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Management Learning Goals

Management

Students completing a Ph.D. in the Business Specialization of Management will:

1. Quantitative Skills: Students need to effectively use quantitative methods to be able to structure their research question in a form that leads to an effective analysis.

Assessment: This is assessed in each of Management and Statistics classes.

Learning opportunities: Students must become familiar with at least one statistical package; SPSS is the academic standard in the field. This package will be included in their statistics classes.

Required courses: STAT 70500 Multivariate Statistical Methods; STAT 70600 Applied Discrete Multivariate Analysis; STAT 88000 Research Seminar in Quantitative Methods (Selective topics as needed). BUS 88500 Research Methods I; BUS 88600 Research Methods II (Research methods class requirement can also be fulfilled with PSY 70310 and PSY 70320).

2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They also need to be able to teach and deliver their ideas.

Assessment: The Second examination requires a public presentation of their research. Each Management doctoral seminar has a requirement that students present research papers under discussion. The First Examination (Oral Examination) requires students to answer questions posed by the faculty on topics covered in their Management doctoral seminars.

Required courses: BUS 87201 Seminar in Organizational Theory I; BUS 87401 Seminar in Organizational Behavior I ; MGT 74300 Strategic Management 1

3. Analytic Skills:  Students need to be able to critically evaluate current research. They need to be able to link theories in the discipline. They need to identify the strengths and weaknesses of the current research.

Assessment: The First Examination. This comprehensive examination covers all of the Management courses the students have taken. Part I is the written part that tests these components.

Required courses: BUS 87201 Seminar in Organizational Theory I; BUS 87700 Behavioral Science Foundation I; MGT 74300 Strategic Management 1

4.  Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature in Management. In addition they need to have expertise in the appropriate related support discipline. They need to able to initiate and complete research projects using well-tested and reasoned research methods.

Assessment: The First Examination. This comprehensive examination covers all of the Management courses the students have taken. Part I is the written part that tests these components.

Required courses: BUS 87201 Seminar in Organizational Theory I; BUS 87700 Behavioral Science Foundation I; MGT 74300 Strategic Management 1

5.  Ethical Awareness:  Students should be aware of ethical considerations when they are conducting research and/or teaching in the classroom

Assessment: Student must pass Baruch College IRB training.

Learning opportunities: Baruch offers training in IRB requirements. Annual seminar conducted on Ethical conduct required of faculty members.

Business Learning Goals for the Dissertation:

These are our professional development goals to prepare candidates to become professionals in their discipline:

Management: The objective of the dissertation in the PhD program in Business – Accounting specialization is to hone the candidate’s skills through original research and investigation. The document must be academically sound and of such quality that it is deemed publishable in one of the top 10 journals in the field. The student must be able to publically defend their research. The committee can thus assess the technical competence as well as the communications skills of the candidate. The specialization hopes that the document serves as the basis for a research agenda for the candidate’s first academic position.

The program’s five learning goals related to academic competency and professional conduct in conducting academic research apply to the dissertation:

  1. Methodological Skills:  Students need to successfully use appropriate methods to structure and investigate their research question in a form that leads to an effective analysis.
  2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They must also be capable of teaching and delivering their ideas.
  3. Analytic Skills:  Students need to be able to critically evaluate current research. They must possess the ability to link theories in the discipline. They must develop a critical eye to identify the strengths and weaknesses of the current research.
  4. Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature Marketing. In addition, they must have expertise in the appropriate related support discipline. They must demonstrate the ability to initiate and to complete research projects using well-tested and reasoned research methods.
  5. Ethical Awareness: Students need to appreciate how that ethical standards need to be followed in conducting their research.

Dissertation:

How the program helps the student achieve these goals:

The dissertation is a multi-stage process. The idea for the dissertation generally emanates from one of the following sources. The student can come up with the idea for original research as an extension of their first examination, working as a research assistant with faculty, a doctoral seminar or independent of these events. Once the student starts to narrow his or her research area, the student formulates an idea and generates a formal proposal. This is given to a doctoral-qualified member of the faculty of the student’s choosing who advises the student on shepherding their idea towards a dissertation proposal.

Dissertation Proposal:

The program requires a public dissertation proposal defense (this governance is independent of CUNY Graduate Center requirements). The proposal is a formal statement or contract of what work the student intends to complete. After the proposal defense, all of the committee’s pertinent comments are given to the candidate, establishing what is required for the final dissertation. Prior to a formal dissertation proposal, students often present their ideas in workshops or academic conferences.

Assessment:

  1. Methodological and Analytic Skills and Intellectual Competence in the Field.
    1. Feedback is provided during the public defense of the dissertation proposal. These comments are incorporated into the final dissertation defense. The Business program insists that one member of the dissertation committee comes from outside the candidate’s department. Often this faculty member is from outside of CUNY. This further ensures the academic integrity of the process and can provide an independent assessment.
  2. Communications:
    1. As part of the student presentations, time is devoted to improving the slides and supporting material to be used when the paper is formally presented at academic meetings. Almost all of the students have a pre-proposal presentation.
    2. During the formal proposal students are given feedback on their work.
  3. Ethical Awareness:
    1. The student must complete the ethics requirements of the Graduate Center. If there are human subjects as part of the dissertation, all approvals by the Baruch College IRB must be included.

Dissertation Final Defense:

  1. The final defense is open to the public and the student presents the results of their research based on the fulfillment of the dissertation proposal. The evaluation is a similar to the proposal.

Business: Management Specialization:

These are our professional development goals to prepare to be professionals in their discipline:

Management: The objective of the PhD program in Business – Management Specialization is to prepare students for their future as academics in management, including the sub-disciplines of entrepreneurship, organizational behavior, and strategy. This consists of two important components: research and teaching.

The program’s four (4) learning goals related to academic competency are as follows (the fifth learning goal of ethical awareness we will discuss separately):

  1. Quantitative Skills:  Students need to successfully use quantitative methods to structure their research question in a form that leads to an effective analysis.
  2. Communications:  Students need to be able to effectively convey their ideas in writing and speech to the academic community. They must also be capable of teaching and delivering their ideas.
  3. Analytic Skills:  Students need to be able to critically evaluate research. They must possess the ability to link theories in the discipline. They must develop a critical eye to identify the strengths and weaknesses of the current research.
  4. Intellectual Competence in a Field of Study:  Students need to be familiar with the relevant literature in Management. In addition, they must have expertise in an appropriate related sub-discipline (entrepreneurship, organizational behavior, or strategy). They must demonstrate the ability to initiate and to complete research projects using well-tested and reasoned research methods.

Research:

How the program helps the student achieve these goals:

  1. All first year students are assigned as research assistants to a faculty member. These assignments are grounded in the opportunity to fully participate in the research process, and to potentially result in a research paper and/or conference presentation. The faculty member is charged with assisting the student in developing the analytical and quantitative skills necessary for the specific research project.
  2. All students are assigned as research assistants during the summer. They submit monthly progress reports to the program coordinator and are encouraged to develop their own research ideas in pursuit if intellectual competence in their chosen field of study.
  3. There are approximately 3 research seminars per month for students and faculty to attend.
    1. Seminars keep students up to date with current working papers.
    2. Seminars provide a venue to hold a private session with students and the visiting faculty member and all the PhD students. This provides formal interaction with the leading academics in the field.
  4. We provide travel support for one conference for each student to continue to expand their exposure to the academic community and to share their own research.
  5. Students are invited to present in informal “brown bag” sessions each semester to faculty and other students. Students have the opportunity to practice giving talks similar in style to those delivered at major conferences, and also to receive feedback on their research.

Assessment:

  1. Quantitative and Analytic Skills and Intellectual Competence in the Field.
    1. Feedback is provided during the research paper presentations in regards to technical expertise.
  2. Communications:
    1. As part of the student presentations, time is devoted to improving the slides and supporting material that is to be used when the paper is formally presented at academic meetings.
  3. We keep records of all the discrete steps of the placement process: the number of interviews at academic meetings, the number of campus visits, the number of offers, and the final placement.
  4. We keep lists of doctoral student publications and presentations.
    1. We publish this on the Program Web Site and Alumni Newsletter.

Teaching:

How the program helps the student achieve these goals:

  1. A faculty member offers a series of teaching development workshops, which begins in the summer of their second year. These workshops encompass topics such as syllabus preparation, effective delivery of a lecture, learning styles, multiple methods of delivery, grading, and other relevant subjects. This faculty member also observes each student in their classroom during the first semester they teach to provide feedback.
  2. Prior to each term, a faculty member meets with all of the PhD students and reviews teaching strategies.
  3. Students are encouraged to participate in courses offered at the Graduate Center.

Assessment:

  1. Each semester there are faculty observations of the students teaching. (These are conducted for GTF and non-GTF students.) If there are deficiencies noted in the PhD student’s teaching, the following steps are taken:
    1. Private discussions are held to improve classroom performance.
    2. A second visit to the classroom is conducted.
    3. If applicable, accent reduction classes are recommended to students.
    4. Baruch conducts teaching evaluations in all classes and the results are discussed with students as required.

Ethics:

How the program helps the student achieve these goals:

1       At the orientation for doctoral students, a formal presentation is made by Baruch College on all aspects of “Harassment in the Workplace.”

2       A roundtable discussion on academic integrity in the classroom and in academic writing is offered bi-annually.

Assessment:

  1. Students take a mini-test during the “Harassment in the Workplace” seminar.

 

If you want to develop your own learning Goals, this is what I received from the Graduate Center

Graduate Center Instructions:

The next step in the assessment process is for each program to describe the goals they have for their students’ professional development, as well as the goals they have for their students relating to ethics.  To complete this next step, develop, along with a representative group of faculty and students, professional development goals and ethics goals. Please include a description of the proposal approval process, the mentoring process while the students is researching and writing, and how the final examining committee is constituted.

By October 15, 2011, please send the results of your efforts to Kara Eubanks at

keubanks@gc.cuny.edu in the form of:

1)     A description of your professional development goals and ethics goals.

2)     A short description of the process you used to create your program’s professional development and ethics goals.

3)     An indication of which of the program-level learning goals are linked to these goals.

One additional note: it has come to our attention through correspondence with several programs that in certain cases programs work with separate accrediting agencies and already have an assessment process in place.  If this is the case for your program, and you wish to submit your assessment information in a different format or timeline, please don’t hesitate to suggest the process that would be most convenient and efficient for your program.

 

 

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