognition: the role of structural alignment,” published in 2010 in Organization Science.


Academy of Management BPS Outstanding Reviewer

Dr. Gemmell:

Best Innovation Paper award, Decision Sciences conference, 2011.

Dr. Gu:

Best Environmental Paper Award, Decision Sciences Institute Annual conference, 2011.

Dr. Lim:

Finalist, Singapore Special Strategic Management Society Best Conference Paper Award 2012

Nominee, Strategic Management Society Best Conference Paper Award, 2010

Dr. Maurer:

Senior Consortium Research Fellow, Consortium Research Fellows Program. Invited as expert to assist the United States Army Research Institute at better understanding Soldier learning and adaptability following negative cross-cultural experiences, identifying potential future research directions, and prioritizing future resource allocations toward this problem.

137

Dr. White:

Best Paper Award, Cybernetics and Informatics/4th Symposium on ACADEMIC GLOBALIZATION, 2011

Dr. Zhang:

Distinguished Track Paper Award for the paper “Product Design Effectiveness and the Market Value of the Firm: An Empirical Assessment” at the 43rd Decision Sciences Institute Annual Meeting, San Francisco, CA, 2012

138

Appendix Y

List of Data Sources Provided by the Robinson College of Business

139

Audit Analytics - Audit and ComplianceBank Regulatory DatabaseStockholders DatabaseCBOE (Chicago Board Options Exchange)S&P Compustat for legacy FTP onlyS&P Compustat BankS&P Compustat Executive CompensationS&P Compustat GlobalS&P Compustat North America - annual update (current + historical data)S&P Compustat North America - monthly update (current + historical data)S&P Compustat Historical SegmentsCRSP/Compustat Merged (Annual)CRSP Stock (Annual)CRSP Ziman Real Estates (Annual)CRSP Mutual Funds (Quarterly)CRSP Ziman Real Estates (Quarterly)CUSIP MasterDow Jones Averages & Total Return IndexesDirect Marketing Educational FoundationSEC Disclosure of Order Execution StatisticsEventus softwareFDIC Call ReportFama-French portfolios and factorsMergent FISD DatabaseMergent FISD transactionsFederal Reserve Board Foreign Exchange Rates, Interest Rates, and State Composite IndexesGlobal Insight BasicGlobal Insight CommonGSI DemoIRI Marketing Fact BookMF LinksMarkit Credit Default SwapIvyDB by OptionMetricsPhiladelphia Stock Exchange Currency Options and Implied VolatilityThe Penn World Tables DatabaseRiskmetrics Directors DataRiskmetrics Corporate Takeover Defence and Governance DataRiskMetrics Shareholder ProposalsRiskMetrics Voting ResultsThomson Reuters Institutional Managers (13f) HoldingsThomson Reuters DealScanThomson Reuters IbesThomson Reuters Insiders Filing DataThomson Reuters Mutual Funds HoldingsTRACE Enhanced

140

FINRA TRACE corporate bond tradesZacks Investment Research Sample Data

141

Appendix ZResults from Survey of Department of

Managerial Sciences Faculty

142


FACULTY SURVEY RESULTSOctober 2013


Table 1. University/Department Engagement


Strongly

disagree 2 3 4 5

Strongly Agree NA

% % % % % % % N M(SD)I feel involved in the process of setting departmental objectives.

16.7 20.0 6.7 16.7 20.0 20.0 0.0 30 3.63(1.82)

I have adequate opportunities to influence decisions made in the department about our programs.

20.0 10.0 10.0 20.0 20.0 20.0 0.0 30 3.70(1.82)

I feel comfortable expressing my views in departmental meetings.

16.7 10.0 0.0 13.3 23.3 36.7 0.0 30 4.27(1.91)

I am proud of my department's standing in the national academic community.

6.7 10.0 10.0 23.3 23.3 26.7 0.0 30 4.27(1.55)

I find my involvement in university committee work to be a constructive use of my time.

6.7 16.7 3.3 13.3 26.7 6.7 26.7

30 3.77(1.60)


Table 2. Career Goals


Strongly

disagree 2 3 4 5

Strongly

Agree NA

% % % % % % % N M(SD)My professional career goals are consistent with the department's expectations.

3.4 10.3 3.4 17.2 20.7 44.8 0.0 29 4.76(1.50)

My department has reasonable requirements for achieving tenure and promotion.

6.9 10.3 6.9 20.7 24.1 24.1 6.9 29 4.26(1.58)

I feel the promotion and tenure process has been clearly explained to me.

6.9 6.9 10.3 17.2 13.8 31.0 13.8 29 4.36(1.66)

143

I feel adequate support and assistance are available to me to achieve tenure and promotion.

10.3 10.3 0.0 24.1 13.8 24.1 17.2 29 4.13(1.75)


Table 3. Career Goals

My plans for career development include possible employment in another university than Georgia State.

N = 29 %Yes 31.0

No 41.4Not sure 27.6

Table 4. Research


Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)I have adequate support in securing funding for research.

10.3 6.9 10.3 37.9 24.1 10.3 29 3.90(1.42)

I have adequate resources (e.g., library, labs, technology) to do my research.

6.9 6.9 3.4 13.8 37.9 31.0 29 4.62(1.50)

I have adequate time for scholarly research.

7.1 21.4 19.9 7.1 21.4 25.0 28 3.89(1.73)

I have sufficient opportunities to collaborate with other researchers at Georgia State.

0.0 3.4 3.4 20.7 41.4 31.0 29 4.93(1.00)

My colleagues value my research/scholarship.

0.0 0.0 21.4 21.4 28.6 28.6 28 4.64(1.13)


Table 5. Department Climate


Strongly

disagree 2 3 4 5

Strongly

Agree

% % % % % % N M(SD)My department actively supports a shared and inclusive understanding of diversity.

10.0 13.3 0.0 13.3 16.7 46.7 30 4.53(1.81)

My department encourages teamwork and collegiality.

13.3 6.7 6.7 13.3 20.0 40.0 30 4.40(1.82)

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I have developed close relationships with colleagues in my department.

0.0 13.3 0.0 26.7 20.0 40.0 30 4.73(1.36)

I believe my workload is reasonable. 16.7 6.7 3.3 16.7 26.7 30.0 30 4.20(1.83)

My department enables me to achieve a good balance between work and my personal life.

13.3 13.3 0.0 20.0 26.7 26.7 30 4.13(1.78)


Table 6. Mentoring

Do you have someone in the department who mentors you?

N = 30 %Yes 23.3

No 76.7

Table 7. Mentoring

How helpful has your mentor been in the following areas?

Not at all

helpful 2 3 4 5Very

helpful NA

% % % % % % N M(SD)Publishing opportunities 14.3 0.0 0.0 0.0 0.0 71.4 14.

37 5.17(2.0

4)Grant/funding opportunities 0.0 14.3 0.0 28.6 0.0 42.9 14.

37 4.67(1.6

3)Collaborating in research 14.3 0.0 0.0 0.0 0.0 71.4 14.

37 5.17(2.0

4)Networking/developing professional contacts

0.0 14.3 0.0 0.0 28.6 57.1 0.0 7 5.14(1.46)

Navigating the promotion and tenure process

14.3 0.0 0.0 14.3 14.3 28.6 28.6

7 4.40(2.07)

Navigating departmental politics 0.0 28.6 0.0 0.0 28.6 42.9 0.0 7 4.57(1.81)

Expanding your leadership opportunities

14.3 0.0 0.0 28.6 14.3 42.9 0.0 7 4.57(1.81)

Teaching and classroom matters 14.3 0.0 14.3

0.0 28.6 42.9 0.0 7 4.57(1.90)

Service/committee work 0.0 0.0 28.6

28.6 14.3 28.6 0.0 7 4.43(1.27)

Note. Mean scale: 1=Not at all helpful to 6=Very helpful; “NA” excluded from analysis.

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Table 8. Program

Please rate the quality of the department’s program. Poor 2 3 4 5

Excellent

% % % % % % N M(SD)In general, how would you rate the academic rigor associated with the department's undergraduate program(s)?

3.4 13.8 10.3 41.4 24.1 6.9 29 3.90(1.23)

In general, how would you rate the academic rigor associated with the department's graduate program(s)?

3.3 0.0 10.0 30.0 50.0 6.7 30 4.43(1.01)

How would you rate the academic quality of undergraduate student majors in your department?

6.9 6.9 20.7 41.4 20.7 3.4 29 3.72(1.19)

How would you rate the academic quality of graduate student majors in your department?

3.3 0.0 10.0 26.7 50.0 10.0 30 4.50(1.04)


Qualitative Data

The following statements are in response to the comment sections in the online questionnaire.

All responses are exported directly into a Word document without any changes to wording, punctuation, or grammar. Please note: Each paragraph denotes an individual response.

If there are other ways that your mentor has been of help to you, please describe them.

My mentor left for another position this past year. (1 Count)

The mentor has a strong intention to train me in a variety of dimensions. Unfortunately, his

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motivation has been deeply discouraged by the top leader of the department, who clearly has no capability to be a leader. (1 Count)


What do you see as the major challenges in teaching Managerial Sciences courses? Specify the level (e.g., undergraduate, masters, Ph.D.), if one is relevant to your answer.

The major challenge of teaching Managerial Sciences courses to both undergraduate and masters level students is differentiating instruction. One of the most appealing aspects of working at Georgia State University is the diversity of students who enroll in our programs. However, this also presents a challenge as the variance in students backgrounds, preparedness in terms of their knowledge, skills, and abilities, and their current life situations requires teaching to be differentiated to a degree that many other schools do not need to address. (1 Count)

PhD program - we have not yet been able to create a culture among the students that facilitates lots of hard work. (1 Count)

Undergraduates who are not serious about being university students. (1 Count)

Students at both levels have large variation in academic background and preparedness for academic challenges. (1 Count)

Student diversity is always welcomed. However, it also creates a few challenges for the instructor to determine the pace and level of instruction difficulty that best fit the diverse body of students taking MGMT courses. (1 Count)

The tremendous variation in the skills, knowledge and experiences of our undergraduate students. With rare exceptions don't treat teaching as a collaborative activity - thus we don't really have good mechanisms in place to learn as individuals or as an organization. (1 Count)

A very wide distribution in level of preparation and commitment among the students. It is difficult to design a class in a way that brings those at the lower end of the distribution along while at the same time providing sufficient challenge to the higher end of the distribution to keep them engaged. (1 Count)

MBA - developing truly integrated curriculum. Undergrad - staffing. (1 Count)

Having the class time to cover the wide range of topics that are explored in managing people and organizations in the undergraduate course. Since this is a survey course it is important to tie the topics together and it takes time to do so. It is more the nature of the course than an issue with the department. (1 Count)

Undergraduate and graduate - The use or lack of use of technology in teaching classes. Since most students will access their technology how best can we engage them through their natural technology use tendency? (1 Count)

Text book selection and staying relevant. (undergraduate and graduate MBA) Courses that are meaningful and relevant to what corporate America needs and wants. (1 Count)

My teaching load is relatively low, 3 courses one year, so I have much time to prepare for the courses. Given this, I do not have faced much challenges from teaching. (1 Count)

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I teach at the undergraduate level. My biggest challenge is that many students many students are working full time and don't have enough time to review and study the material. This makes the results less effective. (1 Count)

Mathematics background tends to be weak at all levels. (1 Count) There are no major challenges at the individual faculty level. Because most of it is achieved by individual eforts of the faculty. However, when it comes to the leadership of the department - it is is the only challenge we have. Our current interim chair for now 2+ years does not have the intellectual bandwidth to understand and grow various fields that are part of the department. Her focus is only on 'her' area and even she is failing miserably in retaining faculty in her area and in other areas. Her unfair ways of dealing with faculty (favoring some over others), unwillingness (and inability) to engage in meaningful conversation about the future of the department with senior faculty (very few exists now) represent only the beginning of why state of the department is getting bad to worse. (1 Count)

Student quality (1 Count)

Heavy workload. Teaching is not valued, especially at the undergraduate level. (1 Count)

Very weak coordination of Masters classes, in particular MBA, with an "easy A" reputation that is ell earned. (1 Count)

The academic level of our students within a given undergraduate classroom is so widely dispersed, it is difficult to keep the material at the appropriate level. (1 Count)

What are your suggestions to improve student learning outcomes or academic quality?

Provide more spaces where classrooms and faculty offices are in the same building to encourage more interactions between faculty and students. (1 Count)

Insist that PMBA students are judged by the same rigorous standards as Flex MBa students. (1 Count)

Smaller classes of around 30 or less so that the instructor can place more attention on each individual. (1 Count)

Greater focus on critical thinking and writing in all courses, not just those designated as CTW courses. Greater focus on active learning and less focus on lecture-oriented formats. Greater coordination across courses within a given program to provide coherence and to help students carry knowledge gained in prior classes through to subsequent classes. (1 Count)

Updated technology downtown. (1 Count)

Perhaps a bit more collaboration among those who teach the same courses and a chance to learn from each other what seems to be working in achieving what I believe are very well designed outcomes. (1 Count) Move some of the memorization of concepts to self studies and quizzes via web (D2L). Spend class meeting time discussing problems, exercises or cases that reinforce the concepts. Stress cogent writing skills and use forecasting and analysis as support for decision making in all MGS classes (develops critical thinking about managerial problems). (1 Count)

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Keep the class size smaller for undergraduate students. It is not an efficient way to give Strategy courses to students in a big group. (1 Count)

Get a new chair for the department who can provide intellectual and functional leadership for the deaprtment. Who can lead the department in the context of the college, at minimum. This person will be most likely be from outside of GSU. The current leadership is simply not capable of doing the job. To be fair, at least do an assessment of the effectiveness of the current chair - done by parties outside of the RCB, may be the provost's office - and of the faculty sentiment and morality about the affairs of the department. If faculty are provided anonimity and immunities - you will learn the truth of the sad affair of this department. The current study is good but it is not asking the relevant questions directly. (1 Count)

Student quality (1 Count)

Course coordination and rigor. True challenging of students with high expectations. (1 Count)

Improve requirements for entrance into the RCB programs. Require transfer students to pass a minimum standards test/exam for entry into RCB. (1 Count)

What do you think is the department’s key strength?

Our research capabilities. Our department has leading scholars in organizational behavior, human resources, and strategy research. We understand the complexities of rigorous research and what it takes to make a long-term impact in our profession. (1 Count)

We coordinate, collaborate, and cooperate, no politics, no fighting. We value strong scholarship. We recognize everyone's contribution to the running of the department. We all have different strengths and do different things but all of these things are important to an effective department. (1 Count)

A collegial group of faculty. (1 Count)

Collegiality and research are key areas where I think we do a good job. (1 Count)

talented faculty members with excellent teaching abilities (1 Count)

A collegial department where research productivity is relatively high. (1 Count)

The faculty. Most are highly skilled researchers and teachers and are very committed to their craft. We have an open and supportive culture in which everyone values the contributions made by the others in the department and works together to help one another achieve their goals. (1 Count)

Leadership. (1 Count) We are a very easy department to get along with, everyone is friendly and supportive of

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each other. There is plenty of room for each faculty member to work in a way that is productive for them. (1 Count)

Engaged faculty (1 Count)

A small cadre of assistant professors who are doing an outstanding and very productive job of publishing. Their enthusaism is great, and they seem to be highly committed to GSU. (1 Count)

Diversity in faculty. (1 Count)

Several round tables running by colleagues and some profiting programs such as six sigma, project management certificates. (1 Count)

Mix of scholars from different areas of studies. (1 Count)

Not much - have various fields and serve as a great service department for the college! A lot of well skilled faculty (but currently being treated like small children) (1 Count)

Collegiality (1 Count)

Diversity of faculty. (1 Count)

OB and strategic management academic research, strategic management teaching. (1 Count)

Dedicated faculty. (1 Count)

What do you think is the department’s key challenge?

How best to provide differentiated learning both within classrooms and across program options. (1 Count)

Balancing the requirement to improve our scholarship and still maintain our culture. More money is needed to support research faculty (chaired positions) and little pots of money for research activities. (1 Count)

The dean apparently has no respect for our department or faculty. As one example, we've had an interim chair for over a year, and the dean has not even had the courtesy to provide our faculty with an explanation of the logic behind this inaction. Unless this situation changes, Ben Tepper will not be the last key person we lose. (1 Count)

Meeting the evolving demands of the profession and how it is changing. I do think GSU is a proactive university compared to others and is interested in seizing opportunities where they present themselves ie. MOOCs and online classes. (1 Count) moving up to be recognized in national ranking (1 Count)

- Lack of senior faculty to work with and mentor PdD students/junior faculty. - Quite a lot of administrative issues that need to be dealt with personally by faculty (such as filling in paperwork). This is not the best use of faculty's time. Importantly, it takes time away from research. (1 Count)

How to take advantage of the diversity of disciplines represented in the department in both program design and research. (1 Count)

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Staffing. (1 Count)

We are very large so probably maintaining a sense of community within the department. (1 Count)

Retaining engaged faculty and trend to online/hybrid course delivery. (1 Count)

Dealing with the plethora of graduate programs and offering courses at the appropriate level and content domain for the various concentrations and majors. With the decline of the flex MBA this is reaching a tipping point. Our competitors (Tech, Kennesaw, UGA) are hurting us badly. We do not seem to have a distinctive competence to "sell" prospective students. (1 Count)

Department head that is open to all disciplines. (1 Count)

Hope this is confidential enough: the department has been experiencing a hard time with an incapable chair. Most of our colleagues more or less are complaining the capability of the chair now. This is really something weird to a large department without a qualified chair. (1 Count)

Mix of scholars from different areas of studies. (1 Count)

Too defracted, too unfocussed. It's actions are sometimes corrupt by the chair (who was appointed may be because she is a close friend of the Senior Associate Dean). Such association itself is not a problem but it is a real problem when the most incompetent gets picked without consulting any other faculty of the department. (1 Count)

Attracting and keeping high value faculty (1 Count)

Balancing the various areas contained within the department, namely Human Resources, Strategy, Business Analysis, Operations Management, in a way that leverages all the knowledge and makes each group feel part of the whole instead of isolated sections. (1 Count)

Lack of leadership. (1 Count)

Getting faculty embers involved after a ling term of a do-nothing Chair who is, fortunately, now gone. Most are totally disconnected from the department and have very little desire to participate in initiatives that the College and Department must undertake going forward. (1 Count)

We don't seem to communicate as well as other RCB departments. We only have one department faculty meeting a year, if that. We have gone as long as 2 years without a faculty meeting, so the involvement of the faculty in decision making for the department is low. We have had very little involvement in the AACSB assessment process, which is supposed to be a necessary part of assessment. (1 Count)

What initiatives would you like to see the Department of Managerial Sciences implement?

A greater focus on developing a high quality PhD program. (1 Count)

More rigorous standards in the undergraduate program. (1 Count)

- Hire more senior faculty who are productive and willing to mentor Phd students/junior

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faculty. - HIre more and higher quality administrative staff to lighten administrative load of faculty. - Less service for junior faculty - Provide each faculty with a research budget that allows them to hire research assistants, thereby giving faculty more control over whom they want to hire and whom they want to fire (if things don't work out). (1 Count)

Examine graduate programs and craft a sustainable competitive advantage to attract and retain students who will do well and give back. (1 Count) A review of the MS programs and concentrations followed by restructuring of same to enhance competitiveness. Design structures and/or processes that facilitate greater sharing of research ideas/progress with the goal of continuing to enhance the research productivity of the faculty members. (1 Count)

Add a few more clinical positions. (1 Count)

None currently. (1 Count)

Full time Department head. (1 Count)

In terms its short-term or long-term future, the department need a great leadership. (1 Count)

Use the upcoming change at the college level (Dean) as a way to bring a new culture and leadership to the department. (1 Count)

Change the leadership. Appoint a new chair that can innovate and invest strategically in promising areas. Current crew thinks only the strategy group what matters and every other field in the department is an orphan. To be fair, such prioritization is acceptable if they are successful with it. They had roughly 7 years to grow the strategy group; we got all hirings possible and the good ones leave since they do not accept the way they are treated by the current chair. There is one very recent case of such a loss. We lost Ben Tepper to Ohio State because how he was handled unprofessionally and unethically by the interim chair. While she told us lies in this year's departmental meeting saying he left for family reasons; but the truth is he left because how his previous year's evaluation was handled and discussed by the chair with another female faculty member of the department, who in turn relayed it to his wife - even before he talked to his wife about it! And, many in the department know this whole episode - so other than losing him, a great researcher, this does not look good on the chair especially when she volunteers a lie in the departmental meeting! (1 Count)

Fair/equal workload across all faculty in the same category (1 Count)

Pressure all faculty members into full and meaningful evolvement in their Department and College. All of our futures depend (1 Count)

More communication and involvement of faculty in decisions that directly impact us. (1 Count)

General Comments:

I have been somehow extensively involved with departmental service but not at the high level administration. Based on my interaction with the leader, I do not agree with his/her style or personality as well as most colleagues. But on my side, the only thing I could do for the department is the research publications so that my tenure promotion will be passed soon. (1 Count)

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Sorry if I came across very negative. But this department is suffering immensely with no bright future in the sight simply because we have a shear lack of leadership; the current one is extremely incapable and is not trusted by the faculty. Faculty members talk about exact cases where she has asked for hiring committees to do unethical things so that she can hire someone she has already decided to hire and then massage the process to get what she wants. She has restructured the traditional multiple hiring committees for multiple fields to only one committee which is chaired by a rank-junior faculty so the chair can 'manage' it better. To be fair to her, this unified committee may be more efficient but its chair appointment and its hiring process raise more questions than answer. For example, unlike our traditional hiring process in the new arrangment one cannot provide annonymous feedback on a visiting candidate. There are at least two hirings in last two years and one senior position right now in the process - are very questionable. Faculty also talks about how the departmental funds are misused for the current chair's (and her husband's - who has been a member of the department and just recently moved to the dean's office) personal goals. For example, she is using departmental and other funds to spend a lot of money supporting very small conferences in her field and buy favors from her field's leadership for higher institutional appointments and other professional favors; in addition to wrongly using funds they also abuse phd students and junior faculty to do them favor by spending their times freely to support her conferences unethically. The rumor has it that their foreign travels funds have gone up significantly in recent times. Unlike other departments in the college there is no transparencies in travel funds allocation in the department ... Anyways, I could go on ... here is the bottom line: this department needs much better and cleaner leadership; although it can run on auto-pilot mode for a while but it is not good for the department in the long run. What worries me beyond that, is the questionable, unethical practices by the chair, and mis-use of funds may blow up some day and the department will suffer immensely because of that - which is the last thing I want to see happen. (1 Count)

While some of us a very involved and believe that the new Chair has done a lot to undo the damage of the prior eight or so years, too many remain all but totally disconnected, which was acceptable under the prior do-nothing Chair (1 Count)

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oie.gsu.edu · web viewi knew that i did not want to enter accounting or finance, managerial...

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