APR Self-Study Report Appendices March 2014

265 Pages·2014·3.85 MB·English

Appendices, Academic Program Review
March 2014
Appendix 1 – AACSB 2010 Maintenance of Accreditation Reports ........................................................... 2
Appendix 2 – Accounting Program Assurance of Learning Report ........................................................... 24
Appendix 3 – Spring 2011 BBA/MBA Program Curriculum Review Summary ....................................... 29
Appendix 4 – Learning Assessment Test Question Bank ........................................................................... 39
Appendix 5 – Advisement Office Recruitment Plan................................................................................. 106
Appendix 6 – Career Services Fall 2012 Exit Survey Report ................................................................... 109
Appendix 7 – Anderson School 2013 Creative Works Report ................................................................. 127
Appendix 8 – Faculty Abbreviated Curricula Vitae ................................................................................. 146

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Appendix 1 – AACSB 2010 Maintenance of Accreditation Reports

TEAM VISIT REPORT – Business School
MAINTENANCE OF ACCREDITATION REVIEW

University of New Mexico
Robert O. Anderson School of Management

1. Team Recommendation

The team recommendation reflects the opinion of the Peer Review Team only. It will be
reviewed for concurrence or remanded to the team by the appropriate accreditation
committee. The role of the accreditation committee is to ensure consistent application of
the AACSB International accreditation standards and processes across peer review teams.

Within ten days of receipt of this report, the applicant should send the team any comments
and corrections related to factual information noted in this report. A copy should also be
sent to the appropriate committee chair in care of the AACSB International office.

1. Team Recommendation

Extend Accreditation Maintenance: The recommendation of the Peer Review Team is
that the accreditation of the Bachelor’s of Business Administration, Masters of
Business Administration, and Executive Masters of Business Administration degree
programs in business offered by University of New Mexico be extended for an
additional six years with a Maintenance Review to occur in year five. Concurrence by
the accreditation committee and ratification by the Board of Directors are required prior
to the confirmation of the accreditation decision. Following ratification by the Board of
Directors, the applicant will be notified. The applicant must wait for this official
notification before making any public announcement. AACSB International provides a
list of applicants achieving accreditation to its members and the public.

2. Subsequent Review of Team Recommendation

The Maintenance of Accreditation committee will review this report, and any response
from the applicant, at its next scheduled meeting (normally, provided that the report is
received at least three weeks in advance of the meeting). The committee will meet
December 6, 2010.

The Board of Directors will consider for ratification via electronic ballot the team
recommendations to extend accreditation or suspend accreditation that have
concurrence from the appropriate accreditation committee, as soon as possible after the
accreditation committee concurrence.

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2. Identification of Areas That Must Be Addressed Prior to Next Maintenance Review

The next maintenance review will occur in five years. With this in mind, the Anderson
School of Business should closely monitor the following items and incorporate them in
your ongoing strategic planning initiatives:

Standard or Procedure Findings Recommendations for next
review
Standard 1: The school The college last completed a Update mission, vision and
publishes a mission statement critical assessment of the values statements to reflect the
or its equivalent that provides mission, vision and values in updated resource environment
directions for making 2004. Since that time a new and potential demand
decisions. The mission strategic plan was advanced in opportunities for the Anderson
statement derives from a 2008; however the mission, School of Business.
process that includes the vision, and values were not
viewpoints of various
revised and as such there is
stakeholders. The mission
evidence of inconsistency in
statement is appropriate to
the maintenance of
higher education for
accreditation review report
management and consonant
and in the conversations with
with the mission of any
faculty, administration and
institution of which the school
staff suggesting a lack of
is a part. The school
sufficient clarity on this
periodically reviews and
important part of the college’s
revises the mission statement
overall strategic planning.
as appropriate. The review
This finding makes it difficult
process involves appropriate
to assess financial strategies
stakeholders. [MISSION
and success in achieving
STATEMENT]
mission.
The school’s programs and The college appears to be A strategic plan that is
activities are guided by its driving the preparation of its supported by a stakeholder
mission statement. The strategic opportunities from a analysis e.g. SWOT
mission statement provides a review of its curriculum.
shared understanding of Sound business practices
program direction that would suggest that stakeholder
connects participants' actions analysis would precede
and provides a common basis alignment of resources prior to
for learning. determining an enterprise’s
direction.
The school demonstrates that Interviews with associate Identify steps needed to
its mission statement derives professors and duration of develop the culture necessary
from processes that include time associates have been in to foster an environment
input from its stakeholders. rank and observations made where associates are not only
by key college administrators encouraged but ultimately
The school disseminates its revealed an environment in self- motivated to aspire to
Anderson where associate achieve the necessary
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mission statement widely to professors lack sufficient scholarly level to achieve full
interested parties. incentives/motivation to aspire professor.
to full professor.
The mission statement of the The college’s organizational Review the present college
school supports the mission chart identifies four standing organization structure and its
of any larger organization of committees that do not have alignment with the mission,
which it is a part. any formal reporting vision and values of the
relationships to either an college. Consider addressing
The mission emphasizes the individual or entity. Further opportunities for improving
achievement of high quality discussion revealed that these efficiencies. Ensure there are
in each degree program. committees report to the clear lines of reporting
faculty. If that is the case how relationships among key
The mission statement does the faculty formally hold entities that are part of the
encourages learning these committees accountable college’s organizational
experiences appropriate for and responsible for their structure and indicate how
collegiate management actions? Discussion with these entities are held
students and that positively faculty including chairs of accountable and demonstrate
affect students’ development standing committees revealed how responsibilities are
as managers and that they do not have a clear delegated to these committees.
professionals. idea as to appropriate protocol
and as such navigation
The school demonstrates that through the faculty
it systematically reviews and governance bureaucracy
documents its progress seems to be impeding overall
toward mission fulfillment college progress.
and that it periodically The college has a number of Clearly articulate the college’s
evaluates the appropriateness areas that contribute to strategic advantages and align
of its mission statement and distinguishing it among both resources necessary to achieve
supporting strategic its peers and within the market desired outcomes in
management plan. it serves. Among them are accordance with specific
ethics, information assurance metrics of performance in
and entrepreneurship. The each area.
present challenge is that these
opportunities are not
effectively articulated in the
college’s areas of strategic
focus and as such are not
sufficiently driving the
colleges future direction
Standard 16: Bachelor’s or While there appears to be Continue to refine and develop
undergraduate level degree: evidence that the accounting a more robust assessment
Knowledge and skills. division has achieved a level process that demonstrates
Adapting expectations to the of acceptable AOL there is a students meet the learning
school’s mission and cultural need for the other units in the goals.
circumstances, the school college to embrace their
specifies learning goals and
responsibilities in this area in
demonstrates achievement of
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learning goals for key general, a more robust assessment of
management-specific, and/or student learning success.
appropriate discipline-specific
knowledge and skills that its
students achieve in each
undergraduate degree
program.
[UNDERGRADUATE
LEARNING GOALS]

Standard 18: Master’s level The learning outcomes for the A detailed plan and progress
degree in general BBA and the MBA were not toward resolution of a more
management (e.g., MBA) significantly different. A robust set of learning
programs: Knowledge and large proportion of MBAs are objectives and goals for the
skills. Participation in a Anderson’s BBA graduates. MBA with an acceptable AOL
master’s level degree process in place including
program presupposes the
The School’s assurance of active faculty involvement.
base of general knowledge
learning outside of accounting
and skills appropriate to an
relies heavily on multiple
undergraduate degree.
choice questions. As noted by
Learning at the master’s level
EMBA students they find
is developed in a more
these periodic assessments
integrative, interdisciplinary
both trivial and lacking clear
fashion than undergraduate
commitment by the faculty to
education.
embrace their (the EMBA’s)

learning outcomes.
The capacities developed

through the knowledge and

skills of a general master’s

level program are:

Capacity to lead in

organizational situations.

Capacity to apply knowledge in
new and unfamiliar
circumstances through a
conceptual understanding of
relevant disciplines.

Capacity to adapt and innovate
to solve problems, to cope with
unforeseen events, and to
manage in unpredictable
environments.

Capacity to understand
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management issues from a
global perspective.

Adapting expectations to the
school’s mission and cultural
circumstances, the school
specifies learning goals and
demonstrates master’s level
achievement of learning goals
for key management-specific
knowledge and skills in each
master’s level general
management program.
[MASTER’S LEVEL
GENERAL MANAGEMENT
LEARNING GOALS]

3. Relevant Facts and Assessment of Strengths and Weaknesses in Support of the Team
Accreditation Recommendation

Educational Improvement
Strengths
 The new dean has provided a sense of stability for a school that has gone through
three deans in six years.
 The school has distinction in concentrations of information assurance, technology
entrepreneurship, and ethics and at the graduate level it has received recognition
for curriculum in management of technology.
 Faculty members are optimistic overall and express optimism in the 20 year
vision for New Mexico.
 Faculty indicate a strong esprit decor in the School.
 The diverse student population is a point of distinction with the majority of
students having significant work experience. The average age of undergraduate
students is 30 years of age and it is estimated that more than 90% are working to
pay for school. Many have families to provide for.
 University of New Mexico is highly attractive to regional students due to its
affordability. Anderson is attractive to the non-traditional student because of
flexible time offerings of programs.
 Anderson has a dedicated and passionate faculty. As reported, assistant
professors have been purposeful in their selection of Anderson and many bring
experience from other universities to add to the richness of faculty ideas.
 Anderson faculty are proud of the strong experiential learning component in their
curriculum and the connections to the business community.
 Anderson has a robust Management Development Center with many opportunities
to improve the financial position of the School.
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 Graduate students express satisfaction with their education and are supportive of
faculty efforts.
Weaknesses
 Undergraduate students express concern about rigor. The lack of student
selection criteria, results in students with diverse capabilities in the same class
sections that results in excellent students frustrated that their needs may not be
met.
 On-line instruction is in pilot testing stage. Students feel like they must pay the
price as faculty work their way up the learning curve. The on-line experience
needs to be monitored closely until student satisfaction is more nearly assured.

Strategic Management
The school places a strong value on faculty governance model. There is strong faculty
support for the new dean and the momentum thus created in 18 months he has been in
place. Although the school has not critically revisited mission, vision, and values
factoring in environmental factors since 2004 there is evidence there is a willingness to
address this issue at both the faculty and staff levels. First, there is an acknowledgement
that there is a need to provide clarity in mission and focus in the college. A group of
faculty has taken the dean’s suggestion to revisit the curriculum to identify strengths, and
help articulate how Anderson is currently distinctive before recommending purposeful
changes. However the school needs to ensure an assessment of stakeholder needs is
integrated in the review process before making these suggestions. Secondly, in addition,
the school faculty appear to understand the need for clarity in mission and vision to
support the fundraising efforts that will be critical to the financial success of the school
going forward.

Fulfillment of Mission
The Anderson School mission is given below…..

“We seek to develop and inform business and management leaders through a balance of
teaching and scholarship, and to contribute to economic development and the quality of
life of our constituents.”

Faculty appear to embrace the “balance of teaching and scholarship” component but
articulate more differentiators for their programs than are captured in the current mission.
The representatives from the business community are very supportive of the School and
report improvements in graduates’ success over the past 5 years. Faculty and external
stakeholders appear to have a great sense of pride in the applied learning, distinctive
programs listed as strengths below. The School has organized the fundraising to address
the needs to fulfill their articulated mission as opposed to the published mission.

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4. Commendations of Strengths, Innovations, and Unique Features

1. The Anderson School has strengths and opportunities in their Information Assurance
program linked with expertise in Fraud forensics and a partner relationship with the
FBI.
2. Anderson’s Ethics program is recognized nationally.
3. The Investment portfolio program has uniquely earned the trust of the UNM foundation
and the Board of Regents. This is a labor intensive applied learning opportunity that
creates graduates in high demand.
4. The business plan competition has provided a vehicle for direct connection to economic
development and a visible valued partner to other units on campus.
5. The Marketing Center applied learning program has provided students hands on
experiences by participating in national advertising campaign competitions.

5. Opportunities for Continuous Improvement Relevant to the Accreditation Standards

1. Develop an on-going procedure for regularly updating the strategic plan.
2. Address items identified before the next review.

6. Summary of Visit

1. Brief description of the school or accounting unit, including its size and the institutional
setting;

The University of New Mexico is the state’s flagship and largest university, serving
students on its main campus in Albuquerque and at its branches in Gallup, Taos, Los
Alamos, and Valencia County. Founded in 1889, UNM is a destination for academic
and research excellence, world renowned medicine that promotes healthy communities,
and economic and community development serving the needs of New Mexico and the
nation. UNM is home to the state’s only schools of law, medicine, pharmacy, and
architecture and operates New Mexico’s premier teaching hospital.

The University of New Mexico is a Carnegie Research/Doctoral-Extensive University,
a distinction that recognizes an exceptional level of funded research activity, an
extensive array of graduate and professional programs and a complete complement of
high quality undergraduate programs. UNM is the only Hispanic-serving institution in
the United States that is also classified by the Carnegie Foundation as a Research
University-Very High research activity. Governance of the university is the
responsibility of the Board of Regents whose seven members are appointed by the
Governor of New Mexico, with the consent of the Senate. There were 34,674 students
enrolled in the Fall 2009 term with 30,281 undergraduates and 4,393 graduate and
professional students.

The Robert O. Anderson School of Management was founded in 1893 and the business
department was originally integrated with the economics department in the College of
Arts and Sciences. In 1947, the College of Business was organized as a separate unit,
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and the economics department remained within the College of Arts and Sciences. The
college was renamed the Robert O. Anderson School of Management in 1968 and is
known as the Anderson School of Management. Dr. Charles Crespy served as Dean
from August 2004 to April 2007. Dr. Amy Wohlert served as Interim Dean from April
2007 to June2009. The school came under new leadership in June 2009 with the hiring
of current Dean Douglas M. Brown. In 2010, the Anderson School celebrated its 25th
anniversary of AACSB accreditation for undergraduate and graduate programs.

2. List of degree programs included in the review and the number of program graduates in
the most recent year;

Name of Degree Program Major(s), Concentration(s), Graduates
Area(s) of Emphasis
BBA 250
MBA 56
EMBA 43

3. List of Comparison Groups:
 Comparable Peers:

Colorado State University
Kansas State University
Oregon State University
Portland State
University of Montana
University of Nevada, Las Vegas
University of Wyoming
Utah State University

 Competitive Group
Arizona State University
New Mexico State University
Northern Arizona University
Texas Tech University
University of Texas, El Paso

 Aspirant Group
Iowa State University
University of Colorado
University of Kansas
University of Louisville
University of Missouri-Columbia
University of Oklahoma
University of Oregon
Washington State University
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