The Evolution of an Innovative Undergraduate
Description: The Evolution of an Innovative Undergraduate Business Curriculum Presented at the 2015 Western Association of Collegiate Schools of Business Conference Honolulu, Hawaii October 4-6, 2015 Mario Reyes Dean CBE Curriculum in pre-1994 CBE
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slide1. The Evolution of an Innovative Undergraduate Business Curriculum Presented at the
2015 Western Association of Collegiate Schools of Business Conference
Honolulu, Hawaii
October 4-6, 2015
Mario Reyes
Dean<br>
slide2. CBE Curriculum in pre-1994<br>
slide3. CBE Advisory Board demand Graduates with a broad perspective of how businesses operate—
students in the traditional program did not have a systems perspective, or
the ability to determine how actions in their functionally organized unit might impact other areas.
Graduates with skills/experience in working in self-managed teams
Graduates with effective written and oral communication skills<br>
slide4. The Planning Process Data collection and analysis (1993-94)
Focus group sessions with College’s Advisory Board
Benchmarking visits to other universities
Focus group sessions with students
Faculty retreats for discussion
Summer 1994 planning session for team
Jack Morris (P/OM)
Dana Stover (MHR)
Steve Pharr (Marketing)
Randall Byers (IS, Quantitative Methods)
Mario Reyes (Finance and International Business)<br>
slide5. Planning & Decision Making Integrated Business Curriculum (IBC): 1994-2012<br>
slide6. Integrated Business Curriculum (IBC): 1994-2012 17 credit/2 semester cohort program
6 modules based on business decisions and processes
Team taught by 5 faculty members- different disciplines
Required of all junior-level business and economics majors, thereby providing a common base for all business majors
Broad perspective of business; exposure to business disciplines
Teambuilding and group dynamics
course module and faculty mentoring
Team environment in and out of class
Formal students presentations and lots of writing assignments
All essay/problem exams
Close ties to business with Case Firm Program<br>
slide7. IBC Course Modules: 1994-2012 First Semester
Team Building and
Group Dynamics (2)
Business Systems (4)
Product and Process Planning (3) Second Semester
Planning and Decision Making (2)
Managing the Firm’s Resources (3)
Business Operating Decisions (3)<br>
slide8. For Example: Finance in the IBC<br>
slide9. The Case Firm Program Adopt a case firm (3 year commitment)
Faculty shadowing visits
Executive for a day
Student team projects<br>
slide10. Assurance of Learning in the IBC: 1994-2012 Closing the loop: IBC Faculty Summer Camp CBE Faculty Retreat<br>
slide11. Administration of IBC: 1994-2012 Faculty team formation
Faculty recruiting
Choose faculty with solid teaching performance
Choose faculty who have demonstrated they can work in academic teams or who have been successful in interdisciplinary research
Attempt to include SP/IP faculty in each faculty team
Faculty teaching load
Typical load per year: SA—5 courses; SP/IP—8 courses
IBC faculty (steady state):
SA faculty
2 sections of IBC + 1; 1 section of IBC + 2
SP/IP faculty
2 sections of IBC + 3; 1 section of IBC + 4
Rewards
Stipend for IBC summer camp
$15,000 one-year fellowships (2 awards) for IBC faculty<br>
slide12. Other Benefits: IBC 1994-2012 Cohort experience == incredible networking
Positive impact on college’s scholarly activities
Contributes towards the CBE’s strategic goal of “creating an intellectually stimulating and dynamic learning community that emphasizes teamwork and values the unique contributions of all individuals …”
A sense of community
Mentoring
Improve teaching
Impact on development efforts, internships, etc<br>
slide13. Praise for the IBC: 1994-2012 From the corporate world
Winner of the Idaho Quality Award for excellence
Design and process reviewed by team of corporate auditors
Criteria based on Malcolm Baldrige award
From the academic world
Winner of Distinguished Education Program Award (the Academy of Educational Leadership)—integration of Accounting into the Business IBC<br>
slide14. Challenges to the Delivery of IBC: 1994-2012 Cost of delivery
Faculty burn-out
Dwindling faculty champions for the program
Perceived reallocation of resources to IBC
Perceived adverse impact on the majors
Scalability<br>
slide15. The Evolution of the INTEGRATED BUSINESS CURRICULUM<br>
slide16. Desired Outcomes of 2012-2013 IBC Re-engineering Scalability
Cohort experience
Team building/group dynamics
Cross-functional business perspectives
Maintaining the CBE innovative reputation<br>
slide17. Re-Engineered IBC: 2012-Present<br>
slide18. Features of the Re-engineered IBC Freshman Year
Team building and group dynamics
Introduction to the different business functions
Introduction of cross-functional perspectives via business simulation
Sophomore Year
Leadership skills
Junior Year
Competency in core business functions
Senior Year
Integration
Ethics and leadership<br>
slide19. CBE: Learn Business by Doing Business<br>
slide20. Hands-on Learning: Business Process Improvement Center
Barker Capital Management and Trading Program
US Bank Trading Floor
Vandals Solutions
Idaho|Entrepreneurs
Career@CBE
Financial Literacy
VITA
Vandal Hat Hacking Club<br>
slide21. Continuing discussions: Ensure cross-functional perspectives and integration
How to instill a cohort experience
Assurance of learning plan<br>
slide22. Ideas and Suggestions? Thank You!<br>
2015 Western Association of Collegiate Schools of Business Conference
Honolulu, Hawaii
October 4-6, 2015
Mario Reyes
Dean<br>
slide2. CBE Curriculum in pre-1994<br>
slide3. CBE Advisory Board demand Graduates with a broad perspective of how businesses operate—
students in the traditional program did not have a systems perspective, or
the ability to determine how actions in their functionally organized unit might impact other areas.
Graduates with skills/experience in working in self-managed teams
Graduates with effective written and oral communication skills<br>
slide4. The Planning Process Data collection and analysis (1993-94)
Focus group sessions with College’s Advisory Board
Benchmarking visits to other universities
Focus group sessions with students
Faculty retreats for discussion
Summer 1994 planning session for team
Jack Morris (P/OM)
Dana Stover (MHR)
Steve Pharr (Marketing)
Randall Byers (IS, Quantitative Methods)
Mario Reyes (Finance and International Business)<br>
slide5. Planning & Decision Making Integrated Business Curriculum (IBC): 1994-2012<br>
slide6. Integrated Business Curriculum (IBC): 1994-2012 17 credit/2 semester cohort program
6 modules based on business decisions and processes
Team taught by 5 faculty members- different disciplines
Required of all junior-level business and economics majors, thereby providing a common base for all business majors
Broad perspective of business; exposure to business disciplines
Teambuilding and group dynamics
course module and faculty mentoring
Team environment in and out of class
Formal students presentations and lots of writing assignments
All essay/problem exams
Close ties to business with Case Firm Program<br>
slide7. IBC Course Modules: 1994-2012 First Semester
Team Building and
Group Dynamics (2)
Business Systems (4)
Product and Process Planning (3) Second Semester
Planning and Decision Making (2)
Managing the Firm’s Resources (3)
Business Operating Decisions (3)<br>
slide8. For Example: Finance in the IBC<br>
slide9. The Case Firm Program Adopt a case firm (3 year commitment)
Faculty shadowing visits
Executive for a day
Student team projects<br>
slide10. Assurance of Learning in the IBC: 1994-2012 Closing the loop: IBC Faculty Summer Camp CBE Faculty Retreat<br>
slide11. Administration of IBC: 1994-2012 Faculty team formation
Faculty recruiting
Choose faculty with solid teaching performance
Choose faculty who have demonstrated they can work in academic teams or who have been successful in interdisciplinary research
Attempt to include SP/IP faculty in each faculty team
Faculty teaching load
Typical load per year: SA—5 courses; SP/IP—8 courses
IBC faculty (steady state):
SA faculty
2 sections of IBC + 1; 1 section of IBC + 2
SP/IP faculty
2 sections of IBC + 3; 1 section of IBC + 4
Rewards
Stipend for IBC summer camp
$15,000 one-year fellowships (2 awards) for IBC faculty<br>
slide12. Other Benefits: IBC 1994-2012 Cohort experience == incredible networking
Positive impact on college’s scholarly activities
Contributes towards the CBE’s strategic goal of “creating an intellectually stimulating and dynamic learning community that emphasizes teamwork and values the unique contributions of all individuals …”
A sense of community
Mentoring
Improve teaching
Impact on development efforts, internships, etc<br>
slide13. Praise for the IBC: 1994-2012 From the corporate world
Winner of the Idaho Quality Award for excellence
Design and process reviewed by team of corporate auditors
Criteria based on Malcolm Baldrige award
From the academic world
Winner of Distinguished Education Program Award (the Academy of Educational Leadership)—integration of Accounting into the Business IBC<br>
slide14. Challenges to the Delivery of IBC: 1994-2012 Cost of delivery
Faculty burn-out
Dwindling faculty champions for the program
Perceived reallocation of resources to IBC
Perceived adverse impact on the majors
Scalability<br>
slide15. The Evolution of the INTEGRATED BUSINESS CURRICULUM<br>
slide16. Desired Outcomes of 2012-2013 IBC Re-engineering Scalability
Cohort experience
Team building/group dynamics
Cross-functional business perspectives
Maintaining the CBE innovative reputation<br>
slide17. Re-Engineered IBC: 2012-Present<br>
slide18. Features of the Re-engineered IBC Freshman Year
Team building and group dynamics
Introduction to the different business functions
Introduction of cross-functional perspectives via business simulation
Sophomore Year
Leadership skills
Junior Year
Competency in core business functions
Senior Year
Integration
Ethics and leadership<br>
slide19. CBE: Learn Business by Doing Business<br>
slide20. Hands-on Learning: Business Process Improvement Center
Barker Capital Management and Trading Program
US Bank Trading Floor
Vandals Solutions
Idaho|Entrepreneurs
Career@CBE
Financial Literacy
VITA
Vandal Hat Hacking Club<br>
slide21. Continuing discussions: Ensure cross-functional perspectives and integration
How to instill a cohort experience
Assurance of learning plan<br>
slide22. Ideas and Suggestions? Thank You!<br>