Module and Course Development Grant
Indiana State University
Pre-MBA Intensive Seminars
Abstract
This is a request for ISPE funding to transform seven Pre-MBA Intensive Seminars from classroom formats to asynchronous, web-based competency modules. The MBA Office in the School of Business at Indiana State University offers a series of Intensive Seminars covering basic subject areas of Business Administration. Students who have not earned an undergraduate degree in Business Administration usually lack courses in prerequisite areas that provide the necessary background to successfully complete the MBA Program. The objective of the Intensive Seminars is to prepare students who qualify for admission into the MBA but lack the prerequisite knowledge. The transformation of the Intensive Seminars to asynchronous web-based competency modules will not only provide access for time- and place-bound students, but also provide self-paced learning and remediation for students in the MBS Program who have various educational background and knowledge levels. In addition, the proposed web-based Pre-MBA Competency Modules will offer continued support and just-in-time remediation for course work taken later in the MBA program schedule. This proposed project requests a total of $36,498. Of this amount, $19,600 is requested from the Indiana Partnership for Statewide Education (IPSE) and $16,898 is to be provided as in-kind matching funds by Indiana State University (ISU).
1-2. Need To Be Addressed and Learners To Be Served
The primary audience for the proposed web-based Pre-MBA Competency Modules includes individuals who do not hold an undergraduate degree in business and must satisfy the basic foundation competencies before entering the integrative portion of the MBA Program at Indiana State University. Experience indicates that one-third to one-half of all students accepted into ISU's MBS Program do not hold undergraduate business majors, and thus need the type of prerequisite knowledge offered by the Pre-MBA Competency Modules.
The proposed modules will substitute for as many as twenty-seven credit hours of regular undergraduate course work. Upon successful completion of these competency-based learning modules, a person may then enter the MBA program. Because of the nature of the modules, the only assigned grade will be pass/fail. A passing grade will be equivalent to a level of performance that would result in a C or better in a regular course. The modules will not be assigned a credit hour rating, and will not be available for academic credit at ISU. Qualified full-time ISU faculty members will teach all modules. Cohort groups will be formed on the ISU campus and at targeted workforce development sites, such as Conseco, Inc., located in Carmel, Indiana.
A web-based format best serves the needs of this audience. Typically, these individuals are adult learners who are time- and place-bound, for example, workforce development students at company sites away from the ISU campus. In addition, the asynchronous format of the proposed web-based modules is ideal for adult learners with busy schedules. Finally, since access to these modules will be open on a continuous basis, students can refresh their knowledge on a specific topic just before or while taking an MBA course.
3. Rationale for Choice of Modules and Technology Used
The accrediting association of university-level business programs across the United States and much of the rest of the world has an established criterion in evaluating MBA programs. Students must have the basic core business knowledge in addition to the MBA-level material either as the first part of the MBA program or preceding the MBA program. To keep the length of the program to four semesters for full-time students, ISU provides the core business concepts as prerequisites before the MBA program. The accrediting association has identified the core business concept areas. These core areas are the topic areas of the seven intensive modules.
Competency is the issue; the constraints are time and place. Therefore, Internet technology offers the best solution. Internet-delivered modules, built upon competency-based learning, loosen the constraints of time and place for the student with an internet-connected computer by providing self-paced learning, with more flexibility for students with different backgrounds and knowledge levels.
The subjects covered in the Pre-MBA Competency Modules are as follows:
- Economics: Covers an introduction to macroeconomic theory,
with some coverage of macroeconomic issues. The relationship of theory
to organizational decision-making and external economic forces is stressed.
- Accounting: An introduction to accounting principles and practices
as applied to financial accounting. The use of accounting information
for investment and managerial decisions is emphasized.
- Finance: Acquaints students with the financial concepts, techniques,
instruments, and procedures related to the management of assets and
financial structure of an organization.
- Marketing: Covers basic marketing issues, emphasizing products,
pricing, distribution, and promotion topics.
- Management: Provides a conceptual framework of fundamental
knowledge in management. Topics include basic managerial functions and
practices, organizational theory and design, individual and group behavior,
team building, communication, leadership, and motivation.
- Statistics: Provides a basic course in descriptive and inductive
statistics. Topics concerning basic statistical computations, probability
distributions, confidence intervals, and hypothesis testing are covered.
- Management Science: Covers the development and use of quantitative
models in managerial decision-making. Topics include linear programming
and modeling, simulation, and decision analysis.
The School of Business and the University are both committed to the MBA Program. The School of Business revised and updated the MBA program three years ago. Each semester, a sizable portion of faculty and other resources are devoted to the MBA Program. The University allocates thousands of dollars for graduate assistantships and tuition waivers for MBA students. The prerequisite, core business concept preparation is a critical element to the continued success of the MBA Program. In addition, both the University and the School of Business are committed to distance education. The University has established the Course Transformation Academy, a faculty development program to assist faculty in transforming on-campus courses to distance formats. Other resources include instructional designers and staff of the Faculty Computing Resource who help faculty design, develop, deliver, and evaluate distance courses. The University has been a leader in developing DegreeLink, a partnership with Ivy Tech State College and Vincennes University that provides statewide access to baccalaureate degree-completion programs via educational technologies. The School of Business offers two of the eleven DegreeLink degree-completion programs: Business Administration and Insurance.
The School of Business and Indiana State University have committed to support the transformation of the Pre-MBA Intensive Seminars to asynchronous web-based modules as seen in the proposed budget. Matching funds to provide instructional design and technical assistance will ensure the proposed project is a success.
6. Instructional Design and Delivery Plan
All seven of the intensive seminars will be transformed into competency-based learning modules with established learning objectives. For consistency with other ISU web-based instruction, the proposed modules will be created using CourseInfo, a Blackboard, Inc. courseware program that is supported and maintained by the University. Instructors will develop competency-based assessment tools for each learning module. Also built into each module will be formative evaluations to track students' reactions as they proceed through the module. A summative evaluation for each module will occur immediately after the student completes the module. Appendix B has selected sample syllabi of the seminars as presented in the classroom. From the syllabi the delivery plan can be envisioned to include an on-line textbook, links to on-line handouts, study guides, reserved reading, case studies, and activities. Our goal is to provide instructors with a complete, risk free program. A specialist will help tailor each course to meet the ISU MBA Program's goals. The School of Business will maintain the site and provide technical support to students and faculty.
7. How the Instructional Design Serves the Needs of the Target Audience
The Pre-MBA Competency Modules will be powerful tools to prepare incoming MBA candidates with the core knowledge they need to excel in the MBA program. Whether students are full-time, part-time, workforce development, or on-campus, it is clear that students are not equal in their skills. As a result, professors teach "down" to those students, or students fail to reach their true potential in the program. The challenge is clear. How do we provide students with this core knowledge in an effective, economical, and convenient method?
The proposed asynchronous, web-based intensive modules offer a way for us to meet this challenge. We will strive to provide quality pre-MBA foundation courses through the Internet. We plan to offer the modules to our students via an exclusive web site area that we will develop for each module. It's more effective. Our course content and pedagogy will be designed with our leading professors and learning theorists. It's more affordable. The modules replace up to 27 credit hours of undergraduate work. It's convenient. Students will be able to work at their own pace and access the courses anywhere and any time. Instructors will be able to monitor the modules in the same fashion. Many of the students will not arrive on campus for several months after they have been admitted into the MBA Program. With web-based intensive modules, they can start their preparations immediately after acceptance into the MBA Program. Students may also use web-based intensive material to review immediately before or while taking a course in the MBA Program. Currently, students take the on-campus Intensive Seminars before they begin any of their MBA course work. Months may pass before students enroll in the MBA class using the foundation concepts presented in an Intensive Seminar. Faculty in the School of Business firmly believe that, given these benefits, asynchronous, web-based competency modules will be powerful tools to prepare MBA students for success.
8. Module Evaluation Plan
Assessment of the Pre-MBA Competency Modules will rely on two sources of data. One source will be the students themselves. Students will be surveyed to determine their opinion of the on-line intensive modules. Results of student surveys will be evaluated and incorporated into the modules as appropriate. The second source of data will be student success in the MBA Program. How do the grade points of students completing the web-based modules compare to those students who have acquired the core concepts in other ways?
9. Quality and/or Transferability Plans and/or Strategies
Most master's programs include undergraduate prerequisites to the actual master's courses. Prerequisites may be satisfied by enrolling in undergraduate courses, passing competency exams, and taking additional classes at the beginning of the master's program. Competency-based learning modules offer another method of satisfying prerequisites that has many advantages over other methods. The amount of time required is less than taking the undergraduate classes. The teacher/student relationship continues in the modules but does not in a competency exam. The overall time to complete a master's degree is less with the intensive modules than with courses in the master's program. The web-based modules offer other benefits including greater convenience.
To disseminate information about the efficacy of web-based learning modules as a method of developing basic core knowledge necessary to successfully complete a master's degree, faculty members will publish articles in a variety of publications. A few of these publications include: (1) Sketches of Innovators in Education, an ISU publication distributed to colleges and universities throughout the State and at International Distance Learning Conference in Madison, Wisconsin. (2) Interaction, a monthly electronic newsletter distributed to faculty at ISU and other colleges and universities. In addition, faculty will share information at ISU's Course Transformation Academy, a faculty development workshop for those interested in developing courses and teaching with technology.
10. How the Modules Fit Other Efforts in Indiana
Currently, Indiana State University and other colleges and universities within Indiana are exploring new means to address the growing need for workforce development programs. Adult learners, and their employers, are seeking professional development programs that provide convenient, cost-effective, just-in-time learning in targeted areas. The proposed asynchronous, web-based modules will offer a competency-based approach to learning in an easily accessible format. Moreover, these intensive modules will provide learners with necessary prerequisite knowledge, and alleviate the need for over 27 hours of undergraduate course work. The many advantages cited are reasons to believe that the format should be considered in other master's degree programs in Indiana. Indiana State University's School of Business will disseminate information regarding the design, development, and beta testing of these competency-based modules. Information will be published in a variety of statewide publications and presented at conferences hosted by IPSE and other organizations. Thus, lessons learned and best practices will be shared with faculty, instructional designers, and course development staffs at ISU and other institutions within Indiana.
11. Marketing Plan
The Pre-MBS Competency Modules will be jointly marketed by the MBA Program Office, the School of Business, and the Division of Lifelong Learning's Workforce Development Office. Marketing activities will include:
- Presentations to company officials and prospective students
- Brochures and other print-based marketing tools
- One-on-one discussions with prospective students
- Booths set up at expos, educational fairs, and business and civic
events
- Indiana State University's MBA web page
- Statewide marketing via three ISU student services coordinators located
throughout Indiana
Four (4) of the web-based modules will be developed during Summer 2001 and beta tested in the fall of 2001. The remaining three (3) modules will be developed during Summer 2002 and beta tested in the fall of 2002. The whole package of Pre-MBA Competency Modules will be offered in the spring of 2002.
| Summer 2001: | Design and development of four of the seven modules |
| Fall 2001: | Beta test and refine the completed four modules |
| Summer 2002: | Design and development of the remaining three modules |
| Fall 2002: | Beta test and refine the completed three modules |
| Spring 2002: | Implementation of the whole package of Pre-MBA Competency Modules |
13. Key Personnel
Dr. Dale Varble, Interim Associate Dean of the School of Business and Director of the MBA Program, will serve as Project Director. Dr. Varble will oversee completion of all activities. Faculty members who have expertise in each course discipline will be responsible for development of web-based materials and also will play key roles in delivering the courses. (See Appendix A for a list of faculty.)
Budget Narrative
A substantial proportion of the requested grant funds is for faculty members who have the required expertise in the disciplines. Each faculty member is to receive $2,700 for completing the web-based module in his discipline (7 modules x $2,700 = $18,900). In addition, $400 is allocated to supplies and expenses, and $300 is for travel to workforce development sites to make presentations to students and employers about the Pre-MBA Competency Modules and the MBA Program. Funding is not requested for the Project Director's salary. Total requested from IPSE is $19,600.
The Project Director's salary of $4,578 and $1435 fringe benefits for 5 % of his time will be paid by Indiana State University as part of his regular compensation package. The ISU support for Project Director totals $6,013. Indiana State University is also providing instructional design expertise at $35 per hour and development expertise at $17 per hour. Each web-based module requires approximately 25 hours of designer time and 40 hours of development time.
Design and development costs for seven modules are $35 x 25 x 7 = $6,125 (design) and $17 x 40 x 7 = $4,760 (development). Total in-kind matching funds provided by ISU is $16,898.
Appendix A: Summary of Lead Member's Experience
Dr. Dale Varble is Interim Dean of the School of Business and Director, MBA Program. Dr. Varble has previously served as coordinator of web-based course development for the business administration major in Indiana State University's DegreeLink program. Twelve courses were developed for web-based delivery for this program. He has completed ISU's Course Transformation Academy, several workshops on CourseInfo, workshops on web-based instruction, and workshops on web page design, development and publishing.
The instructors who will be adapting their course material for web-based delivery are:
Newell E. Chiesl; Ph. D., North Texas State University
Alan B. Czyzewski; Ph. D., C.P.A., University of Southern California, Associate Professor of Accounting, 1992
Steven W. Lamb; Ph.D., Kansas State University, Chairperson, Analytical Department and Professor of Quality and Decision Systems, 1970, Business Statistics Economics
Herschel Chait; Ph. D., Indiana University, Associate Professor of Management, 1981
Michael Godfrey, Ph. D, University of Nebraska, Assistant Professor of Operations Methods
Tarek S. Zaher; Ph.D., University of Texas at Dallas, Finance Program Coordinator and Associate Professor of Finance, 1990
Appendix B: Selected Syllabi
Instructor: Alan B. Czyzewski, CPA pH
Office: Room 1009, School of Business, Indiana State University
Phone: (812) 237-2010
E-Mail: alczyz@sul.in.net or acczyze@befac.indstate.edu
Seminar Objective: To provide a comprehensive survey of the accounting concepts, techniques, and procedures of Financial Accounting. The class will provide you with a basic understanding of the annual report - financial statements of a company. It will prepare you for the graduate accounting course MBA 613 and other courses using this knowledge.
Textbook: Finkler, Steven A. Finance and, Accounting for Nonfinancial Managers, Revised and Expanded Edition. Prentice Hall, ISBN # 0-13-547259-8. In addition, you will receive 3 annual reports of various firings. Please review these annual reports before class, as they will be used extensively in class. Please read the following chapters from the study guide, as they will provide the basis of the class discussions.
First class meeting - Monday, January 31, 2000, 5:30 -- 9:30 p.m., room A-110 of Root Hall. Please read Chapters 2, 3, 4, 5, 6, and 11 for the first meeting.
Chapter 2 - Accounting Concepts
Chapter 3 - An Introduction to the Key Financial Statements
Chapter 4 - The Role of the Outside Auditor
Chapter 5 - Valuation of Assets and Equities
Chapter 6 - Recording Financial Information
Chapter I I- Inventory Costing: The Accountant's World of Make-Believe
Second class meeting: Wednesday, February 2, 2000, 5:30 - 9:30 pm, Room A-110 of Root Hall. Please read Chapters 9, 10 14, 16, 17, and IS for the second meeting.
Chapter 9 - Depreciation: Having Your Cake and Eating It, Too!
Chapter IO - Depreciation and Deferred Taxes: Accounting Magic
Chapter 14 - Cost Accounting
Chapter 16 - A Closer Look at Financial Statements
Chapter 17 - Notes to the Financial Statements
Chapter 18 - Ratio Analysis
We will use the annual reports to illustrate and compare and contrast the various accounting treatments for different types of firms. The student's individual study and preparation outside of class is extremely important. You will understand the discussions better if you read the assigned chapters. You will have one take home exam. The exam will consist of short answer essay type questions concerning an annual report. You will receive this exam at the end of the second-class meeting. You will have one and a half weeks to complete and turn it in. You will be graded pass/fail, and the exam is to be submitted to the MBA Office by 4:30 pm on Thursday, February 10, 2000.
Spring, 2000
Instructor: Dr. Jeff Harper
Phone: (812) 237-2279 (office) (812) 299-3339 (home)
Seminar Meeting Days/Times: Monday, January 31 and Thursday, February 3 - 5:30-9:30 p.m., Room A-1 10 in Root Hall.
Textbook: Principles of Economics, (1996) Salvatore, D. and Diulio, E. (2 ,d Ed.), McGraw- Hill, New York, NY. ISBN 0-07-054629-0
Seminar Objective: To provide prospective NLBA students with an overview of the principles and theories associated with basic macro- and micro-economics. The seminar will emphasize the practical application of these concepts in manufacturing and service organizations.
Course Format: The seminar will consist of two (2) four-hour sessions. Class sessions will include lecture, discussion, and small group assignments. All students should be prepared for the seminar by studying the chapters assigned to each session (see below) prior to class time. A single, take-home examination will be distributed at the end of the second-class session. The examination is due no later than Thursday, February 24. Grades will be either pass or fail.
Attendance: Attendance of both sessions for the full amount of class time is mandatory. Anyone who does not complete all of each session will not be given a final exam and will not receive a grade of pass.
Course Schedule and Topics:
Monday, January 31 Time: 5:30-9:30 p.m.
Thursday, February 3 Time: 5:30-9:30 p.m.
Thursday, February 10 Time: 4:30 p.m.
Chapter 1: Introduction to Economics
Chapter 2: The Economic Problem
Chapter 3: Demand, Supply, and Equilibrium
Chapter 4: Introduction to Macroeconomics
Chapter 5: Unemployment, Inflation, and National Income
Chapter 7: Traditional Keynesian Approach to Equilibrium Output
Chapter 8: Fiscal Policy
Chapter 9: Money and Banking
Chapter 10: The Federal Reserve and the Money Supply
Chapter 11: Monetary and Fiscal Policy
