Basis for the accreditation decision. The Albany State University College of Business (ASUCOB) offers both graduate and undergraduate programs in a variety of delivery modes. Undergraduates majors include a Bachelor of Science in accounting, business management, health care management, marketing, supply chain management and logistics. The ASUCOB also offers a Masters in Business Administration (MBA) as a general MBA or with specializations in health care or supply chain management. Categories: Approach, Deployment, Results Verified: This Strength was verified on site. The ASUCOB has partnered with a number of area community colleges who offer Fire Science Associate in Applied Science Degrees to provide an opportunity for AAS graduates to get a Bachelor's degree in Fire Science addresses a need and provides a new avenue for increasing enrollment. While many large fire departments in Atlanta and surrounding areas expressed a need for bachelor's-trained firefighters who can serve in management roles in their departments, enrollments have been small to date and the ASUCOB is reevaluating the need for this program. Categories: Approach, Deployment Verified: This Strength was verified on site.Organizational Description Albany State University's organizational context and culture is based on the history of the institution as an Historically Black College and University. Business baccalaureate degrees have been awarded since the institution's early history. ASU's first master's level program was the Master of Business Administration which began in 1981. The ASUCOB began in 1990s and received initial ACBSP accreditation in 1994. Under the direction of new President Dunning and a new Provost for Academic Affairs, the institution is undergoing a metamorphosis of planned change that is aggressive, assertive, and proactive. The institution is poised to meet the educational needs of its community and the world. The College of Business recently initiated an Advisory Board after nearly 15 years with no external board in place. This change demonstrates their commitment to creating and using relationships in the business community to listen and learn from valuable external stakeholders to improve their programs. This group of executives is strongly committed to the continuous process improvement of Albany State University and its College of Business. Initiated and nurtured by a part-time member of the College of Business's staff, the Advisory Board has taken a role in the strategic leadership of the ASUCOB that will likely provide value for many years to come. Strong relationships from this Board nurture student success and enable the College to create a dynamic learning environment that connects the "real world" business leaders to the ASU College of Business. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Organizational Challenges ASU's College of Business (COB) reported relatively stabile enrollments for most undergraduate programs over a 7-year period. After a dip in enrollment and graduates in 2010-11, the COB's numbers have increased. Their niche market is targeted to attract and nurture traditionally under-served populations as is consistent with HBCU institutions. The institution as a whole is under a renewed effort to improve enrollment and to increase graduation rates; the COB is working with Enrollment Management services and participates in opportunities for recruitment. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Standard 1: Leadership Albany State University's leadership has undergone significant changes since President Dunning arrived. The institution's leadership is experiencing shifts in leadership at all levels. The Vice President for Academic Affairs, a former College of Business Dean, was recently added to the institution's leadership team as Provost. Dr. Michael Rogers is serving as Interim Dean and provides leadership for the College of Business. ASUCOB has been led by an Interim Dean for the past year and a half. During that time the College identified Program Coordinators who, together with the Interim Dean, provided leadership and oversight for the College's activities. Categories: Approach, Deployment Verified: This Strength was verified on site.Standard 2: Strategic Planning The College of Business is in the early stages of deploying a Strategic Plan. A consultant from another Georgia institution was hired in 2012 to assist the College faculty with development of the strategic plan. The "Proposed Vision, Mission, and Distinguished Characteristics" document for 2012-2017 uses the theme "Students First: Turning Dreams into Reality." The vision, mission statement, and "distinguishing characteristics" provide a broad framework for the future. Categories: Approach Verified: This Strength was verified on site.Criterion 2.1 The recent collaboration with the Advisory Board chair for development of the planning documents resulted in the tag line that will guide the COB going forward: "Students First: Turning Dreams into Reality." Categories: Approach Verified: This Strength was verified on site.Standard 3: Student and Stakeholder Focus ASUCOB uses survey instruments to collect data from all of its key stakeholders. The college has key initiatives in place to close the gap between the expectations of the business community and improvement processes necessary to meet their expectations. ASUCOB formed an Executive Advisory Board to collaborate with faculty members to change or add curriculum to further prepare students to meet the needs of business and industry. The curriculum change has been approved for spring 2015. Board members are actively engaged in the students' professional development and often offer internships to ASUCOB students. In addition to students, ASUCOB stakeholders are faculty, staff, the business community, and alumni. ASUCOB uses meetings and surveys to listen to all of its stakeholders. The college is actively engaged with its business community. Input is provided during face-to-face meetings and is documented in the minutes. The data collected during Advisory Board meetings and a mini-retreat were immediately used to propose changes to the curriculum. As a result of the analysis from advisory board members, a second internship course has been added to meet the concerns of the business community. ASUCOB defines its primary undergraduate student population as traditional age and non-traditional high school and community college graduates. ASUCOB reviewed its listen and learn methods and as a result, rebuilt its advisory board. The formation of the board provided key business executives, from local industries and organizations, the opportunity to analyze specific COB functions. ASUCOB recruitment and retention efforts are commendable. COB employs a variety of methods to recruit and retain students. Several student-led professional organizations, such as Delta Mu Delta, ENACTUS, CALM, and Toastmasters are in place to attract and retain students. Categories: Approach, Deployment, Results, Improvements Verified: This Strength was verified on site.Criterion 3.7 The ASUCOB Advisory Board consists of 36 executive level business partners. The board of advisors was specifically designed to include CEOs, Presidents, Vice-Presidents, Directors, and Alumni to reflect the majors within the COB. The board's vision has been effectively communicated to COB administrators and faculty members. The board identified changes needed to better prepare students for corporate employment. As a result, COB crafted a professional development course that will prepare students prior to an internship. The board's goal is to have an impact on the image, instruction, integration, and innovation of the COB. The board's input is recorded in its minutes. Input provided has resulted in curriculum changes which have been approved by the university academic council. The board's goal is to collectively evaluate COB curriculum and provide recommendations to faculty members. Categories: Approach, Deployment, Results, Improvements Verified: This Strength was verified on site.Criterion 4.1 The ASUCOB utilizes an outcome assessment program to assess its undergraduate and MBA levels utilizing direct and indirect tools. Direct tools consist of course embedded assessment of internal learning outcomes (i.e., student presentation, case analysis, comprehensive examinations, written papers, Major Field Test, and other course-embedded assignments). Indirect tools consist of class discussions, end-of-course reflection statements that require students to summarize their opinions about the quality of their education at the ASUCOB, and course-embedded reflective papers. Categories: Approach, Deployment Verified: This Strength was verified on site. The ASUCOB utilizes the Major Fields Test (MFT) as an external/direct measure of student learning outcomes for senior undergraduate business students. Along with other direct measures of embedded coursework, the ASUCOB utilizes a comprehensive internally developed examination as the primary mode of assessment for the MBA program. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Criterion 4.2 The ASUCOB has developed a systematic approach to assess student learning outcomes internally and reported the data for a limited period (2010 -12). The information is provided to ASUCOB faculty via college faculty-wide meeting and department meetings with the Dean. Categories: Approach, Deployment, Results Verified: This Strength was verified on site. The ASUCOB has utilized Major Field Test to assess student learning outcomes externally over a period of seven consecutive academic years from 2006 to Spring 2013. The information is provided to ASUCOB faculty via college faculty meeting and department meeting. The ASUCB has started to utilize the MFT for their MBA program. The assessment has been instituted Spring 2014. Categories: Approach, Deployment, Results Verified: This Strength was verified on site. The ASUCOB utilizes tables to summarize goals, methods, results, and action taken from assessment data of core learning objectives. Some improvements made were: pairing high performer and low performer students working in groups in Intermediate Accounting I and monitoring those students’ performances in Intermediate Accounting II and III, requiring more writing and more discussion times in classrooms, more research based assignments, incorporating virtual office hours for all students, and other changes in the course-embedded assignments. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Criterion 4.3 The ASUCOB’s procedures and policies are in place to determine what information and data should be collected and compared internally and externally. There is strong evidence of a commitment to continuous improvement through learning outcome assessment by continuing with a 3-year cycle (2013-2015) beyond the self-study year (2013-2014). For example, the college has made significant efforts to reinstitute the Business Advisory Board. The team had the opportunity to meet with some of the Board members during the site visit. The team was impressed with the Board members’ commitment toward continuous improvement through learning outcome assessment. Categories: Approach, Deployment, Results Verified: This Strength was verified on site. The ASUCOB has made changes prior to the self-study year for continuous improvement (i.e., enhanced technology in all courses, classrooms are upgraded to support students' usage of laptops and smart devices to access the D2L Learning Management System (LMS). Additional data analysis for benchmarking includes: Work-Based Paradigm (WBPA) have been added through course-embedded work based activities for some courses; business internship courses are required for all students at the undergraduate level. Six-hours of transfer credits within the university from the Masters of Public Administration Program may be used to satisfy elective requirements for the MBA program,. The in-house comprehensive exam for MBA students was replaced with MFT for MBA. The Go-Venture simulation activity is being used for Management (MGMT 4127) class. The capstone Policy class utilizes Glo-Bus simulation online for practice running a company and competing against teams from around the world. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Standard 5: Faculty and Staff Focus As part of the University System of Georgia, Albany State follows a systematic process for recruiting and hiring appropriately credentialed faculty. ASUCOB has a systematic process in place to evaluate faculty and staff. The process identifies developmental opportunities based on specific criteria and objectives, which helps with promotion and tenure. ASUCOB composition of the full-time and part-time faculty (in terms of their practical experience and academic credentials) matches program their objectives. The composition of ASUCOB faculty includes sufficient academic credentials and business or professional experience to ensure appropriate emphasis on both business theory and practice and meets their program objectives. Categories: Approach, Deployment, Results Verified: This Strength was verified on site.Criterion 6.3.1 Admissions policies and procedures have well defined processes that are outlined in the undergraduate Catalog and on the web page. During the site visit, the team clarified that the ASU required an ACT or SAT minimum score for admission since the institution has selective admission. Categories: Approach, Deployment Verified: This Strength was verified on site.Criterion 6.3.2 External articulation processes have been established with local community and technical colleges, and a number of external articulation agreements have been identified both for the University and for the College. Categories: Approach, Deployment Verified: This Strength was verified on site.Criterion 6.3.7 Albany State University created a position of Director of Institutional Research to collect and track data for continuous improvement of the institution as a whole. Categories: Approach, Deployment Verified: This Strength was verified on site.Opportunities for Improvement (OFI) (18)Conditions of Accreditation The institutional web site was very recently updated. Publication of assessment data is not provided on the ASU web site as required. The College of Business may be able to improve stakeholder understanding of its expected and achieved learner outcomes by providing extensive data and analysis of how that data is used on its web site and relevant publications. ACBSP, in accordance with CHEA guidelines, requires that accredited institutions provide assessment data in publications and on the web site. Categories: Approach, Deployment Verified: This OFI was verified on site.Organizational Description Identification and implementation of needed changes will enable the College to move forward by using ACBSP standards for process engineering including data collection and analysis. Once these processes are ingrained into the organizational culture, the ASUCOB may be in a position to make improvements in teaching and educational processes to improve student learning outcomes. Categories: Approach, Deployment Verified: This OFI was verified on site.Standard 1: Leadership The Albany State University College of Business has weathered a period of 7 years with 6 different college-level leaders in charge. A search for a permanent dean is currently underway; the University expects to have the new Dean named by July 1, 2015, at the latest. The College will be able to set a more cohesive path under the leadership of a permanent Dean. Categories: Approach, Deployment Verified: This OFI was verified on site.Criterion 1.1 Since the leadership of the College of Business has been in a state of flux for a number of years, the permanent Dean must be charged with accountability for leading the college toward the ultimate goal of developing and executing a cohesive plan for continuous improvement of all processes and practices within the COB. Categories: Approach Verified: This OFI was verified on site.Standard 2: Strategic Planning The ASUCOB is poised to fully deploy the new strategic plan in conjunction with ASU's new president's vision for the future of the University; the specific objectives identified in the proposed plan include budgetary projections that may not be consistent with the reality of reduced revenue from recent enrollment declines. The College may benefit from re-evaluating its proposed strategic plan when the new Dean is hired to realign the goals with the University's budgetary limitations. Categories: Approach Verified: This OFI was verified on site.Criterion 2.2 The faculty and Dean can benefit from identifying concrete and specific measurements for each strategic imperative that provide quantitative and qualitative evidence that can produce data from which the success of the strategic plan can be determined over time. Categories: Approach Verified: This OFI was verified on site.Criterion 4.1 While the College provided sufficient evidence in continuous improvement in assessing its students’ learning outcomes and the process is in progress and the results have been analyzed, the College has not fully deployed a systematic improvement plan based on analysis of assessment data. Categories: Approach, Deployment, Results Verified: This OFI was verified on site.Criterion 4.3 There is evidence of commitment to continuous process improvement with respect to learning outcomes assessment. However, there is an opportunity for the College of Business to evaluate the current performance levels against relevant comparison and external benchmarks to improve student learning. Categories: Approach, Deployment Verified: This OFI was verified on site.Criterion 4.4 Although there is evidence of commitment by the leadership to continuous process improvement with respect to learning outcome assessment, an opportunity exists for ASUCOB to demonstrate how the college uses the results systematically to make changes or modifications to improve student learning and performances and to evaluate the current performance level against relevant comparison and external benchmarks. These comparisons to best practices, or similar business schools or programs, may improve overall performance. Categories: Approach, Deployment Verified: This OFI was verified on site. While the assessment process has been developed and deployed, it has only completed one cycle of deployment, measurement, analysis, and results. To identify trends, the program should generate three to five (minimum three) successive data points with analysis and action between each set of data generated. This may allow program management to determine if program changes are improving learning outcomes. However, the College has provided sufficient evidence that the complete assessment process will be completed by Fall 2016. Categories: Approach, Deployment, Results Verified: This OFI was verified on site.Standard 5: Faculty and Staff Focus ASUCOB administrators' focus on faculty and staff requires attention. The ability of a business school or program to fulfill its mission and meet its objectives depends upon the quality, number, and deployment of the faculty and staff in order to foster an atmosphere conducive to superior teaching. To ensure every student attending classes (on or off campus, day or night, or online) will have an opportunity to receive consistent quality across programs and student groups, COB must ensure that sufficient human resources are available. Current full-time faculty workload has a direct impact on student dissatisfaction with faculty advising. Several faculty members have workloads that exceed ASUCOB written guidelines of 3/3 workloads. The changes to COB workload guidelines (4/4), which were imposed at the beginning of the Fall 2014 semester and verified on site, have not been communicated to all faculty members. As a result, the change has a negative impact of the morale of faculty members and does not foster an atmosphere conducive to superior teaching. Categories: Approach, Deployment, Results Verified: This OFI was verified on site. ASUCOB approach to faculty development may require attention. The peer-review committee uses a scorecard to determine whether to recommend a faculty member for promotion and tenure. The current faculty workload and faculty development budget do not always provide faculty members the opportunity to meet all the COB requirements. Categories: Approach, Deployment Verified: This OFI was verified on site.Criterion 5.1 The College of Business did not present a Human Resource Plan that supports its Strategic Plan. Additionally, no explanation was provided on-site to explain ASUCOB's HR plan and its relationship to its strategic goals. The actual need for current faculty or additional faculty members for undergraduate and MBA programs were not documented. The ASUCOB may benefit from including an approach the administration could take to meet the faculty requirements for the undergraduate and MBA programs. Categories: Approach, Deployment, Results Verified: This OFI was verified on site.Criterion 6.1.6 With respect to the admission to the Graduate MBA program, there is no evidence that students admitted to the MBA program have successfully completed the undergraduate CPC requirements. ASUCOB is encouraged to continue the process of revising the graduate admission criteria to ensure that students have the basic undergraduate CPC knowledge required to be successful in the MBA program. Leveling courses are available but without an external benchmark, the COB may be challenged to determine if admitted students need additional preparation for advanced study in graduate business programs. Verified: This OFI was verified on site.Criterion 6.2.2 While the College of Business is not directly responsible for business processes, University -wide processes would benefit from deploying a systematic approach to assessing the performance of all units that provide services to students. Verified: This OFI was verified on site.Criterion 6.3.3 Admission to the MBA program is based on undergraduate GPA of 3.0 or higher. The COB could benefit from requiring a GRE or GMAT score for admission to the MBA program. Doing so would provide evidence that students are well prepared for the rigor of graduate courses. Categories: Approach, Deployment Verified: This OFI was verified on site.Criterion 6.3.6 The ASUCOB may benefit from utilization of data generated by the Office of Institutional Research including the National Survey of Student Engagement (NSSE) and similar data generated by the institution. Doing so will enable them to better make improvements to their students' experience at ASU. Categories: Approach, Deployment Verified: This OFI was verified on site.Criterion 6.3.7 The College of Business could benefit from systematic collaboration with the Institutional Research and Enrollment Management departments of the institution to gain access to and better utilize data from recruiting and planning for numbers of sections of courses.