M.2a Process
Ensure Mission is Appropriate to Business and Management

A four-pronged attack is used to ensure the mission and activities of the College are appropriate to Business and Management.

The first component is to listen and respond to the business and management education needs of regional business leaders and employers. The mechanisms used to connect with business leaders includes focus groups, the College Advisory Council, Department Advisory Councils, and the Graduate Program Advisory Councils that are discussed in more detail below.

• Business Focus Group Process
• College Advisory Council Process
• Instructional Technology/Engineering Advisory Council Process
• Graduate Program Advisory Council Process

The second component to ensure the mission and activities of the College are appropriate to business and management is to assess the curriculum through self-report surveys, the Educational Testing Service Major Field Exam in Business, and capstone course projects and papers. For both graduate and undergraduate programs, self-report surveys are used to provide internal and external benchmark data on how our curriculum succeeds in coverage of the perspectives that form the context for business, the foundation knowledge for business, and program core competencies. For the undergraduate program, the Educational Testing Service Major Field Exam in business is used to provide internal and external benchmark data on student knowledge of business. Third, the individual programs assess student outcomes through capstone course projects and papers and in some cases, portfolio analysis. Please see Standard C.2 Curriculum Planning and Evaluation for results of this process.

The third component to ensure the mission and activities of the College are appropriate to business and management is to actively engage faculty in the current practices of business through Partnership, Institute, 'Second Circle' International Model, and Clinical Research activities. Please see Standard FD.3.c, Support of Faculty Intellectual Development and Renewal, for results of those activities.

The fourth component to sustain currency is engaging undergraduate and graduate students in the process. This is achieved through exit surveys (The Stetson Curriculum Content Survey) and by involving students in the college and departmental advisory councils, and through solicited feedback and comments obtained via the Undergraduate Business Association (UBA) and Graduate Business Association (GBA). At least once each year, the dean or the associate dean meets with the UBA and the GBA to discuss and solicit student input on College-related matters. Student responses from the Stetson survey indicate that undergraduate and graduate students perceive that the College is providing excellent coverage of the elements that are covered in the curriculum. The Stetson survey and its results are described as part of Assessment of Curriculum and Programs.