Attract/Retain/Support Students - Increase Professional Development Opportunities (Student Non-Credit)

Baseline

2016 = 666 attendance (partial program, first year rollout) 2017 = 2819 attendance (first full year rollout)

Progress

2019 Status
Achieved
The TRACKS program continues to offer valuable programming for students that compliments their academic growth. Through TRACKS we're able to address some of the soft skills that prepare our Seidman graduates for success in the business world such as networking and business etiquette. We evaluated Suitable which was a next course of action identified in our 2018 reporting but determined that we should continue on the path of developing and administering our own program at this time. This reduces overhead costs for TRACKS and maximizes our ability to tailor the programming to fit the needs of Seidman students.

2018 Status
Achieved
Seidman continues to offer the TRACKS program to address student professional development needs. We lost our adjunct AP position which oversaw this program so responsibilities were distributed over the existing Seidman Student Services staff. 2018 = 1182 attendance; 2017 = 2819 attendance; 2016 = 666 attendance (partial program rollout)

Attract/Retain/Support Students - Coordinated Seidman Tutoring Support

Baseline

2019-20 will be the first full academic year we will have data on student usage

Progress

2019 Status
Substantial Progress
We accomplished a significant change in our Seidman tutoring offering starting with the fall 2019 semester. Changes include: - Moved all Seidman tutoring to the second floor tutoring lab which previously had housed only tutoring for the School of Accounting. - Outsourced management of Seidman tutoring to Brian Eikenhout in CLAS. This allows for consistency in hiring, training and measurement. - Increased communication to students regarding the Seidman tutoring offering namely through signage in the building and direct communication to students in targeted courses.

2018 Status
Substantial Progress
Usage data was gathered over winter 2018; a survey was administered to students and also to tutors in March 2018. A small team (Unit Heads from three academic units offering tutoring and Seidman Dean's) met to discuss the results and discuss options for addressing needs. Seidman Dean's met with GVSU tutoring leadership team to discuss collaboration efforts. Seidman has a strategic initiative team that will be working during winter 2019 to design changes to our tutoring offering to be implemented in fall 2019.

Attract/Retain/Support Students - Increase pathways for non-traditional students: Strengthen Community College Engagement The goal of this work is to identify administrative obstacles students transferring from community colleges to Seidman experience and work to mitigate those obstacles.

Baseline

2017 Data: Of the GRCC transfer students who transferred to GVSU between fall 2014 and winter 2017 and who were declared business majors when they started at GVSU, 41.1% had graduated from GVSU as a business major; 43.4% had graduated from GVSU as either a business or other major and 31.6% were still attending GVSU as a business (28.2%) or other major (3.4%).

Progress

2019 Status
Substantive Progress
Seidman staff and faculty continue to engage with CC business departments and engage in transfer events at area community colleges. Progress is being made with an articulation agreement between GRCC and Seidman College though it is slow going.

2018 Status
Substantive Progress
The team is progressing with building relationships with GRCC. They participated in six transfer student events with GRCC faculty and students during the winter 2018 semester. In fall 2018, the team participated in several transfer events at KCC, KVCC as well as GRCC. They continue to engage with business departments in area community colleges to understand the needs of transfer students and forge stronger linkages with GVSU. Seidman will now have representation on the Business Department Advisory Committee at GRCC.

Grow/Strengthen Engagement with Business and Community - Connect Academics with Seidman Business Centers

Baseline

Data for 2018 (CEI, VAGTC, FOBI, SBDC West Michigan and KBEI): # faculty collaborating with Seidman Centers (Research or Student Projects): 28 (duplicated number...a faculty may be collaborating with more than one Center) # students attending center events: 413 (duplicated number...a student may have attended more than one Center event) # classes where Center staff or reps are engaged in the classroom with Seidman students: 23

Progress

2019 Status
Substantial Progress
Seidman Centers continue to provide an invaluable source of interaction with the business community offering students, faculty and staff the opportunity for applied learning as well as community and academic impact. Over the past year, there has been an increase in direct engagement between the Centers and classroom learning at Seidman. An example is an SBDC data insights project which includes two student groups analyzing an SBDC dataset. Four Economics Department faculty are collaborating on this work. Additionally, there are an increasing number of cross connections being made within the Centers and the Seidman academic offering. For example, a member of the SBDC State office is serving on the VAGTC World Trade Week conference committee and members of other centers bring expertise to the College by serving on college committees such as the Strategic Planning Committee.

2018 Status
Minimal Progress
Data for 2018 (CEI, VAGTC, FOBI, SBDC West Michigan and KBEI): # faculty collaborating with Seidman Centers (Research or Student Projects): 28 (duplicated number...a faculty may be collaborating with more than one Center) # students attending center events: 413 (duplicated number...a student may have attended more than one Center event) # classes where Center staff or reps are engaged in the classroom with Seidman students: 23

Develop Distinctive Curriculum - Core Curriculum Review & Revision

Progress

2019 Status
Substantive Progress
Progress is slow but steady with the redefinition of the Seidman BBA core curriculum. Pilots expanded this year and lessons were learned that has informed our core offering in 2020-21. Trying to push ourselves to innovate and to think systemically about curriculum change in response to changing needs of business.

2018 Status
Substantive Progress
The task force is in the thick of determining how best to balance the desired components to integrate into a revised core curriculum. They have identified pilots with ethics and intro to business which will be offered during the 2019-20 academic year. The one credit BUS 380 pilot was successful and courses continue to be offered each semester as refinements continue.

Grow/Strengthen Engagement with Businesses & Community - Businesses

Baseline

While more work needs to be done to develop metrics to track engagement with the business community. An initial measure is the number of companies that recruit at our "Careers in _________" events which all of our academic units offer. The baseline for this measure is 2017 with 127 companies recruiting.

Progress

2019 Status
Substantive Progress
The Seidman strategic Planning Committee completed the first Seidman Balanced Scorecard in 2019 which included data related to Grow/Strengthen Engagement with Stakeholders. Key measures for this related to engagement with employers. We currently rely on GVSU Career Services to provide data for the scorecard. Little progress was made in 2019 to identify new data to help describe and substantiate progress with strengthening engagement with businesses and the community. This was due to a lack of capacity to take on this work.

2018 Status
Minimal Progress
During winter 2018, the Seidman Strategic Planning Committee gathered initial data on a number of possible measures for the Balanced Scorecard we are developing. Among these data is information about businesses recruiting Seidman students. We still need to determine our approach to gathering and reporting data on the number of companies recruiting by major and type. Working with Career Services, there are some data gathering and analysis data challenges with companies recruiting. For faculty serving on boards, this will need to be a manual review of Digital Measures data. We are still sorting through these challenges.

Increase Professional Development Opportunities - Scholarly Effort

Baseline

0 Teams

Progress

2017 Status
Achieved
Pilot research mentoring team completed their work with a successful outcome.

2016 Status
Minimal Progress
1 team began in 2016 and has been giving feedback on how to maintain the program

Increase Professional Development Opportunities - EMBA We must build our pipeline of faculty prepared to teach in the EMBA if we are to be successful growing this offering.

Baseline

12 faculty

Progress

2019 Status
Substantive Progress
Progress has been steady with our efforts to increase the number of faculty prepared to teach in our Executive MBA and Professional MBA programs. For 2019, we have 15 faculty who are prepared to teach or are teaching at this level. Additionally we have sent a subset of faculty to targeted professional development opportunities to enhance their preparation for teaching at the graduate level.

2018 Status
Minimal Progress
Our goal is to offer 1-2 workshops each academic year designed to help further develop our faculty pool for teaching in the EMBA program. For 2018, we did not offer a workshop but did make plans for one in Spring 2019 on the topic of Generation Z (up in coming graduate program students) and we are in the planning stages for a second PD experience on the topic of project-based learning. We have submitted an application for 7 Seidman early-career faculty along with 2 Brooks College faculty to attend the 2019 Project-Based Learning Institute at WPI. This group will be our guiding coalition to help advance PBL at Seidman both for undergraduate and graduate programs. The new faculty lines approved by the Provost in 2018 will focus on hiring faculty qualified to teach at the graduate level within Seidman. This is an important initiative to increase our capacity.

Develop Distinctive Curriculum & Attract/Retain/Support Students - Increase flexible scheduling options for students

Progress

2019 Status
Substantial Progress
The Professional MBA program is now offered fully as a hybrid program. This format has been successful and allows students greater flexibility in order to maintain full time jobs while pursuing their MBA. We continue to pilot new approaches in learning such as the ethics and MGT 268 class. In order to increase our capacity to offer more flexible scheduling options for students, we continue to encourage faculty to become certified to teach hybrid/online and also consider this need when hiring new faculty.

2018 Status
Substantial Progress
The redesigned Professional MBA launched in 2018 with a hybrid, cohort based delivery. We launched with two cohorts in the fall 2018 semester. A third cohort started late in 2018. Also in 2018 we had two EMBA2 cohorts active including the graduation at the end of the fall 2018 semester of our first EMBA2 cohort. We also have one Spectrum EMBA cohort active in 2018. The retirement of our Director of Executive Education programs combined with a failed search for his replacement, required that we push back the start of the next EMBA 2 cohort. We are also piloting and exploring additional delivery options within our undergraduate offering (e.g. MGT 268, ECO 210).

Develop Distinctive Curriculum - New MBA Program The MBA program was revamped to become a cohort based offering with a lock-step curriculum which ensures that they can complete their MBA in 22 months. Previous data suggested a significant range in completion times with some extending beyond six years. All courses are now delivered in a hybrid format which required development of all courses. The first graduates will complete in June 2020.

Baseline

0 MBA hybrid courses offered 48 fall starts (fall 2016)

Progress

2019 Status
Substantial Progress
The Professional MBA program has been well received and continues to increase enrollment with plans to go to two cohorts starting each fall and winter semester starting in 2020-21.

2018 Status
Substantial Progress
The redesigned MBA program was successfully launched in 2018. An effort to check and adjust the new program is underway and will be a focus in 2019.