Mission Statement The Department of Management does not have its own mission statement; neither did the previous Department of Business Administration. However, the CB has a very well developed strategic mission. The CB mission statement was developed in 2001.The CB has also articulated shared values, which encapsulate our shared core beliefs and commitments. These values include assertions of shared beliefs and shared commitments. - We believe in student success, lifelong learning, integrity and ethical behavior, and excellence. - We commit ourselves to prepare students for the future, impart knowledge on which students can build, treat everyone with respect and fairness, exemplify our values by serving as teachers and role models, and remain current in our academic disciplines and professional fields. CB Mission & Vision Statement CWU's College of Business faculty and staff create value and opportunity for our students by focusing on quality in undergraduate education at the Ellensburg campus and university centers in the Puget Sound and central regions of Washington State. We accomplish this through emphasis on excellence in teaching, which is strengthened by faculty research and supported by professional service. The long-term vision of the CB is that the CWU's College of Business will be recognized as a premier learning community creating an environment in which students, faculty and staff reach their full potential. The CB has also articulated its ‘values’, ‘opportunities’ and its commitment to a ‘quality education’ for our students. The following outlines those commitments. Value - We are affordable and accessible to an increasingly diverse student population. - Through curricula based on theory and on practice, we prepare students with the knowledge, competencies and skills that are necessary for productive careers in a dynamic and changing environment. - Undergraduate and niche graduate degree programs are delivered by faculty who are dedicated to using their academic preparation and business experience to enhance student learning and career preparation. Opportunity - We are a university of choice to students and an employer of choice to faculty and staff. - We transform lives through a learning environment built on a foundation of teaching excellence, effective curricula and state-of-the-art physical facilities. - We serve students in Washington State through programs and courses delivered at well-established University Centers co-located on dynamic community college campuses. Quality in Education - Teaching is our priority. We foster a learning environment characterized by an accessible faculty and a high degree of faculty and student interaction. - Curricula reflect current needs and developments in business and promote an understanding of theory and its practical application. - Education at a high level of quality derives from concern for students at the individual level, and personalized, innovative instruction supported by appropriate learning technologies. - Important linkages are developed with alumni, College of Business Advisory Board, employers and other professionals in business and education. - We are committed to outcomes assessment and continuous improvement in order to provide a high quality education.
The Department of Management has not had a previous program review. Department’s aspirations for the next three to five years. As noted above, this Department is very new as a stand-alone entity. Therefore it is still developing a sense of ‘what it will become’. With that in mind, the following are some key aspirations over the coming three to five years. - To fill all outstanding tenure-track positions and to have one or more tenure-track lines. Also we will maintain several PQ annual contract faculty, and only use quarterly contract adjunct faculty on a very limited basis. - Develop a Certificate in HRM that can be offered in Ellensburg and at our Westside centers. This would be tailored for groups such as Psychology students who wish to work in the HRM field. - Develop a Sports Marketing Institute. This will build on the expertise of our marketing faculty and enable us to develop a niche program that will get regional and ultimately national recognition. As part of this initiative the Annual Sports Marketing Conference will progressively gain notoriety as a ‘must attend’ conference for those in the business of sport. - The HRM faculty will continue to support the very strong SHRM student program but will also develop other initiatives such as an Annual Regional Conference for professional and academics, professional development opportunities for HRM staff in the region, and a research program that provides opportunities for students. - The department develops lasting relationships with local and regional companies, not-for-profit and government agencies. These relationships provide opportunities for internships for students, financial support for the department, feedback on curriculum issues, research and consulting opportunities for faculty and special programs for the organizations. - The Department develops a new initiative targeting one of the previously mentioned groups; Hispanic-owned business, the wine industry etc. - The initiative on integrating business ethics into the undergraduate curriculum as been fully implemented and our program is known in the community for its attention to the ethical considerations in managerial decision-making. - As part of the above mentioned initiative the CB has established an Annual Ethical Leadership Award for business in the regions we service. - The Department will offer a wider range of classes by non-traditional modes including web-based offerings. - The Department will be able to employ a more diverse group of faculty, including more woman and ethnic minorities.
The Department of Management had their first program review in 2007/08.
The following is a list of some of the major accomplishments of the department. The new department was formed at the end of Spring 2005/2006. Prior to that point there was one large Business Administration Department. Therefore the following consists of initiatives and accomplishments made by the former department as well as those resulting from actions of the new department. - Increase in academically qualified (AQ) faculty. This is the result of employment decisions with only AQ faculty being employed and with several current faculty obtaining AQ status. - Over the past five years we have taught large numbers of students without noticeable increases in resources. The department has the highest student to faculty ratio of any department in the college. - We teach three of the critical core classes in the BSBA Degree. Particularly the principles of management and principles of marketing classes are widely used by other programs as services courses. - We have been able to make some very good recruitment decisions. These new faculty will become the foundation of our program into the future. We have been able to recruit new faculty that have strong commitments to excellence in teaching while maintaining high quality and high volume research output. - Internships are a very important aspect of the learning experience of business administration students. As reported elsewhere in the report, the departments have been very successful at working with students to obtain these opportunities. During the period from Fall 2003 to Winter 2008, Business Administration had 329 students undertake internships. - The percentage of non-traditional students continues to increase with strong evidence that the department is meeting the needs of a progressively diverse student body. This is particularly the case for our westside centers. - Several new electives have been developed that have been very popular with students e.g. Sports Marketing. - There has been a substantial increase in the research productivity of the faculty from the department over the past five years. - Prior to the creation of the new department there was a heavy reliance on quarterly contract adjunct faculty to teach classes. Over the past two years there has been a new tenure-track position created and several new annual contract faculty positions. This has resulted in 19 full-time faculty covering about 19.5 FTE of teaching responsibilities. - The SHRM club began an annual alumni dinner. - Throughout the last five years both the SHRM and the MKT clubs have received recognition by their national bodies. - The department began a new speaker series at Ellensburg that aims in bringing in business leaders to reflect on their experience. - Continuing growth in resources to support faculty professional development. This has allowed faculty to be able to attend multiple development opportunities each year.
There are a number of important challenges for the department over the coming years. The following are some of the critical challenges. - There is a growing demand for on-line courses. As noted elsewhere in this report, the department has offered some web-based courses and in every instance these are very popular with students. However, there is also a powerful argument that our strength is in face-to-face instruction, with small classes taught by a professor and not a graduate student. These competing modes need to be reconciled in a way that benefits students while building on our strengths as a program. - While our offerings of classes have been relatively stable, there are obvious benefits for students and faculty if we could plan our schedule of classes one or two years in advance. - The department has yet to develop a unique sense of purpose or direction separate from that determined by the old Business Administration Department. While the CB has a clearly articulated strategic plan there is an opportunity for the department to plan how it will support the broad plan while building on its unique strengths. - There are several constituent groups in the region that the department and the college have yet to establish a meaningful working relationship. In particular the agricultural industry, the wine industry and the Hispanic-owned businesses. The faculty in the department have skills and expertise that could benefit these industries. - Over recent years, there has been a steady increase in the number of Hispanic students in the CB. In the majority of cases these are first generation students who would benefit from programs, initiatives and mentors tailored to their particular needs. - While a number of new appointments have been made in recent years, the impact of these appointments is that there is a high level of salary compression and in some cases salary inversion. We currently have the situation in which Assistant Professors are being brought in on salaries equal to or greater than Associate Professor salaries. - Even with the above mentioned salary problems we still face problems with salary competitiveness. While other conditions such as teaching loads, research expectations, and professional development support are competitive, salaries continue to be a problem. On a regular basis we have candidates for positions indicate salary expectations well above what we have been paying. - Developing new principles of management and principles of marketing classes for non-business majors and new classes for business students creates some opportunities for innovation but also challenges. These classes need to be different while ensuring both groups are introduced to the major concepts and issues in these disciplines.
BSBA Major Knowledge-based Outcomes a)Foundation Knowledge Accounting, behavioral science, economics, and mathematics and statistics form the foundation of our students’ business knowledge. CWU students are required to take several of these courses as part of their General Education requirements, and courses within all of these areas are required of our business administration majors. Table 2 summarizes our students’ coverage of the foundations areas. The foundation knowledge areas are described briefly below. Foundation Knowledge in Accounting. Business administration majors are required to take two accounting courses: ACCT 251 (Accounting I) and ACCT 252 (Accounting II). Foundation Knowledge in Behavioral Science. The university-wide breadth requirements contain a social and behavioral sciences component, and students are required to take at least one course in the human adaptations and behavior category. This requirement provides all CWU students with exposure to behavioral science. In addition, all students pursuing the business administration major must complete MGT 380 (Organizational Management) and MKT 360 (Principles of Marketing), where students are introduced to various aspects to the human behavior. Foundation Knowledge in Economics. All CB students are required to take two courses in economics: ECON 201 (Principles of Economics Micro) and ECON 202 (Principles of Economics Macro). These provide a firm foundation for our majors to understand economic issues, a critical component for understanding business. Foundation Knowledge in Mathematics and Statistics. All students within the university must complete the general education requirements that include: one five credit math class and a second math class may be used to fulfill another basic skills requirement. Additionally, all CB majors have preadmission requirements that include BUS 221 (Introductory Business Statistics) and Math 153 (Pre-Calculus Mathematics) or higher. b)Business Administration Key Perspectives Table 3 lists the set of core courses for the BSBA, and the extent to which each of the key perspectives are covered in the curricula. The symbol ++ indicates a key perspective receives significant coverage in a class, such as a key portion of a chapter or a key idea that is presented multiple times throughout the course. The symbol + indicates a key perspective is definitely addressed in the course, but does not receive recurring attention. A blank space indicates the key perspective either is addressed only briefly or not at all in that that particular course.
Assessing Core Business Administration Knowledge The method used to assess graduating student’s understanding of the core business administration knowledge is the ETS field exam. Following a successful pilot test during Fall Quarter 2002, the CB adopted the ETS Field Examination for Business. Excepting economics majors, the examination currently is administered to senior-level CB majors as part of MGT 489-Strategic Management, an end-of-program capstone course. In order to create a more level playing testing situation, the prerequisites to MGT 489 are now strictly enforced. The CB has participated for several terms in which two sets of national norms are available from ETS (2003-2005 and August 2006-December 2006). During those two time periods, CB had 625 students participating in the assessment program. During the 2003-2005 time period, the nationally-normed comparison data was based on 513 institutions with 109,982 individuals. For the August 2006-December 2006 time period, 181 institutions and 8,986 students participated. The data reveals that CWU has scored consistently higher than the nationally-normed data. They also provide a starting point from which to assess future improvements. Beginning Summer 2005, in order to confirm consistent quality across the three sites, the ETS major field exam results were recorded by location: Ellensburg, Des Moines, or Lynnwood. In nine quarters starting in Summer 2005, across 21 classes, Ellensburg campus, with 575 test takers, has had a grand average of 159. Des Moines, with 238 test takers over 10 sections had a grand average of 156 and Lynnwood, with 381 test takers over 13 sections had a grand average of 157. The ETS Field Exam in Business also provides valuable student performance information in eight specific functional areas of business. Seeing no real actionable differences between the three locations of test administration in terms of overall scores, the scores for Ellensburg, Des Moines, and Lynnwood are collapsed across campus in the following discussion of the functional areas of business and effective Winter 2008, the scores will be reported by major as well as location. As revealed in following tables, CWU students consistently perform better in the more quantitative areas of business—accounting, finance, economics, and business analysis. Beginning in the latter part of the Summer 2006, ETS added to the exam the new functional area of Information Systems. Actions Taken as a Result of ETS Exams In January 2008, several major changes were made to the BSBA curriculum to address concerns highlighted in the ETS exam results. In particular, the above results from the ETS exams indicated that while CB students did consistently very well in the quantitative areas, the results were less impressive for the more qualitative areas (management, marketing etc). Although, over all students performed well in the exam, there was a noticeable variance between the quantitative and qualitative discipline results. Unlike the quantitative subjects, the marketing, management and human resource management classes had large numbers of non-business students. In fact the principles courses for each of these disciplines are widely used as service courses for other programs and are also used by many non-business students as general electives. It is not unusual for an excess of 50% of students in a particular class to be from outside the CB. These non-business students typically will not have taken the preadmission classes required for admittance to the CB. As noted above, these preadmission classes provide the foundation knowledge in the key areas of accounting, economics, mathematics and statistics, and business law. Therefore the non-business students are likely to be ‘less prepared’ than business majors. Not only are there large numbers of non-business majors in the core and principle classes but most of the management, marketing, and human resource management classes were open to any student. This did provide options for non-business students but also meant that instructors had to create curriculum that suited students that did not have the foundation business knowledge. To ensure that all our courses offered by the department involved the appropriate level of academic rigor the following curriculum changes have been introduced for the 2008/2008 academic year. Value-based Outcomes The President has funded an initiative that aims to systematically integrate business ethics across the whole CB curriculum (2007/08 Spheres of Distinction). This is an ambitious program modeled on successful efforts at other institutions. The following outlines the major goals of the project. As a result of new curriculum introduced across the business core, all CB majors will: -Appreciate the ethical implications of managerial decision-making; including recognition of the difference between acting legally and acting ethically, -Understand the major conceptual foundations of ‘ethical thinking’; while recognizing students existing value-system, -Be able to evaluate ethical alternatives using an analytical decision-making tool, -Be provided with opportunities to consider ethical dilemmas in classes across the business curriculum (based on Aristotle’s notion of ‘virtue and character development’ through cultivating the habit of ethical behavior), particularly emphasizing ethical issues that are likely to be faced in the early stages of their career. As a result of several initiatives to be introduced within the next two years, the CB will: -Encourage ethical behavior in organizations within the state of Washington, -Provide various opportunities to engage the business community in a dialog on business ethical and corporate social responsibility, such as an annual speaker series and other public events, -Develop an ‘Annual Leadership in Business Ethics Award’ to provide public acknowledgment for outstanding ethical behavior, this award will be in partnership with corporate sponsors. CB students will be involved in the assessment of organizations nominated for this award. Data Collected All faculty in the CB were surveyed in late 2006 to assess whether or not they incorporate issues of business ethics into their curriculum. The survey asked respondents to indicate the reasons that they do or don’t consider these issues, and if they do address business ethics how do they accomplish that goal. For those who don’t address ethics they were asked to consider what would be required for them to introduce ethics into their curriculum. Major results from the survey included a modest minority who believed that ethical behavior cannot be taught (15% of the total number of respondents). Other concerns related to not enough time and insufficient training. With regard to the respondents who indicated that they use ethics in their curriculum, these faculty tended to use the ethics material available from the textbook, although they were generally not averse to going outside the textbook to find and apply external material, nor were they averse to including ethics as a theme throughout their courses. Thus, among those faculty who covered ethics material in their curricula, content was drawn from a wide range of sources. A final result is that the faculty preferred training sessions on teaching ethics over release time, financial reward, and reduction of other curriculum requirements. As part of the business ethics across the curriculum initiative the department will introduce a pre and post assessment of student’s comprehension of the ethical dimensions of managerial decision-making. The pre-test will occur at the stage when students are first introduced to the ‘ethical decision-making model’. When this model is used in each of the business administration core classes students can be assessed on this ability to apply ‘ethical thinking’ to discipline specific issues. The official post-test will occur in the capstone class MGT 489. Timetable for the Initiative The major conceptual foundations will be introduced to CB students in the: 1.Introductory Business Law class (BUS 241). A ‘200 level’ preadmission class for all CB majors. 2.A special on-line training program that introduces students to the material and tests their knowledge. All transfer students who have not taken the Introductory Business Law class at CWU will be required to undertake this module in their first quarter at CWU. Satisfactory completion of this module is required to enroll in their 2nd quarter in the CB. A booklet will be developed and trialed with students during Winter and Spring 2008. They will need to keep the booklet and it will be used in each of the core business courses. The booklet will provide: -an introduction to the subject area, -an overview of the major conceptual foundations (various alternative ethical viewpoints), -an analytical tool that students can use to assess the impact on various stakeholders of managerial decisions. The tool will allow students to consider the implications of the ethical approach they adopt. The tool allows students to consider several different possible approaches, -links to various material that will assist with ethical decision-making, e.g. the Ethics Code of their professional association, -a description of the Code of Ethics of CWU and the CB Student Code of Conduct. The initiative will be formally trialed in Fall 2008 and rolled out to all students by Spring 2009.
J. Anderson uses movies in both MGT 380 and MGT 483 classes as case studies for discussion/written work. Some of the case study discussions will be guided by students rather than the instructor. She also has a few role-playing exercises that were created for feedback delivery, interviews, and running meetings that are used in MGT 380 classes. G. Cant uses a ‘student-centered learning’ pedagogy in several classes. A major element of this approach is a requirement that students undertake particular activities prior to coming to class e.g. answer questions associated with a case study. They are then required to discuss their insights with other students in groups and with the whole class. In a personal journal, students need to record their initial learning as well as the additional insight gained through class interactions. Challenging their initial ideas through class discussions is the essence of this approach. The journals form part of their assessment. J. Avey includes an assessment that uses the practice PHR exam twice (Time 1 and Time 2- compare mean differences). J. Avey has students prepare HRM informational projects that go out to professionals via web. In the Business and Society class, G. Cant has groups of students develop a case study on ethics or social responsibility and then facilitate the whole class undertaking the case. G. Coetzer uses a process called a skill development team in MGT 482. He creates an even number of student teams then the teams are paired (team members then identify someone in the other team to be their learning partner). Teams then work on various exercises while being videotaped and observed by their learning partners. When the exercises are over they spend time with their learning partner receiving and processing feedback. Both the team member and the learning partner also have an opportunity to view the videotape later as a way to confirm and deepen their understanding of things that happened during the team experience. N. Graber Pigeon uses a pre-chapter quiz for each chapter in Business Law. The intent is that if students have read the material, they will do well (the quiz is not graded). If they have not read the chapter, it is an overview and gives me a chance to discuss important points within the chapter. After the quiz, we go over it, students ask questions, etc. Then we head into the chapter. N. Graber Pigeon uses an oral jeopardy style final exam which is cumulative in HRM 479 and students earn fake money which then translates into points and a grade. The individual students answer the questions orally which puts a fair amount of peer pressure on them not to sound inadequate in front of their peers. They tend to study together as well which helps them all. Evidence other than Student Evaluation of Instruction (SEOI) that is gathered and used in the department to evaluate the effectiveness of instruction? Several faculty use their own informal or structured student feedback tools. For example, Jennifer Anderson uses a mid-quarter evaluation form she created to get student feedback on course content delivery. Other approaches included attending another instructors class to provide feedback and offer suggestions for improvement. The department chair arranges to attend and observe all new faculty in the first quarter they are appointed. Verbal feedback is provided and if necessary new faculty will be paired up with a mentor to assist them improve the quality of their instruction. As mentioned elsewhere, the department also uses information gained from the Alumni survey and from the ETS field exam to assess the quality of instruction.
Distance education technology used for instruction. 1.Synchronous As indicated in Table 29 the department offers a wide array of DE classes to our three east-side locations: Yakima, Wenatchee, and Moses Lake. There are also limited offerings of DE classes between our two west-side centers, Lynnwood and Des Moines, and between Ellensburg and the west-side centers. 2.Online The department regularly offers a small number of on-line classes (note Table 29 below). During 2007/08, the department has been working on creating a policy on ‘parameters of on-line offerings’. This policy will address issues such as any requirements for ‘attendance in person’ to alleviate concerns about who is undertaking the work.
Distance education technology used for instruction. 1.Synchronous As indicated in Table 29 the department offers a wide array of DE classes to our three east-side locations: Yakima, Wenatchee, and Moses Lake. There are also limited offerings of DE classes between our two west-side centers, Lynnwood and Des Moines, and between Ellensburg and the west-side centers. 2.Online The department regularly offers a small number of on-line classes (note Table 29 below). During 2007/08, the department has been working on creating a policy on ‘parameters of on-line offerings’. This policy will address issues such as any requirements for ‘attendance in person’ to alleviate concerns about who is undertaking the work.
Students desiring the BS Business Administration degree must earn at least a 2.25 GPA in their major coursework and a 2.25 in their upper-division coursework, in addition to the university’s GPA requirement of no less than 2.0 overall. In spring 2005, the Department of Business Administration voted to raise the preadmission coursework minimum grade point requirement to 2.50. This increase from the CB standard of 2.25 was implemented in an effort to improve the quality of students graduating as business administration majors. We found that students with a preadmission GPA below 2.50 tended to expend more CB resources in three ways: -by repeating coursework numerous times until a satisfactory grade was achieved -by requiring extensive advisement both by the faculty and by the Pre-Major Advising Center and -by not graduating despite the best of efforts of faculty to work with them. All full-time faculty in the department take on the role of advising students. This is part of the standard instructional responsibilities of faculty; tenure, tenure-track and annual contract faculty.
Student services offered through the department Student Clubs Department of Management faculty have actively involved faculty in four student clubs; SHRM, Market Club, Alpha Kappa Psi, and Business Club. Students from the department are also involved in the Exito Conocimiento Oportunidad club. The following is a description of these clubs and the level of faculty involvement. Society for Human Resource Management The Society for Human Resource Management's student program was created in 1965 to promote mutually beneficial interaction between HRM students and practitioners. Membership offers students the opportunity to supplement their classroom education with real-world knowledge and hands-on experience. The SHRM® student membership program now includes over 430 affiliated student chapters and nearly 11,000 student members. Central Washington University formed its current chapter in 1990 and by 1994 was rated as one of the top 10 chapters in the nation according to the SHRM Merit Award Program. CWU has maintained that rating for every year since 1994. Each year brings a new and varied set of activities and events. The following are representative of any given year’s activities: -Schedule 12 to 14 speakers -Conduct 2-4 workshops or seminars -Attend numerous professional SHRM chapters throughout Washington -Place students in internships -Coordinate and connect professional HR mentors with students -Attend regional conference or sponsor same -Attend national conference -Compete in HR games -Award Paradigm Breakers Award -Coordinate HR scholarships -Conduct professional clothing drive -Coordinate Support Our Troops with hydration drinks drive -Attend student conference -Develop MBO statements -Hold new elections -Volunteer at professional chapter meetings -Attend HR Day on the Hill -Attend Legislative Law Conference -Attend HR Job Conference -Conduct annual alumni golf tournament -Donate to SHRM Foundation -Hold Awards BBQ The advisors spend numerous hours on a weekly basis interacting with the students and generally overseeing each of the above activities. All activities must have advisor approval and normally the advisors are in attendance as well as the students. All monetary expenditures must be approved by the advisors prior to encumbrance. All fundraisers involve the active support of the advisors. Advisors serve as mentors to the most active SHRM members—normally the officers and committee members. Advisors regularly speak at chapter functions, host students for various dinners and bar be ques, transport students to activities, hold after hour’s preparation and training for HR game participation as well as helping prepare students to sit for and pass the HR Certification Institute’s (HRCI) professional level certification. American Marketing Association The CWU Marketing Club is a student run club that is affiliated/registered with the American Marketing Association. Each year brings a new and varied set of activities and events. The following are representative of any given year’s activities: -Schedule 6 to 8 speakers a year -Co-ordinate networking opportunities with marketing professionals -Enable internship placements where possible -Attend annual AMA student chapter conference in New Orleans. -Compete in annual AMA games -Coordinate club fundraising activities -Hold annual elections to appoint officers -Conduct annual club field trips The advisors spend time interacting with the students and generally overseeing the above activities. All activities must have advisor approval and normally an advisor is in attendance as well as the students. All monetary expenditures must be approved by the advisors prior to encumbrance. All fundraisers involve the active support of the advisors. Alpha Kappa Psi Alpha Kappa Psi is a national leadership fraternity with the following mission statement: Developing well-trained, ethical, skilled, resourceful, experienced business leaders. The CWU chapter of Alpha Kappa Psi was founded on May 12, 1979. It belongs to one of fourteen AKPsi regions, the Northwest Region. The current active chapter size is 33 members. AKPsi is involved in the following activities: -Fundraising: one social event every quarter, as well as other events such as manning the coffee station at a highway rest stop and a 3-on-3 basketball tournament, -Social events: annual alumni spring (homecoming) weekend, a ski trip, and numerous informal events throughout the year’, -Philanthropic events: adopt-a-highway, a halloween event for children on campus, and numerous additional events, -Guest Speakers: approximately 8 guest speakers arranged to speak on campus per year, most advertised to the public, -Weekly meetings: executive meeting and general board meeting. AKPsi's faculty advisors attend the general board meeting, provide advice to the executives, and generally oversee the above activities. All activities must have advisor approval and occasionally an advisor is in attendance as well as the students. Business Club (Des Moines Center) This club is operated by Prof Nixon and works with the Accounting Club. They organize guest speakers, social events and opportunities to connect to business professionals. The level of involvement varies from year to year dependent on which student leaders are available. It has been suggested that the Business Club and the Accounting Club may merge. Exito Conocimiento Oportunidad
Data provided by Instructional Research and other appropriate offices.
Library and Database Resources. In addition to traditional library book and document holdings, the CWU library allows student and faculty access to over 60 on-line databases and over 9,000 full text periodicals. Access is mostly available from any location, on campus or remote. An “Internet Resources” portal, accessible from the library home page, provides an easy launching point from which to navigate to many of these on-line resources. On the main campus, a micro-format collection and subscriptions to more than 1,900 current journal print titles are available to all users. Access to library materials is greatly expanded through the university’s participation in the Orbis Cascade Alliance, a consortium that combines the information from Pacific Northwest academic libraries into a single unified database.
All of the classrooms in Shaw Smyser are “technology enabled” with computers, data and video projectors, network/internet connections, TV/DVD and satellite access to CNN and CNBC. Faculty competition for “technology enabled” classrooms is very active, leading to utilization of the some of the rooms from the 7:00 a.m. hour through the 10:00 p.m. hour. At CWU-Lynnwood, the college shares facilities with Edmonds Community college in Snoqualmie Hall, a state-of-the-art facility completed in 2003. Seventeen of the classrooms in Snoqualmie Hall are “technology enabled.” Of the seventeen rooms, two are distance education enabled and two others are computer labs. At the new CWU-Des Moines facility all classrooms are technology enabled.
CB faculty participate in library acquisitions with each CB department assigning a library representative. The library assigns a subject area librarian to assist students and faculty in the CB.
The departmental governance system is based on the traditional model of collective responsibility. The Department Chairman has a range of prescribed responsibilities associated with student approvals, determining teaching schedules, maintaining departmental finances, ensuring the BSBA program and the Business Administration Minor suits the needs of the institution, community, students and faculty, and ensuring compliance with University, CB and Department policies and procedures. There are also particular responsibilities associated with determining annual faculty workloads, reappointment, tenure, promotion and post-tenure review. These responsibilities derive from issues covered by CWU CBA. To determine departmental policies and procedures, the model used begins with issues or ideas proposed by the Department Chair, a department committee, an individual faculty member, or a group of faculty. The issue will be discussed in a department meeting, either face-to-face meeting or via DE, and a collective decision determined. In most cases there is no need to vote, but rather consensus is reached. For some controversial issues a vote will be held. For many issues the Department of Management has adopted the policies and practices of the former Business Administration Department.
The Department of Management faculty, staff and students enjoy beautiful facilities at all program locations. Significant improvements of the physical facilities have been completed at all CB program sites in recent years. Shaw-Smyser Hall. An extensive remodeling of Shaw-Smyser Hall, home of the College of Business at the main campus in Ellensburg, was completed in 1994. The facility houses the Departments of Accounting, Economics, Finance & OSC, and Management and the Office of the Dean. The present configuration includes 13 classrooms and 6 computer labs. Of the 13 classrooms, all are fully “technology enabled.” The seating capacity of the classrooms ranges from 25 to 109. Snoqualmie Hall. CWU-Lynnwood, moved into a newly completed 51,000 square-foot building on the Edmonds Community college campus in 2003. The design and construction of Snoqualmie Hall included state of the art instructional technology. Each classroom in the new facility is equipped with the latest in computer-controlled screens, lights and LCD projectors. This technology was not available at previous locations. CWU-Lynnwood students can pursue bachelor’s degrees in Business Administration and Accounting, after completing two-year transfer degrees. Other business-related programs offered include the MPA, a certificate in supply chain management, and minors in Business Administration and Economics. CWU-Lynnwood had previously been located in six different temporary locations over the last 30 years. Higher Education Center. CWU-Des Moines has replaced CWU-SeaTac. This facility is co-located on the Highline Community college campus. This facility was fully occupied in Spring Quarter 2005 and includes the latest instructional technologies. The College of Business accounts for approximately 40% of the annual average full-time equivalent students (FTES) served by the university at CWU-Des Moines. With the exception of the MPA, the program offerings are identical to those at CWU-Lynnwood.
Student Computing Facilities. Nearly all business courses on the main campus in Ellensburg are taught in Shaw-Smyser Hall. Within Shaw-Smyser, there are six computer labs and a total of 168 computers available for students. In 13 other buildings across the Ellensburg campus, there are an additional 400+ computers available in a total of 21 computer labs. At CWU-Lynnwood, located on the campus of Edmonds Community college, there are two student computer labs each housing 31 computers. The CWU-Des Moines site, located on the campus of Highline Community College, also has two student computer labs with a total of 44 computers. (See Table 43 for locations, hours, and computer types.) Software available in the labs includes the Microsoft Office suite, SPSS, business simulation programs, and web design software. Upon enrollment, every student at CWU is given an e-mail account and network storage for a personal web page. Distance Education Resources. The CWU Ellensburg campus has several classrooms that are capable of originating and receiving interactive video classes. One of these classrooms is in Shaw-Smyser. Others are in the Science Building (2), Library and Black Hall (2). CWU-Lynnwood has two classrooms and a small conference room equipped with this technology. The new CWU-Des Moines facility has 5 classrooms equipped with DE equipment. With this technology, students and faculty can interactively conduct classes even though the instructor may be in Lynnwood and students in Ellensburg. Other centers in central Washington receive selected courses for place-bound students, but do not offer degree programs. These sites are in Yakima, Wenatchee, and Moses Lake.