ACBSP Quality Assurance Report March 2013 - Tarleton State ...

,
Accreditation Council for Business Schools and Programs (ACBSP)
Quality Assurance (QA) Report
for
Baccalaureate/Graduate Degree Programs
Current as of July 2012
Overview (O) 1. Complete all information requested.
Submit your report as an attachment to reports@acbsp.org on or before February 15th or September 15th.
This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help
reduce the page numbers you can remove the ACBSP examples used in this report template to help you complete
the report.
O 2. Institution Name: Tarleton State University Date: March 22, 2013
Address: 1333 West Washington Street, Stephenville, TX, 76402
O 3. Year Accredited/Reaffirmed: 1991, 1998, 2011 This Report Covers Years: 2011-2013
O 4. List All Accredited Programs (as they appear in your catalog):
Administrative Systems (BS/BBA), Accounting (BS, BBA), Finance (BS, BBA), Management (BS, BBA), Computer
Information Systems (BBA), Economics (BBA), Human Resource Management (BBA), Marketing (BBA),
Interdisciplinary Business (BBA), International Business (BBA), Business Administration (BS), International
Economics (BS), Business Occupations (BAAS), Master of Business Administration (MBA), Management and
Leadership (MS), Human Resource Management (MS).
1

Note: Listing new programs here does not confer accreditation. New degree programs, majors or emphases must be in effect
for at least two years and have graduates and follow the guidance in the process book before accreditation will be granted
O 5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to
the public between programs that have achieved accredited status and those that have not.
Only the programs listed in item O4 above are identified as having received accreditation by ACSBP in the Tarleton
State University (TSU) Catalog (page 112 of the 2012-2013 TSU Catalog). The following programs are not ACBSP
accredited:
Computer Information Systems (BS), Economics (BS), Technology Occupations (BSAS), Information Systems (MS).
O 6. List all campuses that a student can earn a business degree from your institution:
Main campus in Stephenville, TX; campus in Fort Worth – SW Metroplex TX; campus in Waco, TX.
O 7. Person completing report Name: Adolfo Benavides, Dean, College of Business Administration
Phone: 254-968-9496
E-mail address: benavides@tarleton.edu
ACBSP Champion name: Dr. Adolfo Benavides
ACBSP Co-Champion name: Dr. Thomas Bradley
O 8. Conditions or Notes to be Addressed: You do not need to address Opportunity for Improvement (OFI).
The following notes are addressed in this QA Report:
Standard Two, Criteria 2.1; Standard Three, Criteria 3.h, Standard Four, Criteria 4.1; and Standard Six, Criteria 6.1.
2

We are kindly requesting that ACBSP’s Board of Commissioners remove the notes identified above based on the
following justifications:
Justification for the removal of the notes identified above:
Standard two, criteria 2.1: With the arrival of Dr. Adolfo Benavides on July 1, 2010 as the new dean of the College of
Business Administration, the goals and initiatives identified in the short term one year plan and new strategic plan were in the
initial stages of deployment.
The following were goals and initiatives that were still in progress when our last report was submitted in early 2011 but that
have now been accomplished:
1. We have received reaffirmation of our ACBSP accreditation.
2. We have initiated membership in AACSB while maintaining our commitment to preserve our ACBSP accreditation.
3. The faculty have approved the criteria for Academically and Professionally Qualified status as per AACSB guidelines.
4. The faculty have approved a document with the tenure and promotion guidelines and expectations for the College of
Business Administration faculty.
5. We have hired twelve doctorally qualified faculty since 2011 (nine of them have been replacements for faculty who retired
or left and three are net new positions to address the shortage of full-time faculty.) These new faculty are identified on
Table 5.2 under Standard 5 of this QA Report.
6. We have reviewed and revised the administrative structure of the College of Business Administration, have realigned the
disciplines of Business Law and Real Estate into the Department of Accounting, Finance, and Economics.
7. We have strengthened our commitment to shared governance by establishing Graduate and Undergraduate Curriculum
Committees.
8. We have established a College of Business Administration Student Advisory Board and have regular meetings two times
per semester.
9. We have established a College of Business Administration Executive Advisory Board and have regular meetings once per
semester.
10. We have implemented a process to support faculty engagement in research and scholarship by providing funding for
faculty to present research papers at regional, national, or international conferences.
3

Standard Three, Criteria 3.h: Due to severe budget reductions in 2011 and 2012, the College of Business Administration opted
to administer the EBI Undergraduate Exit Survey, whose cost is approximately $2,000, on a thre3-year cycle instead of every two
years. It was administered in the fall of 2010 and will be administered again in the fall of 2013. This unavoidable cost-saving
measure, however, has not diminished our resolve to continue to be aware of and sensitive to the needs of our students. The
COBA Student Advisory Board, consisting of the leaders of the various student organizations along with the student senators
representing the college’s students in the Student Government Association, has evolved as a key conduit of two way
communication between the students and the College’s administration. The dean, department heads, and faculty advisors meet
twice per semester with the Student Advisory Board to discuss issues of common interest and to listen to students concerns.
Two important issues have surfaced from these meetings over the past two years: insufficient parking, particularly for students
with physical disabilities, and lack of informal, common learning spaces. This, in turn, has resulted in two very tangible
improvements that have added value for our student stakeholders: The number of handicapped parking spaces in the parking lot
adjacent to the College of Business Administration building has increased from two to six. Secondly, an area of 900 square feet
of storage space has been remodeled, furnished, and turned into a Student Lounge whose grand opening is scheduled for
Thursday, April 11, 2013. . Students provided input on the selection of the carpet and paint colors.
Standard Four, criteria 4.1: A College of Business administration Assurance of Learning Committee has been established
since our Self Study report submitted for our reaffirmation of ACBSP accreditation in early 2011. This committee has struggled
with trying to implement practical ways to generate assurance of learning data for comparison among our different student
segments (first-time in college traditional students; non-traditional, working adult undergraduate learners, working professionals in
our graduate programs.) Our Assurance of learning System is already complex and is becoming too onerous for our faculty to
support adding additional complexities whose marginal cost and effort would exceed their marginal benefit. To address the issue
of comparison data for the various segments of our student body the Assurance of Learning committee has opted to use data on
our different locations and / or programs as representative of our specific student segments. For example, the typical student in
our main campus in Stephenville is a first time in college traditional student. Secondly, by the very nature of the degree program,
those students pursuing the Bachelor of Applied Arts and Sciences are, generally speaking, working adult learners mainly in our
off-campus locations in the Fort Worth Southwest Metroplex and in Waco. Lastly, a good proportion of our graduate students are
young working professionals taking graduate classes in our off-campus locations or online.
4

As reported in our 2011 Self Study Report and also in this QA Report for our programs that are offered in various locations
(Stephenville, Ft. Worth, Waco, or online) we have the same learning goals, regardless of location, and systematically use the
same measurements to collect data. The Assurance of Learning Committee reviews data by program and location, engages
faculty teaching courses involved in the measurement, and out of this process, ultimately actions plans are developed and
implemented for program improvement in response to assessment results.
Standard Six, Criteria 6.1: Below is a detailed description of the process employed to determine how credits are assessed and
awarded for student technical training and work experience.
The Bachelor of Applied Arts and Sciences (BAAS) is designed for the student with training in a technical area. The College of
Business Administration offers the BAAS in Business Occupations. This degree utilizes education received at technical schools,
community or junior colleges, military technical schools, among others. The A student must have completed at least 12 semester
credit hours (or equivalent) in technical training to be eligible for consideration. With official documentation on the dates, duration,
content, and results / successful completion of the technical training in question, such training may be supplemented with a
maximum of 21 semester credit hours for documented full-time work experience (four (4) semester credit hours per year of
qualifying experience). A student must have a minimum of 33 semester hours and a maximum of 48 hours (or equivalent) of
occupational specialization to be eligible for consideration for the BAAS degree. Beginning Fall 2008, a maximum of 33 semester
hours of credit (or equivalent) may be awarded.
The technical training taken into consideration for the BAAS degree must meet the following criteria: it must be related to subject
matter taught in the department or college sponsoring the degree program; it must be documented via transcripts from
community, junior, or technical colleges, vocational/technical schools, military transcripts, certificates of completion, Continuing
Education Units (CEU’s), employer sponsored training records, etc. The work component of the occupational specialization must
also meet the following criteria: it must be related to subject matter taught in the department or college sponsoring the degree
program; it must be consistent in nature (multiple employers are acceptable, but the employment must be in a similar type of
position); it must have made the individual a specialist in the field; it must be documented through employer statements,
resumes, etc. to be considered.
Each prospective BAAS student is evaluated individually to determine eligibility for the degree program. This begins with
specialized academic advisors from those departments sponsoring the BAAS degree program. If a student is found to meet the
criteria described above, sponsored degree plan applications are considered by the Interdisciplinary Degree Programs
Committee (formerly known as the Bachelor of Applied Arts and Sciences Committee). This University committee, appointed by
the Provost and Vice President for Academic Affairs and made up of faculty, department heads, staff from Enrollment
5

Management, and representation from Student Life Studies, screens and reviews all potential Bachelor of Applied Arts and
Science (BAAS) students and evaluates student credentials. Each degree plan for the BAAS degrees must be approved by the
committee. Upon approval of this body, the student’s occupational specialization credits awarded are then posted to their
academic transcript by the Office of the Registrar.
We offer no special classes for students in our BAAS in Business Occupations, they enroll in the same classes that our other
majors in our BBA and BS degree programs take and therefore are subject to the same academic requirements.
6

O 9. The business unit must routinely provide reliable information to the public on their performance, including student
achievement such as assessment results.
The Quality Assurance Report, including results of student achievement in our assurance of learning program, is
available through TSU’s College of Business Administration web page via a direct link
List link here.
Standard #1 Leadership
Organization
a. List any organizational or administrative personnel changes within the business unit since your last report.
The following are the organizational and administrative changes that have occurred since our last report.
Effective on September 1, 2012, Dr. Leah Schultz became the Computer Information Systems Department Head.
Additionally, on October 1, 2012, Dr. Thomas Bradley was appointed Interim Head for the Management, Marketing, and
Administrative systems Department.
Lastly on January 15, 2013, the academic disciplines of Business Law and Real Estate were realigned out of the
Management, Marketing, and Administrative Systems Department into the Accounting, Finance, and Economics
Department.
b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on
campus, on-line) that have been added since your last report?
In the spring semester of 2012 we started offering selected business classes on the campus of Navarro
Community college in Midlothian, Texas but no full program leading to an accredited business degree is
available there at this stage.
7

Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow
all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA
reports.
8

Standard #3 Student and Stakeholder Focus
Complete the following table. Provide three or four examples, reporting what you consider to be the most important
data. It is not necessary to provide results for every process.
Standard 3 - Student and Stakeholder-Focused Results
Student- and Stakeholder-Focused Student- and stakeholder-focused results examine how well your organization
Results
satisfies students and stakeholders key needs and expectations.
Performance measures may include: satisfaction and dissatisfaction of current
and past students and key stakeholders, perceived value, loyalty, persistence, or
other aspects of relationship building, end of course surveys, alumni surveys,
Internship feedback, etc.
Measurement instrument or processes may include end of course surveys, alumni
surveys, Internship feedback, etc.
Each academic unit must demonstrate linkages to business practitioners and
organizations, which are current and significant, including an advisory board.
Performance
Measure
Measurable goal
What is your
goal?
What is your
measureme
nt
instrument
or process?
(Indicate
length of
cycle)
Current
Results
What are
your current
results?
Periodic surveys should be made of graduates, transfer institutions, and/or
employers of graduates to obtain data on the success of business programs in
preparing students to compete successfully for entry-level positions.
Analysis of Results
Analysis of
Results
What did
you learn
from the
results?
Action Taken or
Improvement
made
What did you
improve or
what is your
next step?
9
Insert Graphs or Tables of Resulting Trends
(3-5 data points preferred)

Student
satisfaction with
support for job
search will
exceed 5.0
Mean Score on
a 0.0 (very
dissatisfied) to
7.0 (very
satisfied) point
Likert scale
Students will
express a high
level of
satisfaction with
Common
learning spaces
in the College of
business
building
EBI
Undergrad
Exit Survey
every three
years
Twice per
semester
meetings
with the
Student
Advisory
Board
representing
the student
body
Mean score
was 3.98 in
Fall 2010
Survey
Persistent
dissatisfacti
on with lack
of informal,
common
learning
spaces in
COBA
building
expressed
in 201-
2012
meetings.
Location of
university’s
Career
Services
Center
discourage
d students
from
seeking job
placement
assistance
Generation
NeXt
students
have a
need for
informal
learning
spaces
Institutionalized
four hours per
week for a
Career
Services
Counselor to
hold office
hours in the
College of
business
building
Secured
funding to
convert a large
storage space
(approx. 900
sq. ft.) into a
student lounge.
Work is nearly
completed and
will open up for
student use on
April 11, 2013
Career Services Office hours per Week in the
College of Business Administration:
2010-2011: 0 hours per week
2011=2012: 4 hours per week
Sq. Ft. in COBA building available as
common/informal learning space /student lounge.
2010-2011: 0 Sq. Ft.
After April 2013: 900 Sq.Ft.
10

Students will
express a high
level of
satisfaction with
the physical
facilities that
affect their
education
Twice per
semester
meetings
with the
Student
Advisory
Board
representing
the student
body
Insufficient
parking for
student with
physical
disabilities
We have to
be
sensitive
and
respond to
the needs
of all our
students
Worked with
university
administration
and police
department to
increase the
number of
handicapped
parking spaces
in the college
of business
parking lot
Number handicapped parking spaces in the
College of Business Administration parking lot:
2011: 2
2012: 6
11

Standard #4 Measurement and Analysis of Student Learning and Performance
a. Program Outcomes
List outcomes, by accredited program. Many of the program outcomes should be used as part of a student learning
assessment plan and be measurable.
UNDERGRADUATE PROGRAMS
Accounting BBA/BS: Students will demonstrate proficiency / perform satisfactorily in the following:
Ethical Behavior for Accountants
Generally Accepted Accounting Principles
Technological Skills
Generally Accepted Auditing Standards
Effective Communication
Functional Areas of Business
Application of Tax Code
Administrative Systems BBA/BS: Students will demonstrate proficiency / perform satisfactorily in the following:
Communication Skills
Use of Technology
Administrative Systems Knowledge
General Business Knowledge
Business Administration, B.S.: Students will demonstrate proficiency / perform satisfactorily in the following:
Communication Skills
Technology Skills
General Business Skills
12

Business Occupations, B.A.A.S: Students will demonstrate proficiency / perform satisfactorily in the following:
Communication Skills
Technology Skills
General Business Skills
Computer Information Systems, BBA: Students will demonstrate proficiency / perform satisfactorily in the following:
Fundamental CIS and networking knowledge
Fundamental business knowledge
Communication skills
Economics BBA/BS: Students will demonstrate proficiency / perform satisfactorily in the following:
Theories and Institutions
Problem Solving and Policy
Technology
Finance BBA/BS: Students will demonstrate proficiency / perform satisfactorily in the following:
Basic financial concepts and problem solving
Technical skills
Effective communication skills
Ethical behavior
Human Resource Management BBA: Students will demonstrate proficiency / perform satisfactorily in the following:
Effective Communication Skills
General Business Knowledge
Use of Technology
Fundamental Knowledge in Human Resource Management
13

Interdisciplinary Business, B.B.A.: Students will demonstrate proficiency / perform satisfactorily in the following:
Communication Skills
Technology Skills
General Business Skills
Management BBA/BS: Students will demonstrate proficiency / perform satisfactorily in the following:
Communication
Technology
Management Skills
General Business Knowledge/Skill
Marketing BBA: Students will demonstrate proficiency / perform satisfactorily in the following:
Effective Communication Skills
Use of Technology
Marketing Problems
General Business Knowledge
GRADUATE PROGRAMS
Business Administration MBA: Students will demonstrate proficiency / perform satisfactorily in the following:
Depth of Knowledge in Literature
Critical Thinking
Student Engagement and Research Practice and/or Training
14

Human Resource Management MS: Students will demonstrate proficiency / perform satisfactorily in the following:
Depth of Knowledge in Literature
Problem solving and critical thinking
Research, practice, and/or training
Management and Leadership MS: Students will demonstrate proficiency / perform satisfactorily in the following:
Problem solving and critical thinking
Depth of Knowledge in Discipline Literature
Ongoing student engagement in research, practice, and/or training experience
15

. Performance Results
Complete the following table. Provide three or four examples, reporting what you consider to be the most important
data. It is not necessary to provide results for every process.
Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate)
Performance Indicator
Definition
1. Student Learning Results A student learning outcome is one that measures a specific competency attainment.
Examples of a direct assessment (evidence) of student learning attainment that might be used include:
(Required for each accredited capstone performance, third-party examination, faculty-designed examination, professional
program)
performance, licensure examination).
Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or
other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between
professors, between programs, between campuses, or compare to external results such as results from
the U.S. Department of Education Research and Statistics, or results from a vendor providing
comparable data.
16

Performance
Measure
Measurable
goal
What is your
goal?
Accounting
BBA/BS
Ethical
Behavior for
Accountants,
At least 70% of
students in ACC
423 (Ethics for
Accountants)
will achieve at
least 70% on
related exam
questions
What is
your
measureme
nt
instrument
or process?
Do not use
grades.
(Indicate
length of
cycle)
direct
formative
internal
comparative
Formative
internal
Analysis of Results
Current Analysis of
Results Results
What are your
current
results?
79% in
Stephenville72
% in Waco
What did you
learn from the
results?
Trend
continues to
be positive in
four year
cycle
Action
Taken or
Improveme
nt made
What did
you
improve or
what is
your next
step?
Added
additional
questions
into
questions
bank
Insert Graphs or Tables of Resulting Trends
(3-5 data points preferred)
Stephenville Waco
08/09 95.%% N/a
09/10 64.3% 73.7%
10/11 72% 76%
11/12 79% 72%
17

Technological
Skills. 70% or
more of the
students will
score at least
70% on related
exam questions
in ACC 301,
Analysis using
spreadsheets.)
General Acctg
Principles.. 70
%or more of the
students in ACC
401 (Financial
Acctg.) will
score at least
70% on related
exam questions
Formative
internal
Formative
internal
87% in
Stephenville
84% in Waco
90% in
Stephenville
88.6% in
Waco
Declining
trend in
Stephenville
Trend
continues to
be positive in
four year
cycle
Added
tutor in
Acctg lab
Added
additional
questions
into
questions
bank
Stephenville Waco
08/09 85% 95%
09/10 92% 80%
10/11 91% 80%
11/12 87% 84%
Stephenville Waco
08/09 94.4% 100%
09/10 92.6% 88.9%
10/11 89.2% 87%
11/12 90.6& 88.6%
Applied Arts &
Science BAAS
Verbal
Communicatio
n Skills. 75%or
more of the
students will
score 70% or
higher in GB 459
(Bus. Strategy)
oral presentation
on scoring rubric.
Formative
internal
100% in
StephenvilleW
aco,and SW
Metroplex
locations
Trend
continues to
be positive in
four year
cycle
No action
taken Stephenville Waco
08/09 100% 100%
09/10 100% 100%
10/11 100% 100%
11/12 100% 100%
18

Use of
Technology
70% or more of
the students will
score at least
70% on related
exam questions
in ACC 301,
Analysis using
spreadsheets.)
Formative
internal
78% in
Stephenville
95% in Waco
Results are
lower in
Stephenville
than in Waco
Added
tutor in
Acctg lab
in
Stephenvill
Stephenville Waco
08/09 75% 100%
09/10 75% 1005
10/11 76% 90%
11/12 78% 94%
Economics
BBA
Use of
technology.
Students will
score an avg. of
70% or higher
on assignments
using Excel and
web sites
containing
economic data
Theories and
institutions.
Students in
ECO 301
Intermediate
and 303 Money
& banking will
score at least
an avg. 70% on
comprehensive
exams
Formative
internal
Formative
internal
78%.
Program
offered in
Stephenville
only
81%
Program
offered in
Stephenville
only
Trend
continues to
be positive in
four year
cycle
Trend
continues to
be positive in
four year
cycle
No action
taken
Updated
and
expanded
test bank
Stephenville
08/09 75%
09/10 75%
10/11 76%
11/12 78%
Stephenville
08/09 77%
09/10 78%
10/11 85%
11/12 81%
Waco
Waco
19

Finance BBA
Communicatio
n skills. 100%
of students will
pass written &
oral
communication
requirements in
FINA 403
(Cases in
Finance)
Formative
internal
86%
Program
offered in
Stephenville
only
Declining
trend was
reversed in
last year.
Updated
grading
rubric
Stephenville
08/09 100%
09/10 80.8%
10/11 Class not
offered
11/12 86%
Waco
Basic financial
concepts &
problem
solving.100%
of students will
achieve 80% or
better in
questions on
exit exam in
FINA 403
Formative
internal
86%
Program
offered in
Stephenville
only
Trend
continues to
be positive in
four year
cycle
Reviewed
revised
and added
more
challenging
questions
to test
bank
Stephenville
08/09 100%
09/10 100%
10/11 97%
11/12 98%
20

Human
Resource
Mgmt, BBA
Use of
technology.
75% or more of
students will
score 70% or
higher on
related
questions in
related
questions in CIS
301
Effective
Communicatio
n skills. 75% or
more of
students will
score 70% or
higher in oral
presentation in
GB 459
(Business
Strategy)
Formative
internal
Formative
internal
79%
Program
offered in
Stephenville
only
100%
Program
offered in
Stephenville
only
Slightly
declining
trend
Trend
continues to
be positive in
four year
cycle
Added
tutor in
Acctg /CIS
lab in
Stephenvill Stephenville
08/09 67%
09/10 83%
10/11 83%
11/12 79%
No action
taken
Stephenville
08/09 67%
09/10 100%
10/11 94%
11/12 100%
21

Fundamental
knowledge in
HR Mgmt. 75%
or more of
students will
score 70% or
higher on
related
questions in
Mgmt 403
(wage & Salary
Adm.) 404
(Selection &
Recruitment)
405 (HR
Devlpmt),and
GB 434
(Emplmt Law)
Formative
internal
43% in 2010-
2011.
Measured
every two
years.
Program
offered in
Stephenville
only
Reviewed
revised
syllabi in
those
classes to
strengthen
coverage in
HR Law,
Wage &
salary
Adm., and
HR
Developmt,
and
Selection &
Recruitmnt
Stephenville
08/09 39.20%
09/10 Measurements
every two years
10/11 43%
11/12 Measurements
every two years
Interdiscplinry
Business, BBA
Verbal Comm.
Skills. 75% or
more of
students will
score 70% or
higher in oral
presentation in
GB 459
(Business
Strategy)
Formative
internal
84%
Program
offered in
Stephenville
only
Stable trend
in mid – 80%
range, except
for outlying
year 09/10
Will revise
scoring and
implement a
scoring
rubric
Stephenville
08/09 81.25%
09/10 100%
10/11 85%
11/12 84%
22

Use of
Technology
70% or more of
the students will
score at least
70% on related
exam questions
in ACC 301,
Analysis using
spreadsheets
Formative
internal
71%
Program
offered in
Stephenville
only
Declining
trend in last
three years. .
Added tutor
in Acc/ CIS
lab Stephenville
08/09 64.5%
09/10 75%
10/11 73%
11/12 71%
Management
BBA / BS
Verbal Comm.
Skills. . 75%or
more of the
students will
score 70% or
higher in GB
459 (Bus.
Strategy) oral
presentation on
scoring rubric
Written Comm.
Skills. 75%or
more of the
students will
score 70% or
higher in GB 459
(Bus. Strategy)
written case study
per scoring rubric
Formative
internal
Formative
internal
93%.
Program
offered in
Stephenville
only
84%.
Program
offered in
Stephenville
only
Trend
continues to
be positive in
four year
cycle
Stable trend
over four year
cycle
No action
taken
Revised
scoring
rubric to
reflect more
accurately
expectations
of written
assignment
Stephenville
08/09 93%
09/10 95%
10/11 92%
11/12 93%
Stephenville
08/09 80%
09/10 90%
10/11 86%
11/12 84%
23

Fundamental
Knowledge in
Mgmt. 75% or
more of stdnts
will score 70%
or higher
related exams
questions in
MGMT 301, 302
302, 350, 407,
and 421
Marketing BBA
Verbal Comm.
Skills. . 75%or
more of the
students will
score 70% or
higher in GB
459 (Bus.
Strategy) oral
presentation on
scoring rubric
Written Comm.
Skills. 75%or
more of the
students will
score 70% or
higher in GB
459 (Bus.
Strategy) written
case study per
scoring rub
Formative
internal
Formative
internal
Formative
internal
72%.
Program
offered in
Stephenville
only
92%.
Program
offered in
Stephenville
only
88%.
Program
offered in
Stephenville
only
72% in 10/11
Stable trend
in mid 90%
range in the
four year
cycle
Stable trend
over four year
cycle
Mapped
course
content in
syllabi to
ensure
coverage of
all essential
topics
No action
taken
Revised
scoring
rubric to
reflect more
accurately
expectations
of written
assignment
Stephenville
08/09 33%
09/10 Measured
every two years
10/11 72%
11/12 Measured
every two years
Stephenville
08/09 92%
09/10 100%
10/11 93%
11/12 92%
Stephenville
08/09 80.7%
09/10 90%
10/11 86%
11/12 88%
24

GRADUATE
PROGRAMS
Master of
Business
Administration
MBA
Effective
Decision-
Making &
Critical
Thinking Skills
70% or more of
MBA students
will perform at
satisfactory
level or higher
on selected
questions in the
MBA
comprehensive
exam graded by
faculty
committee
Formative
internal
92%.
Program
offered in
Stephenville
only
Stable trend
in mid 90%
range in the
four year
cycle
No action
taken
Stephenville
08/09 85%
09/10 100%
10/11 88%
11/12 92%
25

Communication
Skills. 85% of
MBA students
will perform at
satisfactory level
or above on
written and oral
presentations in
selected MBA
classes (graded
per scoring
rubric)
Formative
internal
95%.
Program
offered in
Stephenville
only
Stable trend
in mid 80% to
90% range in
the 08/09 and
09/10 years.
No action
taken.
Faculty to
consider
adding new
learning
goal related
to
knowledge
of literature
in field
Stephenville
08/09 85%
09/10 95%
10/11 Not measured
11/12 *
This outcome/objective is being replaced by
one related to Depth of Knowledge in he
literature
Master of
Science in
Human
Resource
Mgmt, MS
Written
Communication
80% or more of
students will
perform at
satisfactory level
or higher in
written part of
comprehensive
exam
Formative
internal
100%
Program
offered
online only
Stable trend
in mid 90%
range in the
four year
cycle
No action
taken
Online
08/09 100%
09/10 100%
10/11 100%
11/12 100%
26

Problem
solving &
comprehensive.
Knowledge in
HR, 80% or
more of
students will
perform at
satisfactory level
or higher in
comprehensive.
blind-graded
exam
Formative
internal
100%
Program
offered
online only
Stable trend
in upper 90%
range in the
four year
cycle
No action
taken
online
08/09 100%
09/10 100%
10/11 96%
11/12 100%
Master of
Science in
Mgmt &
Leadership, MS
Problem
solving &
critical thinking
80% or more of
students will
score 80% or
higher on
selected case
analyses in the
MGMT 509
capstone class
Formative
internal
95%
Program
offered
online only
Stable trend
in upper 90%
range in the
four year
cycle
No action
taken
online
08/09 80%+
09/10 100%+
10/11 95%
11/12 95%
27

Professional
Ethics 80% or
more of students
will score 80% or
higher on ethics
case analysis in
the MGMT 509
capstone class
Formative
internal
90%
Program
offered
online only
Stable trend
in upper 90%
range in the
four year
cycle
No action
taken online
08/09 80%+
09/10 100%+
10/11 95%
11/12 90%
Knowledge
Depth in
Literature 80%
or more of
students will
score 70% or
higher in
comprehensive
exam on Mgmt
theory &
concepts
Formative
internal
100%
Program
offered
online only
Stable trend
in upper 90%
range in the
four year
cycle
No action
taken online
08/09 N/A
09/10 100%+
10/11 Not measured
11/12 100%
Standard #5 Faculty and Staff Focus
Complete the following table Provide three or four examples, reporting what you consider to be the most important data.
It is not necessary to provide results for every process.
28

Faculty and Staff Focused Results
Faculty and staff-focused results examine how well the organization creates and
maintains a positive, productive, learning-centered work environment for business
faculty and staff.
Performance
Measure
Measurable
goal
What is your
goal?
What is your
measuremen
t instrument
or process?
(Indicate
length of
cycle)
Current
Results
What are
your
current
results?
Key indicators may include: professional development, scholarly activities, community
service, administrative duties, business and industry interaction, number of advisees,
number of committees, number of theses supervised, satisfaction or dissatisfaction of
faculty and staff, positive, productive, and learning-centered environment, safety,
absenteeism, turnover, or complaints.
Analysis of Results
Analysis
of Results
What did
you learn
from the
results?
Action Taken
or
Improvement
made
What did you
improve or
what is your
next step?
Insert Graphs or Tables of Resulting Trends
(3-5 data points preferred)
Table 5.1 Standard 5 - Faculty- and Staff-Focused Results
29

Faculty
satisfaction with
support for
pursing funded
research will
exceed 5.0
Mean Score on
a seven point
Likert scale.
0 = very
dissatisfied to
7.0 = very
satisfied
EBI Faculty
Survey every
three years
Mean
score
was 2.62
(slightly
dissatisfi
ed) in fall
2010
survey.
Faculty
need
assistance
in writing
grant
proposals
Dean served
on search
committee to
recruit a grant
writer to assist
faculty in
searching for
and submitting
grant
proposals and
applications.
Q033. Faculty Development - Satisfaction with the level
of faculty development support you receive for
enhancing your: Ability to secure funded research
N = 29
St
d
= 1.30
De
v
Mean = 2.62
2M
N= 9
S
t
1
d
.
= 3
D
0
e
v
One data point available, Next EFI faculty
survey scheduled for fall 2013.
2M
N= 9e
a
S n
t
1
d =
.
= 3
D 2
0
e
v 6
2
30

Faculty
satisfaction with
support for to
enhance their
research will
exceed 5.0
Mean Score on
a seven point
Likert scale.
0 = very
dissatisfied to
7.0 = very
satisfied
EBI Faculty
Survey every
three years.
Next survey
will be
administered
in fall of
21013
Mean
score
was 3.00
(slightly
dissatisfi
ed) in fall
2010
survey.
Support for
research
does lead
to
increased
research
productivity
and,
indirectly,
to
satisfaction
with
support
Instituted
internal
monthly
Research
Seminar
Series, and
developed a
process to
fund up to
$1,200 per
faculty per
year to
present
papers at
conferences
Total number of intellectual contributions, including
journal articles, conf. proceedings, presentations,
book chapters, etc:
‘10/’11 academic yr. = 78
‘11/’12 academic yr. 96, a 23% increase
The increase in research productivity reflects the
increase in support to engage in scholarly
activities.
20% or less of
the faculty will
be dissatisfied
with salary
compression /
inversion
problem
Annual
performance
reviews and
college-wide
meetings
50% of
faculty
are
dissatisfi
ed with
salary
compress
inversion
problem
Compressi
on /
inversion
problem is
affecting
morale and
may lead
to faculty
turnover
Received
approval to
use $100,000
in funds un
one half
position plus
additional
funds from
online course
fees to begin
addressing
this issue
No trend line exists yet but we expect the
percentage of faculty dissatisfied with salary
compression / inversion to decrease from current
level of 50% over the next several years.
Faculty Qualifications
Complete Table 5.2 and 5.3 for new full-time and part-time faculty members since last self-study or QA report. Do not
include faculty members previously reported.
Table 5.2 Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS
31

NAME
(List
alphabetically
by Last Name)
MAJOR
TEACHING
FIELD
COURSES
TAUGHT
(List the
Courses
Taught
During the
Reporting
Period,
Do Not
Duplicate
Listing)
LIST ALL EARNED
DEGREES
(State Degree as
Documented on
Transcript, Must
Include Major Field)
DOCUMENT OTHER
PROFESSIONAL
CERTIFICATION
CRITIERA
Five Years Work
Experience
Teaching
Excellence
Professional
Certifications
ACBSP
QUALIFICATION
1. Academically
2. Professional
3. Exception
Baeza, Miguel
(full-time)
Bauer, Keldon
(full-time)
Esqueda, Omar
(full-time)
Jones, Dennis
(full-time)
Leach, Judd
(full-time)
Martinson,
Brian
(full-time)
Management,
International
business.
GB 103
GB 444
GB 591
Finance FINA 301
FINA 302
FINA 400
FINA 520
Finance FINA 301
FINA 401
FINA 404
FINA 520
CIS
CIS103
CIS 518
Bus. Law GB 432
Human
Resources
Management
GB 433
MGMT 302
MGMT 405
MGMT 406
BBA, MBA, Ph.D.,
Bus. Administration,
International
Business
BS, MBA,
Ph.D.-Finance
BBA,MBA,
Ph.D.- Finance
Academically
(Doctoral)
Academically
(Doctoral)
Academically
(Doctoral)
BA,MED, MBA, EDD
Academically
(Doctoral)
BS, J.D.- Law Academically
(Doctoral)
BS, MBA,
Senior Professional in Academically
ABD, Management Human Resources, (Doctoral)
(Ph.D. expected HR Certification
spring 2013) Institute
32

Mullens, Drake
(full-time)
Notgrass,
David (full-time)
Schieck,
Ashley
(full-time)
Schuessler,
Joseph
(full-time)
Management MGMT 301
MGMT 303
GB 459
Management /
Leadership
Acctg. Bus.
Law
MGMT301
MGMT 325
MGMT 501
MGMT 510
ACC 204
ACC 204
ACC 304
CIS CIS 226
CIS 302
CIS 345
CIS 511
CIS 519
BBA, MBA,
ABD, Management
(Ph.D. expected
spring 2013)
BA, MBA, Ph.D.
Leadership Studies
BBA, MAS (Acctg.)
J.D. - Law
BBA.MBA, MS
(CIS), Ph.D. - CIS
Six years work
experience
Security +, Network +,
A+,CompTIA.
Three years teach.exp.
Academically
(Doctoral)
Academically
(Doctoral)
Academically
(Doctoral)
Academically
(Doctoral)
Smith, Garry
(full-time)
Tanter, Alex
(Part-Time
Adjunct)
Young, Arthur
(full-time)
Marketing MKTG 314
MKTG 315
MKTG 415
MKTG 508
Economics ECO 201
ECO 203
ECO 302
ECO 304
Accounting ACC 304
ACC 435
ACC 403
ACC 424
ACC 503
BBA, MBA, Ph.D. -
Marketing
25 years work exp.,
four yrs, teach.exp.
BA, MA - Economics 12 yrs. work
experience,5 yrs.teach
exp.
BS, MBA, Ph.D. -
Accounting
CPA
Ten yrs. teach exp.
Academically
(Doctoral)
Professionally
Academically
(Doctoral)
33

Full-Time
Faculty (45)
Highst
Deg
Eard
Baeza, Miguel Ph.D.
Most Recent
Year
Prof.
Cert.
Table 5.3, Standard 5, Criterion 5.8
Scholarly and Professional Activities
Scholarly Activities – See Code Below
Papers Published Unpublishe Consultg
Present Articles/ d Articles/
Manuscript Manuscripts
s/Books /Books
Professional Activities –See Note Below
Profession Professional Professional
al Related Conferences Meetings
Services /
Workshops
D=1 D=1 1 1 2
Year 2 B=1 1
Bauer, Keldon Ph.D.
Most Recent
Year
D=1 2 2
Year 2 D=1 D=1 1 D=2 1 2
Esqueda, Ph. D.
Omar
Most Recent
B=4 B=2 C=2 1 2 2
Year
Year 2 D=2 D=1 C=2 2 2
Professional
Membrshps
Jones, Dennis EDD
Most Recent
Year
A=3 A=1 A=1
D=2
Year 2 A=2 A=1
D=2
3 2
3 2
34

Leach, Judd J.D. Tax
Law
License
Most Recent
Year
Year 2
Martinson,
Brian
Most Recent
Year
ABD
HR
cert.
B=2 B=1 A=1
C=1
A=2 1 1
2 2
Year 2 A=1 D=2 C=2 1 2
B=1
Mullens, Drake ABD
Most Recent
B=1 B=1 A=1 1 1 2
Year
C=1
C=2
Year 2 D=1 A=1 1 1 2
C=2
D=1
Notgrass, Ph.D. A=2 2
David
Most Recent
B=2 B=1 A=1 1 1 2
Year
D=2
Year 2 A=1
2
D=2
Schieck, Ashley J.D. CPA
Most Recent
A=2 3
Year
Year 2 A=1 2
Schuessler, Ph.D. Sec.+,
Joseph
Ntwk+
Most Recent
D=1 D=2 A=1
2 2
Year
D=2
Year 2 D=1 C=2 1 1
35

Smith ,Garry Ph.D.
Most Recent
D=2 D=2 A=3 1 2 3
Year
Year 2 D=1 1 1 3
Young, Arthur Ph.D. CPA
Most Recent
A=1 D=1 1 A=1 2 1 2
Year
D=1
Year 2 D=1 D=2 A=1 1 2
Tanter, MA
Alex
Most Recent
1 A=2 1
Year
Year 2 1 1
36

Standard #6 Educational and Business Process Management
a. Curriculum
1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and
attach a Table - Standard 6, Criterion 6.1.3 – Undergraduate CPC Coverage for each program.
N programs have undergone substantial revisions since our last report.
2. List any new degree programs that have been developed and attach a Table - Standard 6, Criterion 6.1.3 –
Undergraduate CPC Coverage for each new program since your last report.
No new programs have been developed since our last report..
Note: If you have a new degree at a level currently accredited by ACBSP, then report information on: student enrollment,
program objectives, instructional resources, facilities and equipment, admissions requirements, graduation statistics, core
professional components (CPCs) and the outcomes assessment process to ACBSP. If the new degree is at a higher level
then what is currently accredited, the school must complete a self-study to add the degree.
3. List any accredited programs that have been terminated since your last report.
O accredited programs have been terminated since our last report.
37

Complete table 6.1. Provide three or four examples, reporting what you consider to be the most important data. It
is not necessary to provide results for every process.
Table 6.1 Standard 6 - Organizational Performance Results
5. Organizational Effectiveness Organizational effectiveness results examine attainment of organizational goals. Each
Results
business unit must have a systematic reporting mechanism for each business
program that charts enrollment patterns, student retention, student academic
success, and other characteristics reflecting students' performance.
Performance
Measure
Measurable
goal
What is your
goal?
What is your
measurement
instrument or
process?
(Indicate
length of
cycle)
Key indicators may include: graduation rates, enrollment, improvement in safety, hiring
equity, increased use of web-based technologies, use of facilities by community
organizations, contributions to the community, or partnerships, retention rates by
program, and what you report to governing boards and administrative units.
Analysis of Results
Current
Results
What are
your
current
results?
Analysis
of Results
What did
you learn
from the
results?
Action Taken
or
Improvement
made
What did you
improve or
what is your
next step?
Insert Graphs or Tables of Resulting Trends
(3-5 data points preferred)
38

Number of fulltime
faculty per
total Student
Credit Hours
generated.
Increase fulltime
faculty by
10 to 12 net
new faculty
lines by 2020-
2021
Our Goal:
One full-time
faculty per
every 300
Semester Credit
Hour generated
Benchmarking
data from peer
institutions
AACSB
accreditation
guidelines
Four-year
Undergraduate Undergraduate
Presently
we heave
one full
time
faculty
member
for every
380 SCH
We are 10
to12 fulltime
faculty
short of
where we
need to be
Our request
for a $19 per
SCH tuition
differential for
business
courses has
been
preliminary
approved.
Once final
approval is
granted, the
additional
funds will
enable us to
recruit for six
or seven net
new full-time
faculty
positions.
Additionally,
central
administration
has
committed to
budgeting
one new
faculty line
per year.
Continue to
support
39
Semester Credit hours per full time faculty:
2012-2013: 380 SCHs
No trend line is available yet. We expect to bring
the SCHs to about 300 per full-time faculty by 2020-
2021.

Graduation
Rate.
Our Goal:
Increase the
four-year grad.
rate of COBA
graduates to
45% by 2020
Masters student
one year
retention rate.
Our Goal:
Increase the
Masters
students’ one
year retention
rate to 80% by
2020
Graduation
Rates reported
on request by
Office of
Institutional
Research
One year
retention rates
of masters
students
Rates reported
on request by
Office of
Institutional
Research
35% in
2012
(2008
cohort)
73.1% in
2012
Five year
trend is
positive
Five year
trend is
stagnant
student
engagement
opportunities.
Support
university
move to
higher
admission
standards
We are
currently
revising our
leveling /
Foundation
courses for
new students
and reviewing
our admission
standards
4 Yr Grad Rate
2008 23.25%
2009 25.6%
2010 32.36%
2011 32.8%
2012 35%
One Yr Master
Retention Rate
2008 72.1%
2009 71.8%
2010 70.9%
2011 72.7%
2012 73.1%
40