School of Business Accreditation Association of Collegiate Business Schools and Programs (ACBSP) Paula Baxter, ABD Assistant Professor School of Business ACBSP

About ACBSP May 12, 1989 August 1992 Recognized by the U.S. Department of Education as a specialized accreditation agency for business education January 22, 2001 Recognition from CHEA 403 educational institutions as members 297 have achieved accreditation Emphasis: Excellence in teaching ACBSP

ACBSP Criteria Leadership Strategic Planning Student, Stakeholder, and Market Force Measurement, Analysis, and Knowledge Management Faculty and Staff Focus Process Management ACBSP

What ACBSP is looking for in the Accreditation Criteria Systematic Approach Deployment Results Improvement (learning) ACBSP

Student/Stakeholder Focused Results Examines how well the college satisfies students and stakeholders key needs and expectations. ACBSP

Budgetary, Financial, and Market Does the business school receive adequate operating funds each academic year? ACBSP

Baldrige Core Values Visionary Leadership Learning-Centered Education Organizational and Personal Learning Valuing Faculty, Staff, and Partners Agility Focus on the Future Managing for Innovation Management by Fact Public Responsibility and Citizenship Focus on Results and Creating Value Systems Perspective ACBSP

Maintenance of Accreditation Periodic Reports Quality Assurance Reports (Update/Significant Changes) Annual (notes and conditions) Reaffirmation (Ten Years) ACBSP

Very Important: All faculty qualifications should be validated with original transcripts, certificates, or related written documentation—which clearly states the qualification. ACBSP Faculty Qualifications

Faculty, Qualifications, Calculations, Composition At least 50% of the required full-time equivalent (FTE) faculty should hold either a masters and/or doctorate degree to teach at the Associate degree level. At least 90% of the required full-time equivalent (FTE) faculty should hold either a masters, doctorate or are professionally qualified to teach at the associate degree level. ACBSP

What is Masters Degree or Higher? Doctorate in teaching field Juris Doctorate MBA Masters in teaching field Out-of-field Masters with: 18/27 credit hours documentation in 2 or more of the 5 professional areas

A close look at Assessment Measuring student learning outcomes Continual Improvement of the teaching & learning process ACBSP

Let’s start with the facts. Outcomes Assessment.

Using Assessment Outcomes (Results) to Improve Student Learning Program Outcome Core Program Courses Where Skill is Taught/Assessed Desired ResultsActual ResultsUse of Results Troubleshooting and thinking techniques COSC 185: Database Management Systems At least 80% of the students will find and correct at least 75% of the errors Only 63% of the students found at least 75% of errors Incorporate error correcting questions in lectures. ACBSP

Student Learning Results Examples Capstone performance Third-party examinations Faculty-designed examinations Professional performance Licensure examinations ACBSP

The many “faces” of the process.

Assessment Survival Kits ACBSP

ATTITUDE Any task facing us is NOT as important as our attitude towards it, for that determines our success or failure. Norman Vincent Peale ATTITUDE Any task facing us is NOT as important as our attitude towards it, for that determines our success or failure. Norman Vincent Peale

Core SJC ACBSP Team Paula Baxter Dr. Sam Dosumu Connie Kelt Murdoch Maloney Louise Miller Bart Womack Mike Tacha