About WCB

Comprehensive Plan 2003-2011

Teaching & Learning
Intellectual Contributions
Faculty Resources
Recruiting Students
Connections with the Business Community

A. TEACHING AND LEARNING

Goal 1, Content: Graduates have excellent professional and leadership skills; they make ethical business decisions and demonstrate social responsibility.

Competency 1: Graduates are proficient in critical thinking.
- Tactic: The faculty incorporates across the curriculum practice in critical thinking skills.
- Expected Outcomes: (1) Graduating undergraduates and MBAs will score in the top 25% of comparable U.S. students taking the California Test of Critical Thinking Skills. (2) On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate learning outcomes in critical thinking, defining problems, solving problems, and data analysis/interpretation more highly than in peer institutions.
Competency 2: Graduates are proficient in ethical decision-making and use their capabilities and positions to assist the less fortunate in society.
- Tactic: The faculty provides instruction across the curriculum in the frameworks for making decisions that are ethical and socially responsible.
- Tactic: The faculty provides opportunities for service learning in core and disciplinary courses; at least one course in each undergraduate business major will provide students the opportunity to engage in service learning.
- Expected Outcomes: (1) Graduating undergraduates and MBAs will score in the top 25% of those taking the Defining Issues Test of Moral Development. (2) On the EBI Survey, graduating undergraduates and MBAs rate curricular coverage of business ethics and social responsibility as being greater than in peer institutions. (3) On the EBI Survey, at least 80% of graduating undergraduates, graduating MBAs and alumni rate learning outcomes in identifying and addressing business ethics and social responsibility issues as excellent or exceptional.
Competency 3: Graduates are proficient in written and oral communication.
- Tactic: The faculty provides practice and instruction in business writing and oral communication, including active listening, across the curriculum. The Teaching Development Committee provides workshops on communication across the curriculum.
- Expected Outcomes: On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate learning outcomes in presentation and writing skills more highly than in peer institutions.
Competency 4: Graduates are proficient in the use of technology as it is used
in business.
- Tactic: The faculty provides students with instruction and practice in the use of technology as it is used in business.
- Expected Outcomes: On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate learning outcomes in using and managing technology more highly than in peer institutions.
Competency 5: Graduates possess a strong understanding of the business functions.
- Tactic: The faculty provides strong business functional courses in the business core.
- Expected Outcomes: In each of the eight subcategories of the ETS Field Test in Business,
  students will score the top 25% of all U.S. students taking the test.
Competency 6: Students are proficient in change management:
understanding external sources of change and possessing the skills to guide change.
- Tactic: Core courses cover the political, social, legal and regulatory, environmental, technological, and demographic influences and sources of change on organizations.
- Tactic: The College provides students with knowledge of international business issues and how they impact business, and provides the opportunity for international experiences. (1) The core provides students with substantial learning experiences in international business, and electives provide opportunity for continued study of international business. (2) The College provides students with the opportunity for summer, semester, and/or year-long study-abroad opportunities.
- Tactic: The faculty provides students with skills in teamwork and leadership, organizational change, and creative problem-solving.
- Expected Outcome(s): (1) Students who engage in study-abroad will create portfolios that will be evaluated by a faculty member from another university, while MBAs participating in one of the summer excursions write business plans that will be evaluated by business professionals in the region. (2) On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate learning outcomes in managing, teamwork, and leading more highly than in peer institutions. (3) On the EBI Survey, at least 80% of graduating undergraduates, graduating MBAs, and alumni rate learning outcomes in managing change as excellent or exceptional.

Assessment Process for Goal 1, Content

The College administers or records results from the

EBI Surveys of students in capstone courses and alumni,
ETS Business Field Exam to undergraduates in capstone courses
California Test of Critical Thinking Skills to in capstone courses
Defining Issues Test of Moral Development to students in capstone courses.

Process 1: The Planning Committee annually reviews (1) evidence on outcomes and their relevancy with the College’s designated competencies, and recommends appropriate revisions in programs and workshops sponsored by the Teaching Development Committee; (2) documents from each department outlining their processes to ensure consistency of coverage across sections of all courses taught; and (3) the activities of the Cintas Institute for Business Ethics at Xavier and recommends appropriate changes.

Process 2: The Curriculum Committee (1) annually reviews one-third of business core courses, including survey and ETS Field Exam results, for relevancy with the College’s mission and vision and AACSB guidelines, and recommends appropriate revisions to the faculty as a whole, department chairs, or the Planning Committee; and (2) acts on the recommendations of the MBA and Undergraduate Review Task Forces.

Process 3: The Advisory Board of the Cintas Institute for Business Ethics at Xavier reviews the evidence from the surveys and Defining Issues Test and makes appropriate recommendations to the Curriculum Committee.

Process 4: MBA and Undergraduate Review Task Forces assess and review the MBA and core undergraduate programs every three years and recommends appropriate revisions to the Curriculum Committee.

Goal 2, Content: Graduates have excellent technical skills in their chosen fields of study.

Objective: Each disciplinary degree program is relevant and provides
quality instruction in light of changes in business and input from our various constituencies.

Tactic: Each department develops a self-study to evaluate its educational programs every five years, including a survey of business needs from constituent employers and review by a peer from outside the institution.
Expected Outcome(s): (1) On the EBI Survey, for each undergraduate major and MBA concentration, graduating undergraduates, graduating MBAs, and alumni rate the quality of teaching in undergraduate major/MBA elective courses more highly than in peer institutions.
(2) On the EBI Survey, for each undergraduate major and MBA concentration, graduating undergraduates, graduating MBAs, and alumni rate the value of business education more highly than in peer institutions. (3) At least 80% of responses on EBI alumni and employer surveys will indicate that Xavier student preparation in their area of specialization is sufficient, with 50% indicating that it is excellent or exceptional.

Assessment Process for Goal 2, Content

The College administers or records results from the

EBI Surveys of graduating students in capstone courses and alumni
Employer surveys distributed by two disciplines each year

Process 1: The Planning Committee annually reviews evidence on outcomes and recommends appropriate changes to department chairs.

Process 2: Every five years, the faculty in each discipline, as well as an external evaluator, will undertake an intensive assessment of program relevancy and quality, and provide the report to the dean and make appropriate changes.

Goal 3, Teaching and Advising Processes: The College provides high quality teaching and advising, including exposure to multiple methods of instruction and evaluation.

Objective: The College maintains a high level of student satisfaction with
learning.

Tactic: The Teaching Development Committee provides opportunities for continuing faculty development in instruction, through workshops and support for teaching innovation. It also provides financial support, including Downing Grants, Summer Teaching Development Grants, and Teaching Support Grants. The faculty provides students with courses that provide practice in applying business principles and tools —through cases, simulations, and other exercises.
Tactic: The Executive Committee, as part of the merit review process and review of professional development plans, annually provides developmental feedback to faculty members regarding their effectiveness in teaching.
Expected Outcome(s): (1) On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate quality of teaching in required courses and in each required subject matter more highly than in peer institutions. (2) On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate quality of teaching in major courses (for undergraduates) / elective courses (for MBAs) more highly than in peer institutions. (3) On the EBI Survey, graduating undergraduates, graduating MBAs and alumni rate feedback on assignment, accessibility and responsiveness of instructors in both required and major courses (for undergraduates) / electives courses (for MBAs) more highly than in peer institutions. (4) The College’s Student Evaluation of Teaching will average for instructor of 4.2 out of 5.0 and for course of 4.0 out of 5.0, with minima of 4.0 and 3.75 for each discipline.

Objective: The College maintains a high level of student satisfaction with
advising.

Tactic: Undergraduate students meet with their advisors prior to registering, while all graduate students have access to advising, either in person, via email, or via the web.
Tactic: The Executive Committee, as part of the merit review process, annually provides developmental feedback to faculty members regarding their effectiveness in advising.
Expected Outcome(s): (1) On the EBI Survey, the undergraduate rating of advisor availability, knowledge, helpfulness and interest evaluation is higher than for peer institutions. (2) On the EBI Survey, the MBA rating of satisfaction with (non-faculty) advising is higher than for peer institutions.

Assessment Process for Goal 3, Teaching and Advising Processes

The College administers or records results from the

EBI Surveys of graduating students in capstone courses and alumni
Student Evaluations of Teaching

Process 1: The Planning Committee (1) annually reviews evidence on outcomes and recommends appropriate actions to department chairs and the Teaching Development Committee, and (2) annually reviews full-time faculty coverage of student credit hours for all routes through which students can obtain a business degree.

Process 2: In their review of core courses, the Curriculum Committee monitors the level of interaction and diversity of methods employed and recommends appropriate changes.

Process 3: The Teaching Development Committee annually assesses the effectiveness of the Teaching Development Workshop and receives input from the Planning Committee prior to planning the next year’s workshops.

Process 4: The Teaching Development Committee assesses—on a three year rolling basis—the impacts of the Downing awards, Summer Teaching Development Grants, and the teaching evaluation program on faculty development and success in creating high quality learning experiences for students that are consistent with the College’s mission, and provides recommendations to the Planning Committee.

Goal 4, Career Development: Graduates of the College achieve their career development goals.

Objective: Undergraduates experience a smooth and successful transition to business careers, while MBAs enjoy mentoring opportunities as needed.

Tactic: The College provides internship experiences for undergraduates.
Tactic: The College provides training through the Business Profession Program to prepare undergraduates students for career search and success in their business careers.
Tactic: The College enhances student interaction with local business professionals, alumni, and community agencies through learning opportunities provided by the Executive Speaker Series, Ernst & Young Entrepreneurial Lunches, and CEO Breakfast Strategy Breakfasts.
Tactic: The College enhances student interaction with local business professionals, alumni, and community agencies through networking opportunities provided by Meet-the-Firms Nights in all undergraduate business majors and career mentoring for both undergraduates (internship director) and MBA students (on-site program director).
Tactic: The dean and director of the internship program work with the Center for Leadership and Career Development to enhance student placement.
Tactic: The dean will enhance the partnership with Fidelity and develop at least one new partnership each academic year.
Tactic: The College will initiate a Continuing Career Development
Program for alumni.
Expected Outcome(s): (1) At least 80% of participating undergraduates will rate the internship experience, Business Profession Program, Meet-the-Firms Nights, and other career-focused programs as either outstanding or excellent. (2) At least 80% of MBAs engaged in mentoring activities will rate the experience as being either excellent or exceptional. (3) On the EBI Survey, undergraduates will rate opportunities for practical experiences, interactions with practitioners, as well as satisfaction with their preparation for job search more highly than in peer institutions.

Assessment Process for Goal 4, Career Development

The College administers or records results from the

EBI Surveys of graduating students in capstone courses and alumni
Student Evaluations of the internship Experience
Student Evaluations of the Business Profession Program

Process 1: The Planning Committee annually reviews survey outcomes and Meet-the-Firms Nights, internship, and Business Profession evaluations, and recommends appropriate changes.

Process 2: The directors of the internship and Business Profession Programs will annually review the student evaluations of their programs and provide a report to the Planning Committee.

B. INTELLECTUAL CONTRIBUTIONS

Goal 1: The faculty collectively produces a portfolio of intellectual contributions that supports the mission of the College.

Objective: The faculty produces intellectual contributions available for public scrutiny by peers and practitioners—primarily consisting of applied research and instructional development contributions, but also including basic research.

Tactic: The Intellectual Contributions Committee and dean provide financial support for scholarly activity, as well as an annual developmental retreat: travel funds, O’Conor Fellows and Professorships, Summer Intellectual Contributions Development Grants, and Intellectual Contributions Support Grants.
Tactic: The Executive Committee, as part of the merit review process and review of professional development plans, annually provides developmental feedback to faculty members regarding their effectiveness in scholarship.
Expected Outcome(s): (1) The faculty produce intellectual contributions at a rate of at least 2.5 per year per faculty member [12.5 over a five-year period], with at least 20% appearing in a peer-reviewed journal or equivalent outlet [2.5 over a five-year period]. Approximately 80% of work is applied or pedagogical. (2) More than 95% of the faculty are academically qualified, producing at least one refereed article and substantial other scholarship activity [that totals at least 21 points in the approved merit program for the previous three-year period].

Assessment Process for Intellectual Contributions

Process 1: The Intellectual Contributions Development Committee assesses—on a three year rolling basis—the impacts of the O’Conor awards, Summer I.C. Development Grants, and the intellectual contributions evaluation program on faculty development and success in creating high quality intellectual contributions that are consistent with the College’s mission.

Process 2: The Intellectual Contributions Development Committee annually monitors intellectual contributions by faculty, assessing

The sufficiency of the College’s contributions, in terms of both quality and quantity;
The alignment of the College’s contributions with the College’s mission; and
The proportion of full-time faculty who are academically qualified.

Process 3: The Executive Committee, as part of the merit review process, annually provides developmental feedback to each faculty member regarding their scholarly activity.

C. FACULTY RESOURCES

Goal 1: Faculty resources are sufficient to accomplish the school’s mission.

Objective: Faculty resources are sufficient to accomplish the school’s teaching mission.

Tactic: The dean’s office monitors (1) student credit hour coverage ratios by full-time and academically qualified faculty and (2) average class sizes. The Planning Committee annually updates the College’s faculty resource plans and recommends the recruitment of faculty. The dean’s office initiates hiring of faculty for new positions and replacement. Departments recruit candidates who are committed to excellence in teaching, scholarship, and service in support of the College’s and university’s missions.
Expected Outcome(s): (1) Full-time faculty and academically qualified faculty coverage of student credit hours will be at 80% and 65%, and average class size is at or below 24 students for undergraduate classes and 27 students for MBA classes. (2) On the EBI Survey, graduating undergraduate and MBA students rate their satisfaction with class sizes of required courses and major (for undergraduates) / elective courses (for MBAs) more highly than in peer institutions. (3) On the EBI Survey, graduating undergraduate and MBA students rate their satisfaction with availability of major courses (for undergraduates) / required courses (for MBAs) more highly than in peer institutions.

Objective: Faculty development enhances the College’s and university’s missions.

Tactic: The College provides a one-year peer mentoring program for all newly hired faculty, with the department chair selecting matches and the dean writing letters to the mentor and protégé initiating the partnership.
Tactic: The Executive Committee, as part of the merit review process and review of professional development plans, annually provides developmental feedback to faculty members regarding their effectiveness in teaching, advising, scholarship, and service
Tactic: As outlined previously, the Teaching and Scholarship Development Committees, in conjunction with the dean, provide funds and programs for continuing faculty development. The College also provides travel funds for faculty, primarily for giving presentations at academic conferences.
Expected Outcome(s): Provided previously.

Assessment Process for Faculty Resources

Process 1: The Planning Committee annually reviews survey results and College faculty resources, and makes recommendations.

See Processes for Part A, Goal 3 and Part B, Goal 1.

D. RECRUITING STUDENTS

Goal 1: The College recruits a student body of appropriate size and quality.

Objective: Undergraduate student enrollment in the College will increase.

Tactic: Attract
- Potential applicants - with (1) an updated web page, (2) email correspondences with Williams Scholars, and (3) annual business simulation competition, as well as other programs developed by the College;
- Potential minority applicants through partnerships with INROADS and the Black Data Processors Association;
- Admitted students – with (1) a letter from the dean, (2) an X-Club Brunch with the dean, (3) contacts by holiday cards from the Williams Scholars, and (4) phone calls from Delta Sigma Pi.
Expected Outcome: Business students will account for 30% of total undergraduates body of the university.

Objective: MBA enrollment will be steady, with increasing quality.

Tactic: Attract
- Employers of potential applicants - with (1) mailings to HR directors and CEOs (based on Chamber lists) and (2) thank-you letters to HR directors and student references;
- Potential applicants - with (1) an updated web page, (2) attendance at school fairs, Xavier information sessions, and the regional human resource association annual meetings,
  (3) displays at Lessons in Leadership events, (4) mailings to those in the region who achieve high GMAT scores; and (5) mailings to undergraduate alumni;
- Students-in-process – with mail and telephone follow-ups with inquiries, applicants, and admitted students who are not enrolled; and
- Current students, through a newsletter (published three times annually), welcome-back and mid-term receptions.
Expected Outcome: The MBA student body will number approximately 1,000, with a GMAT average of at least 600.

Assessment Process for Student Recruitment

Process: The Planning Committee annually reviews enrollment data, and makes recommendations for enhancing the College’s recruiting efforts.

E. CONNECTIONS WITH THE BUSINESS COMMUNITY

Goal 1: In order to enhance the (1) placement of its graduates, (2) recruitment of MBA students, and (3) prospects for financial support, the College maintains strong ties with the business community and alumni.

Objective: The Board of Executive Advisors will provide the College with advice for ensuring student achievement of the College’s core competencies, career development, and technical skills in their chosen field of study.

Tactic: The Board of Executive Advisors meets quarterly to provide advice regarding core competencies and career development/placement, and contributes two members to each program review in the College.
Tactic: The dean will work with the chair of the Board to ensure that membership is maintained at approximately 30, with members representing key employers and providing a diversity of backgrounds and sectors.
Expected Outcome: Members of the Board will rate their membership on the Board as being beneficial for them, their company, and the College – by at least 4.0 out of 5.0.

Objective: The College will distribute a newsletter to human resource managers, members of the Board of Executive Advisors and other executives who are friends of the College, and members of the media.

Tactic: With the news-collection assistance of the Williams Scholars and writing/editorial assistance of a media consultant, the dean’s office will write and distribute the newsletter.
Expected Outcome: Recipients of the newsletter will rate the newsletter at least 3.8 out of 5.00 for general interest, building awareness of Xavier, and readability.

Assessment Process for Connecting with the Business Community

Process 1: The chair of the Board will annually send a survey gauging satisfaction with their participation on the Board; the chair and dean will make suitable changes in the Board’s structure or work.

Process 2: The dean’s office will bi-annually send a survey to recipients of the newsletter gauging their evaluation of the newsletter; the dean and media consultant will make appropriate changes.

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