Proposal for a Master of Business Administration (MBA) Degree Program

Exhibit 2 lists the high level Learning Objectives of the program, setting out the conceptual knowledge or skills or understanding to be acquired by students. These are broken out, in Appendix D, into components with a description, for each, of the teaching/learning methods, assessment methods, and the Core or Elective courses in which each is met in whole or in part.

These Learning Objectives drove the development of the Curriculum - see Section IV - as can be seen from the mapping the high level Learning Objectives to the specific course content given as Exhibit 3. Appendix E contains a similar mapping for the Elective Courses.

Each goal was broken into a set of program objectives.

The first MBA Program goal, the establishment of the MBA Steering Committee, was met in the first quarter of 2006. The objectives of the MBA Steering Committee are as given in the Gantt chart reproduced here as Exhibit 5.

Responsibilities: DGCE, Economics and Business Department Chair and selected faculty.

The second MBA Program goal is the implementation of recruitment, admissions and retention policies. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 6.

Responsibilities: DGCE and MBA Steering Committee.

The third MBA Program goal is the Maintenance of a Quality Curriculum. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 7.

Responsibilities: Faculty of the Economics and Business Administration Department.

The fourth MBA Program goal is Continuous Improvement. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 8.

Exhibit 8 - Gantt Chart of Continuous Improvement Objectives

Responsibilities: Graduate Dean, DGCE, MBA Program Coordinator, Graduate Education Council and the Department of Economics and Business Administration.

The first step under 4 is to “Investigate College membership in AACSB or ACBSP.” Under these accreditation organization standards, records of student achievement and assessment of College resources need to be collected over a period of time before accreditation can be obtained. Our program will not have sufficient graduates for several years and therefore, will not be eligible for an accreditation review until 2011. However, by establishing membership in one of the accreditation organizations, the College will be attuned to changes in the standards as well as more specific understanding of the ways standards can be met through the program.

The fifth MBA Program goal is to Strengthen Academically Qualified Faculty. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 9.

Responsibilities: Vice President for Academic Affairs, Graduate Dean, DGCE, MBA Program Coordinator and the Department of Economics and Business Administration.

The sixth MBA Program goal is to Strengthen Professional Quality of Faculty. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 10.

Responsibilities: Graduate Dean, DGCE, MBA Program Coordinator and the Department of Economics and Business Administration.

The seventh MBA Program goal is to Sustain a Supportive Infrastructure. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 11.

Responsibilities: MBA Steering Committee.

The eighth MBA Program goal is to Sustain and Strengthen Student Assessment Process. The objectives under this goal are as given in the Gantt chart reproduced here as Exhibit 12.

Responsibilities: DGCE and MBA Steering Committee.

The Student Assessment Process - see “Program assessment” - below includes input from various constituencies as is indicated in the Strategic Objective b, “MBA Advisory Council Annual Meeting” to be implemented in the first year of operation. Further, an e-portfolio assessment process, Objective a, “Develop a portfolio system of assessing the achievement of learning objectives,” is planned for implementation in the third year of operation.

Several of the individual objectives of the strategic goals are already in place or can be put into place with adjustment based on using existing curriculum and program components of the existing graduate program in administration that Framingham State College and the Economics and Business Department currently offers and supports.

In particular the major goals of a quality curriculum and student assessment process currently exist and would be strengthened by the completion of additional strategic objectives within these program goals. As an example, under the strategic goal of “Maintain a Quality Curriculum,” Objective a, “Expose students to current managerial topics and established principles in all functional areas of business,” is already being carried out within the courses currently offered. Faculty and administration are working on strengthening these courses. The MBA Steering Committee has identified the need for further emphasis on Organizational Behavior and Management Science in the curriculum.

Other objectives like Objective f, “Enhance students' leadership and interpersonal skills by requiring students to work in groups or teams,” under “Maintain a Quality Curriculum,” will need to be implemented later. Objective f, is incorporated in the proposed syllabus - see Appendix F - for the newly revised Capstone Seminar, which has been designed to incorporate integrative assessment processes - see Program Assessment. Overall the focus of the strategic objectives is to build on the existing structures and processes first, strengthening and improving them, and then adding elements such as Strategic 5.

The strategic goals focus on continuous improvement and building a comprehensive assessment process with particular note to be taken of the steps under Strategic 4 “Continuous improvement,“ and 8 “Sustain and strengthen student assessment process.”

Inputs from the students themselves come from two different perspectives. The student course evaluations (conducted for each course) and the program assessment surveys (conducted in the Capstone Course) allow for gathering student’s perception of the program quality and level of met needs. An alumni survey also follows up this input about the program and the student’s career situation six months after graduation. These broader survey types of instruments are supported by specific questions about the student experience that will be asked during the defense of the e-portfolio. The surveys again allow for broad development of input while the one-to-one e-portfolio defense allows for greater in-depth exploration of students perceptions of the program.

The most important quality control measure of the process is discerning whether the student met the stated goals of the program. Multiple measures are used for this process as well. The first measure is the fulfillment of necessary requirements for the successful completion of all the appropriate courses in the program. In addition, to assure the integration of the learning within the program, as well as assure the student has attained the capability of leadership, deep problem solving ability, and the ability to respond to unforeseen circumstances, at the end of his/her program, the MBA student must take part in the capstone experience (see syllabus for the Capstone Course 12.984 Advanced Topics in Strategic Management). During this capstone experience, the student takes part in analysis of a significant number of case studies in a team setting, conducts an extensive industry competitive analysis (written report) and presents strategic recommendations (oral report) for the industry of their current employment to a panel consisting of their professor, outside business executives and selected members from the MBA Steering Committee. Students are further evaluated by their teammates. The student must also defend the contents of their e-portfolio, which must cover the entire key learning areas of the program (specific guidelines for material to be included in the e-portfolio are still in the development stage) to two assigned MBA faculty members or Steering Committee Members.

To protect the privacy of the individual students and allow for anonymous inputs, all survey material will be aggregated and all other feedback from the assessment process will be aggregated. Though some of the aggregate material flows to the Dean and the MBA Program Coordinator, the MBA Steering Committee reviews all of the material as reports from the Dean and the MBA Program Coordinator who also serve as members of the MBA Steering Committee. One additional but very important element of phase one is the report of the course evaluations that go to each faculty member for each of his/her courses.

The second phase contains the evaluation, integration, communication and “re-creation” phase of the assessment process primarily done through an Annual Assessment Conference (“MBA Assessment Process: 2” - see Exhibit 14). The process within this phase will focus on non-confrontational feedback and idea exchange to allow for development of creative adaptations to the program on all levels: student, faculty, administration, course, program and college resources. In Phase 2, the Annual Assessment Conference brings together evaluation inputs from all directions. MBA Faculty, the MBA Program Coordinator, the MBA Steering Committee, The Graduate Dean and relevant college administrators all come together in reporting sessions but more importantly in brainstorming and working sessions to integrate the evaluation outcomes and jointly develop action items at all levels. These action items of course, curriculum and program changes and support feed forward into the third more formal phase 3 where individual faculty modify their course and syllabus and the Steering Committee formalizes actions to be submitted to the College’s administration and the Graduate Educational Council.

The third phase is shown in the diagram labeled "MBA Assessment Process: 3" - see Exhibit 15.

The third phase contains the formal outcomes and feedback loop of the process. In this phase the ideas and innovations generated from the second phase move through the governance structure of the organization and a feedback loop begins as the outcomes of the change process get fed back to the appropriate parties especially through the next Annual Assessment Conference.

It focuses on follow through of ideas as well as refining and implementing the ideas. Program and curriculum change proposals may come from the MBA Steering Committee, which includes relevant MBA administration, the MBA Program Coordinator or the MBA Faculty. In addition, faculty will be able to implement appropriate changes into their courses through change syllabi as well as lessons and assignments. Those changes requiring formal approval through the governance process get submitted to the Economics Business Department Graduate Committee for evaluation and refinement as well as recommendation to the MBA Coordinator who then submits approved changes and recommendations to the Graduate Educational Council. The Graduate Educational Council submits their recommendations to the Dean for final approval. Finally, the third phase continues the assessment process by ensuring a feedback loop into the process on an ongoing basis. In the feedback loop the Graduate Dean submits a report of the new approved program changes to the next Annual Assessment Conference.

Several of the elements of the assessment process already exist in other Masters programs offered by Framingham State College. Parts of this process are governed by union contracts. These elements include Student Course Evaluations, Alumni Surveys, Graduate Education Council, Program Coordinator, and the Curriculum/Program Change Process. A short summary of the existing elements and process follows:

• Student Course Evaluations: At the end of each course, a designated member of each class distributes and collects the course evaluations done by the students present in the class. The designated student turns these evaluations over to the Office of Graduate and Continuing Education. On-line students do a comparable evaluation but use on-line technology for completion of the course evaluation.
• Alumni Surveys: Six months after graduation, all graduate school alumni are sent a survey to collect data on their satisfaction with the program as a whole and on their career status.
• Graduate Education Council: Governing body made up of selected Graduate Administration such as the Graduate Dean, Associate Dean, Registrar as well as faculty elected by the overall faculty to be recommended for appointment to the Graduate Education Council.
• Program Coordinator: Individual appointed by the Graduate Dean to oversee a particular graduate program.
• Curriculum/Program Change Process: Program changes as well as curriculum changes are submitted in writing to the Graduate Education Council for review and evaluation  The Graduate Council votes either to recommend items and submits these items to the Graduate Dean for action or returns the items to appropriate Program Coordinators as not receiving approval. The Graduate Dean can award one-time approval to new courses without going through the entire Graduate Education Council process.

The new elements added to the assessment process are the MBA Steering Committee, MBA Advisory Council, Human Resource Department Surveys, and the Capstone Seminar Course as well as the Student e-Portfolios used as assessment tools in Phase 1 of the assessment process. In Phase 2 of the assessment process, the new element is the Annual MBA Assessment Conference. Within Phase 3 the principle new element is the assurance of a feedback loop to the MBA Steering Committee and MBA Faculty by way of the Annual Assessment Conference in addition to the existing feedback loop going back to the Department Chair/Coordinator. A brief description of each of the new elements follows:

• MBA Steering Committee: Advisory group made up of selected faculty from the Economics/Business Department (particularly selected for MBA current program needs and overall assessment needs), Economics and Business Department Chair, MBA program Coordinator, the Dean and Associate Dean of Graduate Education - see Appendix G for a list of current members. The advisory group’s responsibilities include assuring the Advisory Council and the Annual MBA Program Assessment Conference take place, and the aggregation and initial interpretation of data from the feedback of the capstone course, the e-portfolios and the various surveys in the assessment process.
• MBA Advisory Council: Advisory group made up of local business executives, selected faculty from the MBA Steering Committee, the chair of the Economics/Business Department, the MBA Program Coordinator, and the Dean and Associate Dean of Graduate Education. The advisory group’s responsibilities will be to evaluate curriculum and suggest improvements designed to keep the MBA program current with industry requirements.
• Human Resource Department Surveys: Annual surveys of Human Resource Departments in the region on their needs for personnel as well as skills and knowledge needed by their personnel.
• Capstone Seminar Course (used as an assessment tool): A special integrative assessment course taken by MBA program students after completion of ALL core course requirements. Elements of the course include both group and individual case work, oral and written presentations, industry analysis and strategic recommendations for MBA student’s own current firm situation, assessments by selected local business professionals, selected MBA steering committee members, student peers, student self-assessment, as well as student extended course and program assessment beyond the standard course assessment. Several of these assessment elements are used in the Framingham State College undergraduate business program but not within just one course in a comprehensive manner.
• MBA Program Students defend the learning represented by the their electronic portfolios created on the Blackboard platform server in a non-credit on-going course (Initially semester by semester workshops are used to create and modify the student’s electronic portfolio. Over time, the creation of the portfolio will be integrated into the MBA students’ courses.) Currently, electronic portfolios are being introduced into the undergraduate programs of Framingham State College. One of the members of the undergraduate Economics/Business faculty, Dr. Mary T. Rogers, who is also a member of the MBA Steering Committee and a member of the MBA Faculty has been awarded a grant to develop portfolio assessment tools within two classes at the undergraduate Economics/Business major level. Successful elements from this pilot project grant experience will be incorporated into the e-portfolio assessment on the MBA program level.
• Annual MBA Assessment Conference: Conference of all MBA Faculty, MBA Coordinator, MBA Steering Committee, and Graduate Dean for relaying reports of assessment followed by sharing, break-out and brainstorming sessions to develop innovative and integrated ideas to increase program strength and response to constituencies.
• Feedback Loop to the MBA Steering Committee and MBA Faculty: Through the Annual MBA Assessment Conference, The Dean, the Associate Dean, the Economics/Business Department Chair and MBA Program Coordinator have the responsibility of relaying the outcome of the governance process for curriculum and program change directly to the MBA Steering Committee and the MBA Faculty in a timely manner as well as in summary through the Annual MBA Assessment Conference.

1. MBA enrollment reaches 150-175 students. Fall 2009
2. Program specific advertising implemented. Summer 2007
3. Processes for supporting at-risk students implemented. Winter 2009
4. Assessment process for academic support services implemented. Fall 2009

1. Students exposed to current managerial topics and established principles in all functional areas of business, including understanding and managing business risk while ensuring student utilization of applications software. Fall 2006
2. Topics related to the impact of diversity on business, international business, and/or business ethics integrated into MBA curriculum. Winter 2008
3. Analytical and critical thinking skills developed by having students analyze and solve real-world business challenge while enhancing students' leadership and interpersonal skills by requiring students to work in groups or teams. Winter 2009
4. Students provided opportunities to develop written and verbal communications skills by including at least one critically graded oral and written assignment in every graduate course. Summer 2009

• College membership established in AACSB, or ACBSP. Winter 2008
• MBA Program Coordinator appointed. Summer 2007
• MBA Advisory Council including external and internal key constituencies including executives established and first meeting held. Fall 2007
• Formal assessment plan established to affirm that student-learning outcomes are acquired  Fall 2009
• A comprehensive and systematic process of assessing all critical program components is fully implemented. Summer 2010
• Submission of MBA program for accreditation by selected accreditation agency.

1. Additional academically qualified faculty hired (based on program growth). Summer 2009
2. Outcomes of the faculty annual review process reviewed for contribution to the mission. Summer 2008
3. Faculty development opportunities for teaching, research, and service delineated. Spring 2009
4. Financial support for faculty paper presentations and travel established. Summer 2009

1. Rigorous selection criteria for hiring professionally qualified faculty established. Summer 2008
2. Plan for appropriately utilizing professionally qualified faculty in the curriculum established and implemented. Fall 2008
3. Faculty development plans involving recognized experts in the field developed. Summer 2009

1. A portfolio system of assessing the achievement of learning objectives developed. Spring 2009
2. MBA Advisory Council Annual Meeting initially held (to be held annually). Fall 2007
3. Human Resource Directors surveyed (bi-annually).