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Accreditation Process Manual March2010
IACBE ANNUAL REPORT
For Academic Year: / 2010-11This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year.
General Information
Institution’s Name: / Maharishi University of ManagementInstitution’s Address: / 1000 N. 4th St.
City and State or Country / Fairfield, IA / Zip or Postal Code / 52557
Name of Submitter: / Scott Herriott
Title: / Professor and Co-Chair of Business Administration Department
Your Email Address: /
Telephone (with country code if outside of the United States): / 1-641-472-1113
Date Submitted:
Accreditation Information
1. / If applicable, when is your next institutional accreditation site visit? / 2019 / Year2. / When is your next reaffirmation of IACBE accreditation site visit? / 2018 / Year
3. / Provide the website address for
the location of your public
notification of accreditation by the IACBE: / Click on “Accreditation” to pop up the text in a window
4. / Provide the website address for
the location of your public
disclosure of student learningresults: / Each program has its own Student Learning Outcomes report. For the BA, go to and click on Student Learning Outcomes to download the document.
5.If your accreditation letter from the IACBE Board of Commissioners contains “notes” that identified areas needing corrective action, please list the number of the IACBE’s Accreditation Principle for each note in the table below. Indicate whether corrective action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.)
Commissioners’ Notes / Action Already Taken / Action PlannedPrinciple 3.6: Master’s Degree Curriculum / An explanatory letter accompanies this annual report as Section III.
Administrative Information
- Provide the following information pertaining to the current president/chief executive officer of your institution:
Name: / Bevan Morris
Title: / President of Maharishi University of Management
Highest Earned Degree: / Doctor of the Science of Creative Intelligence / Email: /
Telephone (with country code if outside of the United States): / 641-472-8194 / Fax (with country
code if outside of
the United States):
Check here if this represents a change from the previous year.
- Provide the following information pertaining to the current chief academic officer of your institution:
Name: / Craig Pearson
Title: / Vice-President of Maharishi University of Management
Highest Earned Degree: / Ph.D. / Email: /
Telephone (with country code if outside of the United States): / 641-472-1186 / Fax (with country
code if outside of
the United States):
Check here if this represents a change from the previous year.
- Provide the following information pertaining to the current head of your academic business unit:
Name: / Victoria Alexander Herriott
Title: / Co-chair and Associate Professor of the Business Administration Department
Highest Earned Degree: / LL.M. / Email: /
Telephone (with country code if outside of the United States): / 641-472-1113 / Fax (with country
code if outside of
the United States): / 641-472-1191
Check here if this represents a change from the previous year.
- Provide the following information pertaining to your current primary representative to the IACBE (if not the same as the head of the academic business unit):
Name: / Victoria Alexander Herriott
Title: / Professor and Co-chair of the Department of Business Administration
Highest Earned Degree: / LL.M. / Email: /
Telephone (with country code if outside of the United States): / 641-472-1113 / Fax (with country
code if outside of
the United States):
Check here if this represents a change from the previous year.
- Provide the following information pertaining to your current alternate representative to the IACBE:
Name: / Scott Herriott
Title: / Professor & Co-Chair of the Department of Business Administration
Highest Earned Degree: / Ph.D. / Email: /
Telephone (with country code if outside of the United States): / 641-472-1113 / Fax (with country
code if outside of
the United States):
Check here if this represents a change from the previous year.
Programmatic Information
- Did you terminate any business programs during the reporting year?
x / No
Yes. If yes, please identify the terminated programson a separate page at the end of this report.
- Were changes made in any of your business programs?
No
x / Yes. See #3 below.
- Were any new business programs (including new majors, concentrations, and/or emphases) established during the academic year?
No (skip to the Outcomes Assessment section below)
x / Yes. We added a specialization in “Sustainable Business” to our MBA program
- If applicable, was approval of your institutional accrediting body required for any of the programs identified in item 3 above?
x / No
Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body.
Outcomes Assessment
1.Has your outcomes assessment plan been submitted to the IACBE?
X / YesNo. If no, when will the plan be submitted to IACBE?
2.Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or have you made changes?
X / The outcomes assessment plan that we have previously submitted is still current.Changes have been made and the revised plan is attached.
We have made changes and the revised plan will be sent to the IACBE by:
3.Complete the Outcomes Assessment Results form below and include it with this annual report to the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.
An example of a completed form can be found in a separate document that is available for download on the IACBE’s website at:
Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program).
Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally; or if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project evaluation criterion.
Remember that your outcomes assessment plan needs to include two or more direct and two or more indirect measures of student learning. These measures should be used at the program level.
At the bottom of each section of the form, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity.
Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. Add tables and insert rows in the tables as needed.
Other Issues
Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE.
None.
IACBE Annual Report Form / 1IACBE Annual Report
For Academic Year: / 2010-11Exhibit A: Program-Level Intended Outcomes Form
Student Learning Information for BA in Business AdministrationMission of the Academic Business Unit
See Appendix A / To develop business leaders with the consciousness, knowledge, and practical skills to create sustainable value-producing, life-supporting rewards and benefits for themselves, their stakeholders and the natural environment and to help students develop the knowledge, creativity and organizing power to be successful in a dynamic, ever changing, business environment.
Intended Student Learning Outcomes for BA
A1. / Students should demonstrate effective analytic problem solving using the knowledge of business functions (marketing, accounting, finance, operations, management)
A2. / Students should develop synthetic thinking: clarity and precision in problem formulation and creativity in identifying options for decision.
A3. / Students should develop professional standards of behavior and ethics in business and an orientation toward sustainability and world citizenship.
B1. / Students should demonstrate effective presentation skills, both written and oral.
B2 / Students should demonstrate effective thinking and reasoning, including the use of logic and evidence.
B3 / Students should demonstrate effective research skills (information literacy).
C1 / Students should develop the qualities associated with enlightenment: inner peace, alertness, creative intelligence, spiritual experience, balance of heart and mind, ethical awareness and behavior.
C2 / Students should develop clarity about their personal strengths and career goals.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Direct Measures of Student Learning / Performance Targets/Criteria for Direct Measures:
1. / Written business plan / 75% of the students will demonstrate performance at least at the B level on the written business plan.
2. / “Fast Pitch” oral presentation / 75% of the students will demonstrate performance at least at the B level on the oral presentation.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Indirect Measures of Student Learning / Performance Targets/Criteria for Indirect Measures:
1. / Placement statistics / 90% of graduating students should have a plan for work or further study, and 80% of the previous year’s graduates should have employment or study nine months after graduation.
2. / Survey of graduating students / 90% of current graduates should agree that the program was a worthwhile experience.
Summary of Results from Implementing Direct Measures of Student Learning: / Performance Target Was…
Met / Not Met
1. / Written Business Plan. 100% of the submitted plans had a composite grade of “Good” (B, 3.0) or better. However, only 64% did “Good” on the HR component and 67% on the Operations component. /
2. / “Fast Pitch” Oral Presentation of Business Plan. The Fast Pitch presentations were heard by the professor for Entrpreneurship Project and by one visiting business person, but the rubric was not used to evaluate them. /
Summary of Results from Implementing Indirect Measures of Student Learning: / Performance Target Was…
Met / Not Met
1. / Placement statistics. 84% of the 2010 graduates had a plan for work or further study 9 months after graduation. 100% of the 2011 graduates had a plan for future study or were employed. /
2. / Survey of graduating students. Of the 7 graduates, 4 responded to the survey. We don’t want to put too much weight on such small numbers. There were 21 students who took Entrepreneurship in 2011, so the remaining 14 will likely graduate in 2012. To the 4 respondents in 2011, the courses in HR, statistics and accounting were only “somewhat useful” to 2 participants. However, all felt that the program was effective in helping to develop the core skills of presentation, effective thinking, analytical and synthetic thinking. /
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1. / Re: Written Business Plan: Though the overall performance on the business plans was satisfactory, some students felt that the HR course was not “very useful” for their business plans, an evaluation of their written plans showed that they did not do as well as we would hope on the HR and Operations components. We will look into the HR course to link it better with the Entrepreneurship Project.
2. / Re: Fast Pitch results: Last year, we recognized that students who are not oriented entrepreneurially should have an alternative to MGT 432 as their capstone, such as running a simulated business. That was not necessary this year, because the students wanted to write business plans. However, we must ensure that all the presentations are viewed by an outside evaluator and that the Fast Pitch rubric is used .
IACBE Annual Report
For Academic Year: / 2010-11Exhibit A: Program-Level Intended Outcomes Form
Student Learning Information for Master of Business AdministrationMission of the Academic Business Unit
See Appendix A / To develop business leaders who have the consciousness, knowledge, and practical skills to create sustainable value-producing, life-supporting rewards and benefits for themselves, their stakeholders and the natural environment and to help students develop the knowledge, creativity and organizing power to be successful in a dynamic, ever changing, business environment. In particular, students should have a deep understanding of concepts and methods of quality assessment and quality control to guide and manage the sustainable continuous improvement of a business enterprise.
Intended Student Learning Outcomes for MBA
G1. / Communication skills (writing, speaking, presentation using technology)
G2. / Research skills (information literacy)
G3. / Effective thinking and reasoning
G4. / Holistic Personal Development (time management, health, enlightenment)
G5. / Clarity about personal strengths and career goals
S1 / Analytical problem solving using knowledge of the business functions.
S2 / Synthetic thinking: problem formulation and creativity in identifying options for decision.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Direct Measures of Student Learning / Performance Targets/Criteria for Direct Measures:
1 / Final project portfolio on “business process improvement” in the capstone course MGT 580. / 80% of graduating students should achieve a grade of B+ or better on the capstone project.
2 / Client evaluation of the capstone project. / 80% of the student projects should be rated “Good” or better by the client.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Indirect Measures of Student Learning / Performance Targets/Criteria for Indirect Measures:
1. / Career Plan and Placement statistics / 90% of graduating students should have a job or a plan for further study.
2. / Survey of graduating students / 90% of current graduates should rate the program as “useful”, “very useful,” or “extremely useful” across the goals of the MBA.
Summary of Results from Implementing Direct Measures of Student Learning: / Performance Target Was…
Met / Not Met
1. / Capstone Project Reports. 10 students took the capstone MGT 502 Sustainable Continuous Improvement on the Part-Time Evening-Weekend MBA schedule. The course grades were 26 A’s and 6 B’s. On the project documents themselves, which are 50% of the grade, there were 4 A’s and 6 B’s. /
2 / Capstone Project Evaluations by Client. For this criterion, there was informal feedback from department supervisors of the MBA interns. General feedback on the projects was that they were good and contributed to the departments’ functioning. /
Summary of Results from Implementing Indirect Measures of Student Learning: / Performance Target Was…
Met / Not Met
1. / Placement statistics. 28 students who graduated from the MBA program in 2011 provided placement information. Of these, 61% had a job or a plan for further study at graduation. 39% were seeking work. Looking at the 2010 graduates six months out, 91% had work or were in further education, and 9% were seeking work. /
2. / Survey of graduating students. In this group, only one of the 10 students was graduating. On the survey questionnaire, all of his responses were in the “Very Useful” or “Extremely Useful” categories. /
Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:
1. / All performance targets were met.
IACBE Annual Report
For Academic Year: / 2010-11Exhibit A: Program-Level Intended Outcomes Form
Student Learning Information for Master of Business Administration, Accounting Professionals TrackMission of the Academic Business Unit
See Appendix A / (Mission Statement)
To develop in foreign accounting professionals the general management knowledge and skills that will make them effective as accountants and managers in the American business environment.
Intended Student Learning Outcomes for MBA
A1. / Students should demonstrate effective analytic problem solving using the knowledge of business functions (marketing, accounting, finance, operations, management)
A2. / Students should develop synthetic thinking: clarity and precision in problem formulation and creativity in identifying options for decision.
A3. / Students should develop professional standards of behavior and ethics in business and an orientation toward sustainability and world citizenship.
B1. / Students should demonstrate effective presentation skills, both written and oral.
B2 / Students should demonstrate effective thinking and reasoning, including the use of logic and evidence.
B3 / Students should demonstrate effective research skills (information literacy).
C1 / Students should develop the qualities associated with enlightenment: inner peace, alertness, creative intelligence, spiritual experience, balance of heart and mind, ethical awareness and behavior.
C2 / Students should develop clarity about their personal strengths and career goals.
Assessment Tools/Methods for Intended Student Learning Outcomes—
Direct Measures of Student Learning / Performance Targets/Criteria for Direct Measures:
1. / CPA or CMA examination results (or Gleim prep exam results) / Students should have an 80% success rate on the Gleim prep exams and a 65% success rate on the real exam. At least 75% of graduating students should have passed at least 2 parts of the exam.
2. / Foundation simulation performance and report / 80% of students should earn at least a B grade on communication skills
80% of students should earn at least a B grade on general analytic skills
3. / Pre-Post Test on General MBA Knowledge / Students should average a 75% score on the post-test at the end of their study on campus.
4. / Mock Job Interview / 90% of students should be deemed “ready for a job interview”
Assessment Tools/Methods for Intended Student Learning Outcomes—
Indirect Measures of Student Learning / Performance Targets/Criteria for Indirect Measures:
1. / Job placement / 50% of students should be placed within 100 days; 90% within 180 days
2. / Graduation rate / 80% of students should graduate within 3 years.
Summary of Results from Implementing Direct Measures of Student Learning: / Performance Target Was…
Met / Not Met
1. / CPA or CMA examination results (or Gleim prep exam results). During this year, the Gleim prep exam results produced satisfactory results. More than 90% of students passed comprehensive MUM final exams for both CPA and CMA preparation courses with grades 80% or higher. We do not have reliable information about students taking or passing official professional examinations. These examinations are arranged and paid for by students individually and they often do not inform us about their activities. This year 45% of grads reported they had passed at least one part of the CPA or CMA exam.