1. education
2. graduate school
3. college

IACBE
International
Assembly
for
Collegiate
Business
Education
2015
April 14-17
Hyatt Regency
Baltimore
On the Inner Harbor
Baltimore · Maryland
USA
Proceedings of the
2015 Annual Conference
and Assembly Meeting
Trends and Challenges in Business Education
2015 IACBE Annual Conference and Assembly Meeting
Proceedings of the
2015 IACBE Annual Conference and Assembly Meeting
Trends and Challenges
in Business Education
14-17 April · 2015
Hyatt Regency Baltimore · On the Inner Harbor
Baltimore · Maryland · USA
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2015 IACBE Annual Conference and Assembly Meeting
TABLE OF CONTENTS
CONCURRENT SESSIONS ...................................................................................................................................... 1
Wednesday | April 15 | Concurrent Session 1 ......................................................................................................... 1
10:20 am – 11:00 am ................................................................................................................................................. 1
A Different Approach to the Strategic Planning Process of a School of Business: The Experiences of the FHR
School of Business ................................................................................................................................................... 1
Dave Abeleven, FHR School of Business, (Constellation C)
The Effectiveness of Instructional Techniques to Create Retainable Quantitative Skills ........................................ 1
Kathy Baughman and Wang Wei-Chung, Juniata College, (Constellation D)
Bridging the Employability Gap between the Academy and Industry: Best Practices in Addressing the Most
Important Qualities Employers Seek ....................................................................................................................... 1
Dana Benbow, David Perricone, and Cheryl Veronda, Centenary College, (Constellation E)
Admission Decision Factors in an MBA Program: Beyond the Quantitative ........................................................... 2
Edward F. French, Franklin Pierce University, (Constellation F)
Wednesday | April 15 | Concurrent Session 2 ......................................................................................................... 2
11:10 am – 11:50 am
Using Social Media Successfully in Business Courses .............................................................................................. 2
Steve Brewer, College of Saint Mary, (Constellation C)
Why Johnny Can’t Apply: Using Cognitive Psychology to Redesign a Business Statistics Course ........................... 2
Ronald R. Bruce, Gwynedd Mercy University, (Constellation D)
The New Face of Higher Education: Strategies That Enhance the Motivation and Success of Diverse Learners ... 3
Laurie Yates, Eastern Oregon University, (Constellation E)
The Importance and Process in Establishing a Research Culture in Teaching Institutions ..................................... 3
Eric Harter, Excelsior College, (Constellation F)
Wednesday | April 15 | Concurrent Session 3 ......................................................................................................... 4
1:30 pm – 2:10 pm
Competency-Based, Performance-Based, Direct Assessment: What’s in a Name? ................................................ 4
Beth Castiglia, Berkeley College, (Constellation C)
Transforming Business Education at a Traditional Liberal Arts Institution ............................................................. 4
Tingting (Rachel) Chung, Darlene Motley, and Charlotte Lott, Chatham University (Constellation D)
Measuring Program Objectives via Online Assessment .......................................................................................... 5
Julia Cronin-Gilmore and Tracy Gies, Bellevue University, (Constellation E)
The CAT’s Meow – A New Computerized Accounting Transactions Game ............................................................. 5
Susann Cuperus, Jennifer Fennewald, and Rhoda Sautner, University of Mary, (Constellation F)
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Online vs. Hybrid Learning Outcomes ..................................................................................................................... 6
Kenneth George, Concordia University Irvine, (Columbia)
Wednesday | April 15 | Concurrent Session 4 ......................................................................................................... 6
2:20 pm to 3:00 pm
Global Health Management Emerges as a Multinational Business/Clinical Model ................................................ 6
Joyce Eisel, Robert Kamkwalala, Charles Sykes, and Fara Zakery, Harris-Stowe State University
(Constellation C)
The Attitudes of Future Business and Engineering Professionals toward Participating in Continuing Education .. 7
Charles G. Ericksen, Montana Tech of the University of Montana, (Constellation D)
Does Student-Teacher Interaction Matter in Distance Education? ........................................................................ 7
Wayne Freeman and Douglas Glass, St. Andrews University, (Constellation E)
Competency-Based Education: Define, Design, Deliver!! ....................................................................................... 8
Robin Berenson, Scott Dolan, Teresa Ferrer, and Karl Lawrence, Excelsior College, (Constellation F)
Quality Assurance, Academic Benchmarking, and Continuous Improvement Solutions for Global Business
Education ................................................................................................................................................................ 8
Olin Oedekoven, Peregrine Academic Services, (Columbia)
Wednesday | April 15 | Concurrent Session 5 ......................................................................................................... 9
3:20 pm to 4:00 pm
Bridging the Employability Gap between Academia and Industry through Student Internships and Co-ops ........ 9
Lynda Fuller and Stephanie Narvell, Wilmington University, (Constellation C)
An Innovative Accreditation Journey into Quality Business Education .................................................................. 9
Bani Ghosh, Paul Szwed, and Kate McLaren, Massachusetts Maritime Academy, (Constellation D)
Tech-Savvy Cheating: New Insights into Honest Assessments ............................................................................... 9
Laura A. LeDoux, Esq., Concordia University-Irvine, (Constellation E)
Socially Responsible Leadership – Designing and Executing a Civic Engagement Project .................................... 10
Eileen Brownell, Sage College of Albany, (Constellation F)
Framing a Faculty-Driven Self-Study with the Essential Elements of Project Management ................................. 10
Julius Leary, Grantham University, (Columbia)
Wednesday | April 15 | Concurrent Session 6 ....................................................................................................... 11
4:10 pm – 4:50 pm
Using Faculty Learning Communities to Foster and Support Pedagogical Innovation and Professional
Development......................................................................................................................................................... 11
Nipoli Kamdar, California Maritime Academy, (Constellation C)
Design Thinking to Create Collaborative Learning Opportunities ......................................................................... 11
Staci Lugar Brettin, Indiana Institute of Technology, (Constellation D)
Internationalization of Undergraduate and Graduate Business Programs ........................................................... 12
Gita Maharaja and Archish Maharaja, Point Park University, (Constellation E)
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How to Think Like a Five-Year-Old ........................................................................................................................ 12
Jonna Myers, Southwestern Oklahoma State University, (Constellation F)
Lessons Learned in Preparing a Self-Study............................................................................................................ 13
Linda Cresap and Lori Willoughby, Minot State University, (Columbia)
Thursday | April 16 | Concurrent Session 7 ........................................................................................................... 13
10:20 am – 11:00 am
“New” Media is “Now” Media: Social Media Fundamentals for Business Educators ........................................... 13
Shaun Holloway, Association of College and University Housing Officers International, and JoAnna Williamson
and Gary Stroud, Franklin University, (Constellation C)
Integrating Critical Thinking into the Business Curriculum ................................................................................... 14
Linda L. Miles and Andrew T. Babyak, Chowan University, (Constellation D)
Creativity, Innovation, and Entrepreneurship in an Introductory Business Course .............................................. 14
Tim Muth, Florida Institute of Technology, (Constellation E)
A Personal Lecture Capture Solution: Lessons Learned ........................................................................................ 15
John S. Miko, Saint Francis University, (Constellation F)
Thursday | April 16 | Concurrent Session 8 ........................................................................................................... 15
11:10 am to 11:50 am
Bridging the Employability Gap between the Academy and Industry: Establishing Effective Business and
Industry Linkages .................................................................................................................................................. 15
Christine Cahill, St. Thomas Aquinas College, (Constellation C)
Tools that We Can Offer to Our Students and Assist Them to Become Better Citizens ....................................... 16
Hossein Noorian, Wentworth Institute of Technology, (Constellation D)
An Interdisciplinary Model: Cross-Discipline Integration of Technology into a Freshman Business Class ........... 16
Christian Ola, Joshua Chicarelli, and Neeley Lantz, Waynesburg University, (Constellation E)
Multi-Media Student Engagement: A Case-Study................................................................................................. 17
Jennifer Sader, Jean Kujawa, and Laura Ott, Lourdes University, (Constellation F)
Thursday | April 16 | Concurrent Session 9 ........................................................................................................... 17
1:30 pm to 2:10 pm
The Challenge of Effectively Infusing Ethics and Socially-Responsible Concepts in the Business Curriculum: A
Practical, Technology-Enhanced Model ................................................................................................................ 17
Heather Pfleger and Ralph Hoffman, Gwynedd Mercy University, (Constellation C)
Improving Student Engagement Using a Smartphone App .................................................................................. 18
Cathy A. Robb, Oakland City University, (Constellation D)
Student-Centered Marketing Education through Open Learning Resources and Web 2.0 Tools ........................ 18
Rosalyn J. Rufer, SUNY Empire State College, (Constellation E)
Should You Give Credit for Prior Learning? ........................................................................................................... 19
Rajeev Parikh, Mercyhurst University, (Constellation F)
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Thursday | April 16 | Concurrent Session 10 ......................................................................................................... 19
2:20 pm to 3:00 pm
How a Business Simulation Game Can Enhance Course Curricula ........................................................................ 19
Mark P. Stevens, Bellevue University, (Constellation C)
Knowing the Next Generation of University Students in the Dominican Republic through Social Networks ...... 20
Emmanuel Silvestre and Oliver Cruz, Instituto Tecnológico de Santo Domingo (INTEC), (Constellation D)
EPIC Learning: When Business Meets Physics ...................................................................................................... 20
Frederick Trilling, Wentworth Institute of Technology, (Constellation E)
Animated Whiteboards: Another Tool for the Flipped Classroom ....................................................................... 21
John L. Kachurick, Misericordia University, (Constellation F)
Thursday | April 16 | Concurrent Session 11 ......................................................................................................... 21
3:20 pm to 4:00 pm
Overcoming Doctoral Education Deficiencies ....................................................................................................... 21
Wendell Seaborne and Thomas Seiler, Franklin University, (Constellation C)
Assessing an Online Capstone Course: Finding Ways to Measure Significant Learning Outcomes ...................... 22
Ted J. Takamura, Eastern Oregon University, (Constellation D)
Critical Thinkers Wanted: Meeting the Challenge with Evidence-Based Practices ............................................... 22
Linda T. Thomas, Jena Shafai, and Dara Spivack, Bellevue University, (Constellation E)
Creating a Novel and Distinctive Learning Environment through Applications of Andragogy, Accelerated
Learning, and Cognitive Problem-Solving Theory ................................................................................................. 23
John R. Walker, Roberts Wesleyan College, (Constellation F)
Thursday | April 16 | Concurrent Session 12 ......................................................................................................... 23
4:10 pm to 4:50 pm
The Benefits of Blended Learning for the Changing Demographics in Higher Education ..................................... 23
Jolivette Wallace, Belhaven University, (Constellation C)
Students Rising to the Top with an Elevator Pitch ................................................................................................ 24
Luanne V. Westerling, Nichols College, (Constellation D)
B-Schools’ Duty to Their Graduates and Society: Developing Business School Graduates into 21 st-Century
Socially-Conscious Leaders.................................................................................................................................... 25
Ryan Butt, Lourdes University, (Constellation E)
The Effective Use of External Advisory Councils for Degree Program Development: The Nazareth College
Experience and Lessons Learned .......................................................................................................................... 25
Gerard R. Zappia, Joseph DaBoll-Lavoie, and Mark Weber, Nazareth College, (Constellation F)
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PLENARY SESSION ................................................................................................................................................ 27
Wednesday | April 15 ............................................................................................................................................. 27
8:30 am – 10:00 am
The IACBE’s New Expectations and Requirements for Quality Assurance, Outcomes Assessment, and
Reporting .............................................................................................................................................................. 27
Mr. Dennis Gash, President, IACBE, Dr. Phyllis Okrepkie, Director of Accreditation and Organizational
Advancement, IACBE, and Dr. Robert Hilton, Associate Director of Quality Assurance, IACBE, (Constellation C, D,
E, F)
SPECIAL ROUNDTABLE SESSIONS .................................................................................................................... 28
Wednesday | April 15 ............................................................................................................................................. 28
10:20 am – 11:00 am
IACBE Faculty Development in International Business-China Study Tour Roundtable ......................................... 28
Mr. Dennis Gash, President, IACBE, and Participants of the 2015 Tour, (Chesapeake A, B)
Wednesday | April 15 ............................................................................................................................................. 28
11:10 am – 11:50 am
Accounting Accreditation Roundtable .................................................................................................................. 28
Dr. Kristine Brands, Regis University and Chair of Accounting Accreditation Task Force, Dr. Phyllis Okrepkie,
Director of Accreditation and Organizational Advancement, IACBE, and Members of IACBE Accounting
Accreditation Task Force, (Chesapeake A, B)
Wednesday | April 15 ............................................................................................................................................. 28
4:30 pm – 5:30 pm
IACBE Prospective Member Roundtable ............................................................................................................... 28
Mr. Dennis Gash, President, IACBE, and Dr. Pamela Shay, Chair, IACBE Board of Directors, (President Room)
Thursday | April 16.................................................................................................................................................. 29
3:20 pm – 4:50 pm
Meet-the-Commissioners Roundtable .................................................................................................................. 29
Members of the IACBE Board of Commissioners, and Mr. Dennis Gash, President, IACBE, (Chesapeake A, B)
Friday | April 17....................................................................................................................................................... 29
8:30 am – 9:10 am
Trends and Challenges in Business Education Roundtable ................................................................................... 29
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, and Ms. Rochelle
Petway, Coordinator of Member Services and Development, IACBE, (Constellation F)
Friday | April 17....................................................................................................................................................... 30
9:20 am – 10:00 am
Doctoral Program Roundtable .............................................................................................................................. 30
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, (Constellation F)
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ACCREDITATION WORKSHOPS......................................................................................................................... 31
Friday | April 17....................................................................................................................................................... 31
8:30 am – 4:30 pm
Preparing an Effective Self-Study/Site Visit Preparation ...................................................................................... 31
Mr. Paul Mallette, Director of European Operations and International Development, IACBE, (Annapolis)
Developing a Comprehensive Outcomes Assessment Plan .................................................................................. 31
Mr. Dennis Gash, President, IACBE, (Columbia)
Friday | April 17....................................................................................................................................................... 31
8:30 am – 4:00 pm
Site-Visit Peer Reviewer Training .......................................................................................................................... 31
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE and Dr. Robert Hilton,
Associate Director of Quality Assurance, IACBE, (Frederick)
Friday | April 17....................................................................................................................................................... 32
8:30 am – 5:00 pm
Site-Visit Team Chair Training ............................................................................................................................... 32
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, and Dr. Robert Hilton,
Associate Director of Quality Assurance, IACBE, (Frederick)
STUDENT CASE-STUDY COMPETITION .......................................................................................................... 33
IACBE SPONSORS .................................................................................................................................................. 34
PREMIUM EXHIBITORS ....................................................................................................................................... 35
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CONCURRENT SESSIONS
Wednesday | April 15 | Concurrent Session 1
10:20 am – 11:00 am
A Different Approach to the Strategic Planning Process of a School of Business: The
Experiences of the FHR School of Business
Dave Abeleven, FHR School of Business, (Constellation C)
The presentation will focus on an alternative method for implementing a strategic planning process for a school of business. In
this presentation, experiences will be shared about the ways in which the FHR School of Business has approached this process
and in what ways the school was able to integrate the strategic planning process to be linked to and tracked on all levels of the
organization of the school. For this purpose, the school uses several methods such as the A3-planning model and EFQM.
The strategic planning process is a sequential set of analyses and choices that increases the likelihood that FHR and the School
of Business choose strategies that support their missions and enhance their sustainability.

The Effectiveness of Instructional Techniques to Create Retainable Quantitative Skills
Kathy Baughman and Wang Wei-Chung, Juniata College, (Constellation D)
Having been exposed to the business environment, we believe that the ability to do simple math calculations quickly without
the use of technology is a valuable skill. For example, it would be nearly impossible to use a calculator to check all the important
numbers in a large Excel model with many spreadsheets. In that case, spot-checking all of the important numbers using mental
mathematical skills becomes essential in order to save time and improve accuracy.
In order to help students improve their mental mathematical ability, instructional techniques were introduced in the
Quantitative Business Course to develop these skills. In this course, the use of calculators has been eliminated and additional
instructional time was incorporated to demonstrate mathematical techniques for solving problems quickly and without
technology. The course is divided into four modules, with the first module being a review of algebra and statistics. The
remaining three modules are dedicated to business problems such as taxes, insurance, payrolls, distribution of profit and loss,
discounts, markup and markdown, interest, present and maturity value.
Our study plans to focus on answering the following research questions: 1) does the change in instruction help students
improve their mental math skills; 2) do the improved skills transfer to other quantitative courses in the curriculum; and 3) do
student perceptions of their math abilities or attitudes toward math change after participation in this course.

Bridging the Employability Gap between the Academy and Industry: Best Practices in
Addressing the Most Important Qualities Employers Seek
Dana Benbow, David Perricone, and Cheryl Veronda, Centenary College, (Constellation E)
According to the National Association of Colleges and Employers (NACE) Job Outlook 2014 Spring Update survey, the number
one skill/quality for which college employers are looking is the ability to make decisions and solve problems.
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Wednesday | April 15 | Concurrent Session 1
10:20 am – 11:00 am (Cont’d)
In fact, the top four skills identified in the NACE survey are “soft” skills. The ability to communicate verbally with persons inside
and outside of the organization was ranked second; the ability to obtain and process information ranked third; while the ability
to plan, organize, and prioritize work came in fourth.
Are we effectively teaching these skills? What are the best ways to teach these skills? How can the acquisition of these skills
best be assessed? This presentation explores successful strategies for instilling these critical qualities, as well as assessing
student progress toward skill acquisition.

Admission Decision Factors in an MBA Program: Beyond the Quantitative
Edward F. French, Franklin Pierce University, (Constellation F)
Accreditors require that students admitted to a graduate program be likely to succeed. Success is often determined by a review
of quantitative measures such as undergraduate grade point average or GMAT scores, or both. This study seeks to find reasons
that support the admission of applicants despite a poor undergraduate performance. Older applicants with a record of
professional success and a longer time since undergraduate degree conferral were found to be associated with success in the
subject sample. This suggests the importance of developing an admissions process that takes into account broader measures of
those factors that indicate the likelihood of success.

Wednesday | April 15 | Concurrent Session 2
11:10 am – 11:50 am
Using Social Media Successfully in Business Courses
Steve Brewer, College of Saint Mary, (Constellation C)
Social media are often a distraction in the classroom, but they can also enhance student experience and may improve learning.
This presentation will review scholarly research on uses of popular social media in college courses, with a focus on results and
applications for business programs. The presenter will also discuss his own experiments with LinkedIn in marketing courses. The
presentation will conclude with attendees sharing their ideas, and a compiled list of those ideas can be emailed later to
attendees.

Why Johnny Can’t Apply: Using Cognitive Psychology to Redesign a Business Statistics
Course
Ronald R. Bruce, Gwynedd Mercy University, (Constellation D)
Faculty members in quantitative courses lament that their students are unable to apply the tools that are acquired in classes.
Students complain that the courses are uninteresting, difficult, and hard to relate to. This presentation will discuss the
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 2
11:10 am – 11:50 am (Cont’d)
implications of cognitive psychology to describe students’ difficulties in using statistical tools for authentic business situations
and will provide a blueprint for improvement.
Cognitive Apprenticeship is a philosophy of teaching and learning that seeks to blend situated cognition, apprenticeship
learning, and traditional schooling in a manner that will allow students to better apply the tools that they learn (Collins, Brown,
and Newman, 1989). It requires that learning situations be rooted in authentic tasks, much the same way as a craft apprentice
would learn to be a tailor, mason, or carpenter. Apprenticeships use expert modeling, coaching, scaffolding, fading, reflection,
articulation, and exploration to learn. Cognitive Apprenticeship provides a useful framework for applying constructivist
educational theories into practice.
This interactive presentation will provide attendees with evidence-based strategies that will make course content more
relevant and applicable for future business professionals. The presenter will guide attendees through a redesign of the business
statistics course based on Cognitive Apprenticeship principles and discuss the implications for other business courses.

The New Face of Higher Education: Strategies That Enhance the Motivation and
Success of Diverse Learners
Laurie Yates, Eastern Oregon University, (Constellation E)
Competency-based education (CBE) is a frequent higher education topic, but can mean many things. Some CBE definitions focus
on low-cost alternatives such as credit for prior learning and self-paced learning. Other definitions are driven by academic
quality and include curriculum design and clarity of assessment of learning. This presentation will provide some examples of
how different schools are implementing CBE using different definitions and approaches. These examples will be set within a
structure of how CBE was implemented at each school and the trade-offs that were (or are still to be) made. The presentation
will conclude with a multi-phase framework that might be considered if you are contemplating testing Competency-based
Education, possibly constrained by existing degree structures and student support systems.

The Importance and Process in Establishing a Research Culture in Teaching Institutions
Eric Harter, Excelsior College, (Constellation F)
Teaching institutions have frequently been commended for exemplary teaching and learning outcomes accomplishments. At
the same time however, the focus on teaching and learning outcomes can result in their valued faculty not materially
participating in research activities and the institution not focusing on promoting and embracing a research culture.
There is a balanced approach and process available for those teaching institutions who value and desire to integrate both
disciplines. A research culture and the related activities and accomplishments are critical to launching new programs, applying
for a level change, lowering attrition, attracting new and more qualified faculty, and ensuring professional development and
growth.
This presentation will outline a validated balanced approach, process, and tools to enable teaching institutions to become more
competitive, attractive, and progressive in promoting a growing and sustainable institution that includes embracing a research
culture. A key aspect related to promoting and establishing a research culture in teaching institutions is the development of a
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Wednesday | April 15 | Concurrent Session 2
11:10 am – 11:50 am (Cont’d)
scholarly e-journal. This presentation will review the benefits and challenges related to a successful applied example in the form
of a recently launched scholarly e-journal.

Wednesday | April 15 | Concurrent Session 3
1:30 pm – 2:10 pm
Competency-Based, Performance-Based, Direct Assessment: What’s in a Name?
Beth Castiglia, Berkeley College, (Constellation C)
The IACBE has always linked program quality with demonstrated student learning outcomes. In a way, therefore, all accredited
institutions can be said to be “competency-based.” Approved programs articulate intended outcomes, measure them, and
graduate students who can be said to have mastered their required competencies.
However, there is a wide range of academic options that focus on student competencies, and where an institution places itself
on the competency-continuum can have implications on enrollment, regional accreditation, and financial aid. How far should an
institution go in the movement toward assessment of competencies and away from rewarding traditional “seat time?” The
answer to this question depends on both the college mission and market needs.
This presentation will describe the variety of choices now facing business schools as they decide how far they want to veer from
the traditional models of education, and will explore the pros and cons of the various models available.

Transforming Business Education at a Traditional Liberal Arts Institution
Tingting (Rachel) Chung, Darlene Motley, and Charlotte Lott, Chatham University (Constellation D)
Seeking IACBE accreditation has been a transformative journey at a liberal arts institution. In this paper, we share the major
learnings, obstacles, and opportunities that we were afforded through this process. The five-year project at our university
allows reflections on key principles of business education design within the context of liberal arts articulated by Colby et al.
(2011). We share what we have learned during the process of transforming business education from its deep roots in the liberal
arts to a contemporary model that blends seamlessly with the arts and sciences while embracing sustainability, globalization,
and entrepreneurship. Guided by Kotter’s (1996) change model, we illustrate how we have led transformative changes at our
liberal arts institution towards IACBE accreditation. We bring a unique perspective because this institution has traditionally
been a liberal arts college that was historically an all-women’s college and became a university with graduate co-ed programs.
The undergraduate college just recently made another life-changing decision to become co-educational while we were
undergoing the IACBE accreditation. All of these changes have led to robust discussions and interactions at all levels of the
university that have had an impact on people’s views of what is necessary for the university to survive and thrive. This also has
been informing our assessment not just for the IACBE, but as it relates to Middle States accreditation This included framing and
explaining the absolute need for IACBE accreditation as a means of moving the business programs forward which, in turn,
focuses attention on the fundamental need for inclusion of business across the broader liberal arts curriculum. We
demonstrate why our model delineates and explains how institutions may prepare all students for life and education beyond
our liberal arts model. The presentation provides a roadmap of the process and critical steps along the path that we believe will
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 3
1:30 pm – 2:10 pm (Cont’d)
illuminate a successful process for others while also highlighting areas of continuous improvement and growth for those who
have already attained IACBE accreditation.

Measuring Program Objectives via Online Assessment
Julia Cronin-Gilmore and Tracy Gies, Bellevue University, (Constellation E)
Creating an assessment to measure program objectives can be daunting especially when it is time to complete this task along
with all of your other responsibilities. Our presentation will deal with ways in which to create a learning map tying course
objectives to program objectives in an Excel format. We will also discuss how to create a completely online assessment
measuring program objectives. Participants will receive a blank Excel spreadsheet to create their own assessment map and a
step-by-step guide for creating an online assessment for their programs.

The CAT’s Meow – A New Computerized Accounting Transactions Game
Susann Cuperus, Jennifer Fennewald, and Rhoda Sautner, University of Mary, (Constellation F)
The use of the game Monopoly is common among accounting professors both in graduate and undergraduate classes. The
desired outcomes from the use of the game include greater understanding of the accounting equation, increased proficiency in
journalizing common transactions, and completion of complete sets of financial statements from journalized transactions.
Allen, McCourt and Low (n.d.) stated that “this game not only encourages students to learn the double-entry effect on
transactions in a fun and meaningful manner, but it also creates a more conducive learning environment for a first-year
accounting class.” Today’s college students are familiar with computer gaming and experiential learning opportunities. A
computerized game utilizing business transactions will engage students and reduce the time necessary for faculty grading. This
presentation will tell the story of the development of the computer game as well as a demonstration of the game itself.
The accounting faculty worked with faculty and students from the university’s JAVA class to develop a computerized game
comprising real-world business transactions based on a traveling dog grooming company. The journal transactions utilize
common business events that will be reflected in the financial statements. Each transaction will be attempted until correct, but
each incorrect answer will reduce the overall score achieved by the student. Upon completion of the required number of
transactions, the student will record an overall score and submit the journal entries to the accounting instructor. These journal
entries will be the basis for the closing process and completion of a set of financial statements including the balance sheet and
income statement.
The overall objective for the accounting game is the same as for the Monopoly game: to apply knowledge from accounting
classes to simulated business transactions including recording journal entries, posting to T-accounts, creation of a trial balance,
and completion of a balance sheet and income statement.
However, the computerized format will be more engaging for the students and require less grading time for the faculty. The
expectation is that students will benefit from the CAT, but also that faculty will find results similar to those experienced by
Allen, McCourt, and Low (n.d.) where these teaching approaches have “made a significant impact on their technical knowledge
of accounting and its application in the real world.”

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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 3
1:30 pm – 2:10 pm (Cont’d)
Online vs. Hybrid Learning Outcomes
Kenneth George, Concordia University Irvine, (Columbia)
The objective of this study was to expand the current knowledge pertaining to the perception of online learning versus the
perception of hybrid learning. The study presents a comparison of online and hybrid classes at three different nationallyaccredited universities. The purpose of the quantitative portion of this study was to determine whether learning outcomes
were achieved to a greater extent when classes were delivered totally online or via a hybrid mode. The classes were all eightweek courses and were all taught by one professor from 2010 to 2014, which reduced possible instructor bias in determining
whether learning outcomes were met. This study was differentiated from other online, hybrid, and hybrid-assisted classes
because all the classes were eight weeks and graded by the same professor who evaluated mastery of learning outcomes by the
final grades that students earned while enrolled in bachelor’s-level business classes.

Wednesday | April 15 | Concurrent Session 4
2:20 pm to 3:00 pm
Global Health Management Emerges as a Multinational Business/Clinical Model
Joyce Eisel, Robert Kamkwalala, Charles Sykes, and Fara Zakery, Harris-Stowe State University, (Constellation C)
Historically, global health management has been categorized by (1) its clinical nature and (2) its multi-domestic responsiveness
to globalization. However, as a result of market, cost, government, and competitive drivers, the healthcare management field
has evolved from a clinical, multi-domestic to a multinational Business/clinical model.
This emergence is the result of expanding international leadership perspectives, collaborative political relationships, profit and
nonprofit incentives, scientific and technological advances, distribution efficiencies, strengthened economic capabilities, crosscultural demands, and international leadership perspectives. In addition, web-based tools have been responsible for powerful
changes in communication and information technology. The convergence of these elements has shaped and challenged
international growth and the future of the healthcare field.
Whereas, the worldwide need for clinical research, patient services, and medical expertise continues to grow within the
nonprofit sector, the healthcare business potential is evident in spheres that include pharmaceuticals, medical equipment,
diagnostics, financial services, hospitals, technology, and medical tourism. Therefore, it is expected that the multinational
healthcare industry will continue to expand as boundaries become more fluid and strategic opportunities becomes more
globalized.
Consequently, it is recommended that business schools integrate the multinational business/clinical model into the curriculum
to prepare students to meet the challenges, lead the globalization trends, and seize the projected growth opportunities in the
healthcare field.
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 4
2:20 pm to 3:00 pm (Cont’d)
The Attitudes of Future Business and Engineering Professionals toward Participating in
Continuing Education
Charles G. Ericksen, Montana Tech of the University of Montana, (Constellation D)
Traditionally, the issue of participation has held a long-standing position of prominence in adult education research. This is one
of the few areas where adult education researchers have begun to build a systematic knowledge base (Darkenwald & Merriam,
1982). This dominance in research and investigation helped determine that certain characteristics emerge that distinguish
participants from nonparticipants. In particular, Johnstone and Rivera (1965) pointed out that these two groups differed in age,
amount of formal schooling, and where they lived. In the seminal research on participation, Houle (1961) developed a typology
of orientations for participation in adult education activities. This typology has provided a theoretical basis for much of the
research on reasons for participation in adult educational activities. The typology classified participants as goal-oriented,
activity-oriented, and learning-oriented, and it provided a potential explanation of the why adults participate in adult education
activities.
Participation in adult education activities may also be influenced by an adult’s attitude toward education. An attitude is a
“learned tendency to react in a consistently favorable or unfavorable manner toward people, objects, ideas, or situations”
(Siegel & Ramanauskas-Marconi, 1989, p. 28). Although practitioners suggest that attitudes influence an adult’s participation in
adult education, a paucity of research exists on the relationship of participation to attitudes toward adult and continuing
education. Yet, those limited studies that have been conducted suggest that attitudes are related to participation in adult
education (e.g., Adolph & Whaler, 1967). In a 1970 study, it was found that favorable attitudes toward adult education
enhanced participation by various groups in adult educational activities (Seaman & Schroeder). Two decades later, it was
determined that one’s attitude toward adult education was the most important factor in the discrimination of participants and
nonparticipants in adult and continuing education (Ericksen, 1990). Most recently, it was found that small business managers in
Montana who have participated in adult and continuing education have more favorable attitudes toward continuing education
than nonparticipants (Ericksen, 2014).
The aforementioned may suggest that favorable attitudes toward adult and continuing education have an impact on
participation. Therefore, this proposed study will examine the attitudes of undergraduate business and engineering students
toward continuing educational activities. The population for this study will be students enrolled at Montana Tech of the
University of Montana. From this population, 200 students majoring in business or engineering will be selected for the purpose
of this study. The Adult Attitudes toward Continuing Education Scale (AACES) along with select demographic variables will be
used to obtain the study data. The AACES was developed by Darkenwald and Hayes (1988) to identify and measure adult
attitudes toward continuing education. The AACES is a 22-item instrument that employs a five-point Likert scale to provide a
measure of adult attitudes toward continuing education and has a possible range of 22 to 110. The AACES was originally
believed by Darkenwald and Hayes to be unidimensional. However, further research has confirmed the AACES to be
multifactorial (Blunt & Yang, 2002, p. 301). The AACES instrument has been utilized with various adult populations and has been
found to be both valid and reliable (Ericksen, 1990). Finally, once the data are collected, they will be organized to facilitate
statistical analysis.
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Does Student-Teacher Interaction Matter in Distance Education?
Wayne Freeman and Douglas Glass, St. Andrews University, (Constellation E)
This research explores the impact of student-teacher interaction on student outcomes in a distance education course. Using a
quasi-experimental design, the research compares a completely asynchronous online course with no student-teacher
interaction to a course that is identical except that a synchronous intervention that promotes teacher student interaction is
added. Student outcomes are identified using achievement and satisfaction measures.
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 4
2:20 pm to 3:00 pm (Cont’d)
The sample for this research consisted of undergraduate and graduate business students at a small liberal arts colleges that
volunteered to enroll in a short-course in business statistics. The course was designed and delivered for the purpose of this
research. Student learning was assessed using a knowledge test before and after the course, and student satisfaction was
assessed using an end-of course evaluation. The data were statistically analyzed to determine whether there was a significant
difference between the two course delivery modes.
This presentation is supported by data and tests the importance of teacher-student interaction in distance education. By asking
“do student-teacher interactions matter in distance education?,” a lively discussion is expected and encouraged as all
participants debate the findings. Attendees will receive useful guidance that can be used in the classroom. Audience feedback is
welcomed and will significantly contribute to the ongoing research.

Competency-Based Education: Define, Design, Deliver!!
Robin Berenson, Scott Dolan, Teresa Ferrer, and Karl Lawrence, Excelsior College, (Constellation F)
Colleges and universities across higher education are working to develop competency-based programs. Competency-based
education emphasizes the demonstration of knowledge for degree completion as well as addressing the issues of scalability,
personalized learning, industry alignment with outcomes, and cost effectiveness. Competency-based degree programs
represent the changing dynamics of higher education in federal financial aid, assessment of student learning, faculty roles, and
approaches to degree completion. Before college and university decision makers can determine whether competency-based
education can accomplish its goals, they must first understand the basics of how competency-based education works and the
approaches that are used.
Excelsior College has a rich history of assessing student knowledge through assessment as well as leading competency-based
education for over 40 years. This presentation examines the characteristics of competency-based education programs and
discusses how they can be used as a strategy to support college or university goals. An overview of competency based
terminology, assessment, program development process, capstone pilot course, pathways to completion, challenges, and
implementation will be discussed. The presenters will draw on their experiences in developing the competency-based programs
to highlight what makes their programs unique.

Quality Assurance, Academic Benchmarking, and Continuous Improvement Solutions
for Global Business Education
Olin Oedekoven, Peregrine Academic Services, (Columbia)
Quality assurance in higher education requires leadership in developing, assessing, and applying methodologies designed
around continuous improvement. In this presentation, we will discuss several specific tools and techniques used by institutions
of higher education for business education that are used by b-school leaders to promote quality, assure standards, and improve
the educational experience for students. Specifically, we will address our online assessment exams, which are used to provide
academic benchmarking data as well as add value to the student and faculty experience.
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 5
3:20 pm to 4:00 pm
Bridging the Employability Gap between Academia and Industry through Student
Internships and Co-ops
Lynda Fuller and Stephanie Narvell, Wilmington University, (Constellation C)
Student internships and co-ops can improve the chances of students achieving their career goals after graduation. However,
many internships and co-ops fall short of both student and employer expectations.
This presentation explores the ways in which schools can build a successful internship and co-op program in order to meet both
employer and student needs. The presentation will examine both academic and employer responsibilities in order to make
internships and co-ops a meaningful part of the student’s academic experience. Topics include successfully marketing
internships and co-ops to students, academic requirements for successful internships and co-ops as well as the employer’s
responsibilities to the students.

An Innovative Accreditation Journey into Quality Business Education
Bani Ghosh, Paul Szwed, and Kate McLaren, Massachusetts Maritime Academy, (Constellation D)
This session focuses on the journey of quality improvement upon which our small specialized business program has embarked
in a special-mission, state maritime college. We follow an effective learn-do-learn philosophy of student learning at our
institution with significant student involvement and practical applications of classroom knowledge. We have also developed a
unique leadership laboratory in our institution. We will share several innovative and effective practices that have enabled us to
use planning, budgeting, student leadership, and assessment as means to enhance the quality of our decade-old program.
Assessment plans are carefully laid out at the institutional level as well as the program level. At the program level, we use an AB-C learning framework as a holistic approach to enhance student learning by examining student attitudes, behavior, and
cognitions. Student learning data are collected using direct and indirect assessments in each of the three A-B-C arenas, and that
information becomes the foundation for our strategic planning efforts. Using the learning assessment information, we identify
key loop-closing strategies each year. We use these strategic focal areas as input into our budgetary development process. We
will share examples of loop-closing initiatives that have resulted from our process. The creation of this focus and these
processes has been a unifying experience for our department. We recently completed a comprehensive self-study and external
site visit as part of our journey of quality in business education and candidacy with the IACBE. Our journey has been unique, but
our approach and the lessons we learned may be universally applied. If you are seeking accreditation, searching for new ideas,
or scanning the environment, this session should provide you with some useful thinking to bring back to your programs.

Tech-Savvy Cheating: New Insights into Honest Assessments
Laura A. LeDoux, Esq., Concordia University-Irvine, (Constellation E)
In the past decade, the advent of online teaching, online assessments, social media, texting and students’ increased access to
information have created significant challenges in academia. Not only does technology present both a blessing and curse in the
classroom, online modalities of teaching and assessment create an environment rife for academic dishonesty, plagiarism, and
cheating. This paper explores the pros and cons of technology both inside and outside the classroom, and compares and
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 5
3:20 pm to 4:00 pm (Cont’d)
contrasts different types of teaching and learning technology. The examination of technological advances, and their impact on
academic honesty, points out the vigilance academicians must use in the classroom today to ensure honest assessments. The
paper concludes with innovative and friendly solutions to create a more positive learning environment that encourages
academic honesty and honest assessments.

Socially Responsible Leadership – Designing and Executing a Civic Engagement Project
Eileen Brownell, Sage College of Albany, (Constellation F)
How do we motivate and move business students to design a leadership civic engagement project? This presentation will
address the importance of the inclusion of projects in management education that address both socially responsible business
practices as well as connections to leadership in the local community. This is essential for delivering a high-quality
undergraduate business program. One of the learning outcomes for the business administration (BS/BBA) program at the Sage
College of Albany is: “synthesize managerial practice with stakeholder theory and socially responsible decision making.” I posit
that one of the ways to achieve this learning outcome includes finding a project that resonates with student values and goals,
determining activities and methods for building trust among students, forming relationships, releasing authority and control to
encourage autonomy, creating interdependence, and giving students the opportunity to build self-confidence. This
presentation will showcase a civic engagement leadership project from inception to implementation, which is completed by
engaged business students at SCA in the course entitled Leadership and Diversity.

Framing a Faculty-Driven Self-Study with the Essential Elements of Project
Management
Julius Leary, Grantham University, (Columbia)
The purpose of this presentation is to identify and explain the individual and organizational institutional benefits of a self-study
driven, written, and owned by the business faculty. The primary objective of the self-study process is to earn first-time or renew
accreditation. The purpose of a self-study is to improve the effectiveness of the institution by linking the self-examination
process to institutional improvement efforts.
Grantham University used the five essential elements of project management (Initiate, Plan, Execute, Monitor & Control, and
Close) to set the framework and endorsed a self-directed study by the business faculty. The process fueled growth and
development that led to enhanced curriculum, organizational partnerships, professional development, and forming cultural
identity.
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 6
4:10 pm – 4:50 pm
Using Faculty Learning Communities to Foster and Support Pedagogical Innovation
and Professional Development
Nipoli Kamdar, California Maritime Academy, (Constellation C)
This presentation discusses the role of topic-based faculty learning communities in exploring pedagogical innovations,
enhancing teaching and learning, and stimulating scholarship. A faculty learning community (FLC) typically comprises 6-15
trans-disciplinary faculty who come together around a common interest and meet regularly for a period of 6-12 months. At the
author’s institution, the Center for Engagement in Teaching and Learning has helped sponsor at least one faculty learning
community each year for the last five years. Some FLCs allowed faculty members to explore and eventually adopt innovative
teaching practices (peer instruction techniques, authentic learning), while others offered an opportunity to learn about a
common topic (for example, oceans) from the perspective of multiple disciplines (oceanography, economics and business,
chemistry, culture). The evidence shows that FLCs increase faculty interest in teaching and learning and provide safety and
support for faculty to investigate, attempt, assess, and adopt new (to them) methods. The sustained nature of the interaction
has led to an increased sense of connectedness and community, which may in turn decrease faculty turnover. The success of
the faculty learning communities in supporting improvements in teaching and learning have also led to an interest in using an
FLC to promote increased disciplinary and interdisciplinary scholarship.

Design Thinking to Create Collaborative Learning Opportunities
Staci Lugar Brettin, Indiana Institute of Technology, (Constellation D)
Design is an iterative process that creates something of value based on imagining what things could be; not on what they
currently are. It improves on what’s been done in order to generate results different from what others have generated in a
world that is not always coherent and regular, but filled with value conflicts (Collopy and Youngjin). Design thinking is the spark
that lights the process of design.
This high-energy seminar will cover the design process elements of:
 Opportunity/need recognition
 Creating a stakeholder profile
 Developing creative solutions
 Designing a prototype
 Testing the prototype with the stakeholder group
 Refining the prototype based on stakeholder feedback
 Presenting the designed solution
Attendees will collaborate on a design process for one of their courses, and will leave with a design-thinking resource toolkit
with design worksheets.
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 6
4:10 pm to 4:50 pm (Cont’d)
Internationalization of Undergraduate and Graduate Business Programs
Gita Maharaja and Archish Maharaja, Point Park University, (Constellation E)
Globalization touches every sphere of our modern lives, and it has become more critical than ever that today’s generation gains
an understanding of other cultures and develops the ability to adapt to ever-changing environments. In today’s business world,
most of the business transactions and information that we deliver or receive involve some global dimension. In response to the
increase in globalization, institutions of higher education face the challenge of providing students with the necessary tools to
meet the needs of the global economy. Institutions around the world and in the United States have adopted different strategies
to integrate international components into their infrastructure and educational programs.
This presentation is a summary of a paper that discusses the impact of globalization on higher education programs and the
different strategies that can be used to internationalize business education. The discussion will focus on the following topics:
1.
Importance of internationalization of higher education and business programs
2.
Assessing the institution’s competitiveness
3.
Setting up the goals of business education
4.
Need for leadership commitment and collaboration
5.
Why the need to revisit our business programs?
6.
Stakeholders and external environment in building business programs
7.
Different strategies for internationalization: faculty development, faculty diversity, curriculum design and delivery,
instructional design, student diversity, study abroad opportunities, international service learning experience, international
internship, research and scholarship of faculty and others
8.
How to build infrastructure to maintain internationalization of business education
9.
Assessing the learning outcomes the students in light of the identified goals for business education
10. Drawbacks of internationalizing business education without commitment of the institution at all levels of operations
(advisement, finance, faculty, student support services, and others)
11. On-going assessment of progress (actions and outcomes)
The presentation will cover the above-mentioned areas, making reference to different institutions that are in the process of
internationalizing their business programs and those that have successfully done so. The audience will have an opportunity to
share their experiences from their own academic institutions.

How to Think Like a Five-Year-Old
Jonna Myers, Southwestern Oklahoma State University, (Constellation F)
In today’s dynamic business landscape, creativity is one of the most highly sought after skillsets. Industries like technology,
engineering, business, and education regard imagination and originality as prerequisites for success within the field.
However, it seems that higher education is behind the curve… again. Despite the overwhelming evidence that creativity is a skill
that can be developed and honed, the pedagogy in universities communicates just the opposite—creativity is an inherent trait
that some students possess and others do not. The general assumption is that Millennials come standard with an Apple
product, witty quip, and intrinsic ingenuity (hipsters).
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15 | Concurrent Session 6
4:10 pm – 4:50 pm (Cont’d)
Research reveals that an individual’s ability to think creatively starts around the age of five and peaks around the age of 17. By
contrast, approximately only 5% of forty-year-olds are deemed creative. This means that college students are in the “prime
time” to receive training in the art of innovation.
Thus, the purpose of this presentation is to explore the following questions:
 What does creativity have to do with contemporary business practices?
 How can we design classrooms, programming, and curriculum to foster creativity? Can we build a culture of creativity
within our universities and business schools?
 Is it possible/beneficial to tailor our interactions with students to meet the demands of the market?
As we discuss trends and challenges in higher education, we cannot ignore the science behind creativity across peoples’
lifespans. When we fail to adapt our educational practices, we miss tremendous opportunities to empower students and meet
a clearly-communicated need in the global marketplace.

Lessons Learned in Preparing a Self-Study
Linda Cresap and Lori Willoughby, Minot State University, (Columbia)
The presenters in this session will share their list of do’s and don’ts for planning, drafting, editing, and revising (and revising
again!) the self-study document for reaffirmation of accreditation. The presentation will discuss the tools used, engagement of
business unit faculty, timing, and oversight of the process.

Thursday | April 16 | Concurrent Session 7
10:20 am – 11:00 am
“New” Media is “Now” Media: Social Media Fundamentals for Business Educators
Shaun Holloway, Association of College and University Housing Officers International, and JoAnna Williamson and Gary Stroud,
Franklin University, (Constellation C)
Social media tools such as Facebook, Twitter, LinkedIn, Instagram, Pinterest, and blogging platforms are ubiquitous in today’s
society. Initially viewed by some observers as just the latest marketing fads used by emerging generations, experienced
professionals in all business disciplines must now understand and embrace these technological tools as being the manner in
which society communicates.
This interactive presentation is designed as a hands-on coaching session to increase participants’ comfort level and familiarity
with how digital media is strategically used professionally and personally within each of the disciplines represented within most
business schools. Increasing digital competency is a must-do for educators at all levels who are required to develop and deliver
curriculum, set research agendas, attract targeted student populations, engage and motivate faculty and staff, maintain
relevance among external stakeholders, and develop and implement short-term and long-range strategic visions.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 7
10:20 am – 11:00 am (Cont’d)
The session facilitators are educators and professionals who have developed both a theoretical and a working understanding of
how so-called “new” media are becoming intertwined “now” into the core mindsets of business thought leaders, consistent
with the 2015 IACBE ACAM theme of “Trends and Challenges in Business Education.”

Integrating Critical Thinking into the Business Curriculum
Linda L. Miles and Andrew T. Babyak, Chowan University, (Constellation D)
Business school faculty and administrators recognize the need to develop students’ abilities to think critically. Integrating a
systematic approach to thinking within the curriculum reinforces the importance of upper level thinking skills.
Chowan University began its Critical Thinking Program in the academic year 2008-2009. The mission statement of the program
states: “The Chowan Critical Thinking Program is designed to assist Chowan students evaluate the dispositions, understand the
elements and standards, and apply the processes of the effective critical thinker. As they become effective critical thinkers,
students will have a more significant learning experience and will establish a foundation for a lifetime of intellectual growth.”
Chowan utilizes Dr. Richard Paul’s model of critical thinking and additional materials from the Foundation for Critical Thinking as
the basis for its Critical Thinking Program.
Students are required to take two courses in their freshman year to learn the specifics of the critical thinking process (first
semester) and to apply this paradigm to the study of a specific topic (second semester). Graduation requirements also mandate
that students take two upper-level courses that have a Critical Thinking (CT) designation, whereby the subject matter is taught
using the critical thinking approach. In addition, faculty members are encouraged to adopt the critical thinking approach to
learning in all courses, not just those with the ‘CT’ designation.
The presentation will introduce the components of the Chowan Critical Thinking Program and the implementation within the
School of Business. In addition, it will relate the critical thinking approach to Bloom’s Taxonomy as revised in 2001.

Creativity, Innovation, and Entrepreneurship in an Introductory Business Course
Tim Muth, Florida Institute of Technology, (Constellation E)
In the fall 2014, we required all College of Business (COB) freshmen to take a newly developed course called Foundations in
Creativity, Innovation, and Entrepreneurship (CIE). The purposes of the course are to set the tone quickly that we expect our
COB students to approach opportunities in a different manner and to emphasize the importance of creativity and innovation in
today’s dynamic business environment.
We challenge the students to develop their critical thinking, teamwork, and decision making skills through a variety of activities.
The course starts with the Greatness Zone as the students examine their capabilities, their passions, and identify their vision of
success. Then, they read classic books such as Who Moved my Cheese, Problem Solving 101, and The Innovator’s Dilemma. After
reading each book, they are required to participate in class discussions and complete reflection papers and other assignments.
Every week, we supplement our course work with activities. For example, the students met in our performing arts center, split
into teams, were given a brief music “lesson” and then, were expected to perform a song. Our capstone activity requires them
to display their teamwork, leadership, communication, and critical thinking skills on an outdoor challenge course.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 7
10:20 am – 11:00 am (Cont’d)
The students are also introduced to case studies and business simulations in the course. The cases explore the rapid
technological changes occurring in the music industry and the slower-paced but still profound, changes occurring in the global
automotive marketplace. In addition, the students learn about their personal ethics by analyzing a case involving an ethical
dilemma. The Mount Everest simulation focuses on developing leadership, teamwork, and communication skills. We are
helping our students to develop skills and knowledge in their first business course, which they will use throughout their
undergraduate curriculum and hopefully, in their professional careers.
The major challenges in this type of course are to: maintain academic rigor while using “fun” activities to engage the students;
coherently link many different concepts into a single course; encourage every student to attend, prepare, and participate in
every class; and to motivate students continually not to accept the “first right answer” but to push themselves to find a better
solution.

A Personal Lecture Capture Solution: Lessons Learned
John S. Miko, Saint Francis University, (Constellation F)
Lecture capture solutions have become more common in higher education. However, enterprise solutions are expensive and
may require the addition of staff to the university’s information technology department. This presentation will detail how one
business professor at a small university implemented his own lecture capture solution utilizing several inexpensive tools. The
presentation will include an overview of the landscape and trends surrounding lecture capture, including the perceived benefits
and concerns surrounding the implementation of a lecture capture solution. The presentation will provide an overview of the
lessons learned from this professor’s implementation and the findings from student surveys that solicited their perceptions
about the use of the capture lectures.

Thursday | April 16 | Concurrent Session 8
11:10 am to 11:50 am
Bridging the Employability Gap between the Academy and Industry: Establishing
Effective Business and Industry Linkages
Christine Cahill, St. Thomas Aquinas College, (Constellation C)
An advisory council is one example of a college’s dedication to establishing partnerships with the business community and
linking academics with industry. An advisory council can advise on business promotional opportunities; recommend
improvements in programs; identify experiential learning opportunities; identify important programs and policies that may
need change; and work on special projects requested by the institution based on the business experience of its members.
Council members can help shape the school’s curriculum and provide counsel to the deans on strategic, operational, and
financial directions for the school. A council also provides a liaison between business and industry and the institution.
The St. Thomas Aquinas College’s Business Advisory Council serves in an advisory role to the Dean of the School of Business,
and its members are essential advocates for the school. This council has been newly revived and established, and this
presentation will address the following topics:
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 8
11:10 am to 11:50 am (Cont’d)
1. The role of an advisory council
2. How to recruit members of an advisory council
3. Best practices in developing an advisory council, including a mission statement
4. How a council can assist in bridging the gap between the academy and industry
5. Establishing and incorporating ‘experiential learning’ to bridge the gap

Tools that We Can Offer to Our Students and Assist Them to Become Better Citizens
Hossein Noorian, Wentworth Institute of Technology, (Constellation D)
My experiences over the last 30+ years of my teaching career have indicated to me that faculty members can fully or partially
shape the future of their students by sharpening their knowledge, equipping them with the right principles and concepts, and
teaching them to apply them to real life. As educators, it is our duty to offer our students life-long principles that would be with
them for the rest of their educational and professional lives. However, our jobs do not end at the classroom. As educators, we
can introduce our students to becoming better citizens by getting involved in community services and becoming volunteers in
different activities.
This session will present an overview of the various service-learning activities and projects in which students at Wentworth
Institute of Technology have been engaged.

An Interdisciplinary Model: Cross-Discipline Integration of Technology into a Freshman
Business Class
Christian Ola, Joshua Chicarelli, and Neeley Lantz, Waynesburg University, (Constellation E)
Incoming college freshmen today possess many talents as they relate to technology, including handheld devices, software
applications, and digital media. However, we have noticed that these highly-skilled students often lack the ability to integrate
those technological skills into their selected disciplines. Consequently, we have written and implemented a curriculum that
integrates various business software packages and platforms so that these students can gain a better understanding of how
these technologies work together. Team teaching methods utilizing each member’s individual field of expertise has allowed our
students to learn discipline-specific software such as QuickBooks and SPSS, while simultaneously introducing them to basic
software business packages like MS Office. This has resulted in every student obtaining Microsoft Certifications in Word, Excel,
PowerPoint, and Office, along with an understanding of how these programs correspond with discipline specific products. The
courses have become part of our general education electives, thus attracting non-business students to the discipline.

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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 8
11:10 am to 11:50 am (Cont’d)
Multi-Media Student Engagement: A Case-Study
Jennifer Sader, Jean Kujawa, and Laura Ott, Lourdes University, (Constellation F)
This presentation will discuss the strategy employed by Lourdes University’s College of Business and Leadership for engaging
students in social media, in the classroom, and in innovative extra-curricular activities. We will cover the challenges that our
small college faced in bridging two very different student populations as the university shifted its focus to recruit more
traditional-aged full-time students.
Jennifer is a member of the Lourdes University Social Media Leadership team and will discuss how the social media outreach
initiative of the College of Business and Leadership was integrated with the university’s outreach as a whole. She will share
examples of successful Twitter, Facebook, and LinkedIn posts and discuss how we developed our social media strategy.
Jean is the Associate Chair of the College of Business and will discuss our efforts to link this outreach to real-world student
engagement through innovative teaching and social events.
Laura will discuss the college’s engagement of students through its advising plan. She will also discuss recruitment and
retention strategies, including efforts to attract and retain high-achieving students through a Dean’s Scholars program.

Thursday | April 16 | Concurrent Session 9
1:30 pm to 2:10 pm
The Challenge of Effectively Infusing Ethics and Socially-Responsible Concepts in the
Business Curriculum: A Practical, Technology-Enhanced Model
Heather Pfleger and Ralph Hoffman, Gwynedd Mercy University, (Constellation C)
Schools of business have long recognized the need to increase the amount of ethics and socially-responsible practices that are
incorporated into the business curriculum. The success of schools of business in accomplishing this has come into question over
the past several years (Beverungen & Case, 2011). The highly-publicized business scandals of 2008 provided a reality check for
schools of business and resulted in increasing pressures on them as well as on accrediting bodies to focus more deeply and
thoughtfully on ethics and social responsibility in the curriculum (Van Wart, Baker, & Ni, 2014). The IACBE calls for schools of
business to infuse ethics into the curriculum through the Characteristics of Excellence in Business Education (IACBE, 2011). For
faith-based institutions of higher education, this need is coupled with the need to be responsive to the mission and charism of
the religiously-affiliated founders (Garvey, 2004).
Practical considerations for how ethical and socially-responsible constructs can effectively be incorporated into a packed
curriculum and still preserve the essential professional core necessary to a degree program continues to be a challenge across
colleges and universities (Fernando, 2011). The School of Business at Gwynedd Mercy University is addressing these needs in a
unique way by providing the opportunity for faculty scholarship engagement and student learning that will provide an ongoing
means to maintain an ethics and faith-based mission within the business curriculum.
This presentation will offer a framework of a technology-enhanced resource being developed by the faculty that will serve to
supplement and complement the business curriculum at both the undergraduate and graduate levels. Participants will have the
opportunity to see the model under development and learn how this model is being designed to be used to address a growing
need, as noted by Garvey, (2004), that business schools with a faith-based affiliation must train future business leaders to strive
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 9
1:30 pm to 2:10 pm (Cont’d)
for efficiency and profitability without losing a moral and social balance. Participants in this session will also be provided with
specific examples of what is embedded in the resource.

Improving Student Engagement Using a Smartphone App
Cathy A. Robb, Oakland City University, (Constellation D)
Do your students struggle with remembering deadlines or completing assignments on time? Do your students also struggle with
putting their smartphones down to focus on assignments? Why not combine these challenges and incorporate the smartphone
as a tool for keeping students on track with assignments, due dates, or maybe even coming to class on time?
Propel Ahead Technologies, Inc. has created a student-centered mobile app, PropHead, which is in the final stages of
development. This app automatically syncs with students’ classes to integrate their academic goals with their personal life in
one easy view. PropHead will load the class syllabus information into a user-friendly format for students to quickly navigate.
This makes class information regarding assignments and due dates easily accessible with one touch on their smartphone apps.
The PropHead app also includes a calendar feature so that students can quickly see class meetings and various assignments for
the semester. All assignments included in the course syllabus are integrated into the PropHead app for easy access.
PropHead allows students to set reminders easily for hours, days, or weeks before assignments/events are due or even for class
meetings to help students show up for class on time! Students can mark assignments as complete through the app to track
their completion of assignments as listed on their class syllabus.
The PropHead app is a data platform that encourages student engagement through directly incorporating smartphone
technology. PropHead also uses social media networks to boost student engagement. This app includes a direct link to Twitter
and Facebook for quick, easy access for students to post questions about their classes or to even brag when they have that big
paper assignment done!

Student-Centered Marketing Education through Open Learning Resources and Web
2.0 Tools
Rosalyn J. Rufer, SUNY Empire State College, (Constellation E)
As educators, we have become increasingly concerned about how to reach the millennial generation. We know that, in order to
be an effective educator, we must adapt our pedagogy to accommodate diverse learning styles. However, millennials are the
connected generation and thus want a delivery that is faster, more social, and more immediate (McLynn, 2005). Barriers to
education today include access to educational resources, access to collaboration and social engagement, access to formal
learning environments, and time constraints (Ajadi, 2009). These barriers create an opportunity for the faculty member who
wants to use open learning resources and web 2.0 technology to focus on student-centered learning through flexible education
(Sadler-Smith & Smith, 2004). A case study will be presented here that evaluates how using different web 2.0 technologies can
improve student learning outcomes for non-traditional students. However, as noted by McLynn (2005), the “non-traditional
students have become the majority” (p 13). This study will examine how a combination of pedagogies improved instruction in
conveying theories in market orientation as measured by the student’s ability to segment the market successfully in an on-line
MBA course in marketing management.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 9
1:30 pm to 2:10 pm (Cont’d)
Should You Give Credit for Prior Learning?
Rajeev Parikh, Mercyhurst University, (Constellation F)
Prior learning has evolved to encompass the knowledge and skills one attains as a result of life experiences, including volunteer
service, travel, parenting, and employment experiences, as well as non-credit courses and independent studies (Zucker,
Johnson and Flint, 1999, p.3). As the number of adults, military veterans, and returning students increase at colleges and
universities, we are challenged with the issue of assessing prior learning for the purpose of awarding college credit. To ignore
this segment of society gets institutions away from their mission of providing access to education and also diminishes their
competitive advantage.
Prior learning assessment (PLA) has grown in the United States as a result of three significant social movements – the adult
education movement, the non-traditional higher education movement, and the increasing sophistication of assessment (Keeton
2000). Many institutions are now considering granting credit for prior learning but don’t know where to begin, and this paper
shows them how.
This paper shows that educational institutions can award credit through different types of PLAs – from standardized-credit-byexamination process to portfolio-assisted PLAs. These PLAs are guided by the Council for Adult and Experiential Learning (CAEL),
which has developed academic and administrative standards for PLA.
The paper then presents the various steps involved in individual assessment of prior learning, the type of evidence (learning
and experience) necessary, and suggests supporting documentation. It then goes on to discuss the author’s experience in
Oregon where he served on a statewide task force to establish guiding principles, develop acceptable types of assessment,
standards and criteria for awarding CPL, and cost/tuition structure, transcription, authority, and policy.

Thursday | April 16 | Concurrent Session 10
2:20 pm to 3:00 pm
How a Business Simulation Game Can Enhance Course Curricula
Mark P. Stevens, Bellevue University, (Constellation C)
One common goal of MBA programs is to enhance students’ ability to succeed in business. Whether the students are focusing
on accounting, finance, supply chain management, operations, marketing, contracts, or management, they all need hands-on
experience in understanding the strategies and methodologies involved in operating a business successfully. For small business
owners, understanding how all these departmental functions operate and interact is crucial to their success.
Business simulations allow instructors to introduce and engage online and traditional students in the types of opportunities and
problems commonly encountered in global businesses. They allow students to perform as a management team to analyze their
competition and implement strategies to increase market share, enter new markets, and increase shareholder value.
Current research confirms the benefits of incorporating a business strategy simulation game as a part of the capstone course
within MBA programs. Research and data support how the simulation prepares students for working in a team collective,
developing and applying business strategies, and employing ethical principles and managerial insight for global corporate
success.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 10
2:20 pm to 3:00 pm (Cont’d)
Knowing the Next Generation of University Students in the Dominican Republic
through Social Networks
Emmanuel Silvestre and Oliver Cruz, Instituto Tecnológico de Santo Domingo (INTEC), (Constellation D)
Millennials or Generation Y, born between about 1982 and 2000, can be considered as the most important college student
population. Half of this generation is actually in college and another quarter will enter it very soon. Universities should be
studying them as their main target in order to attract them by adapting their program offerings to their interests. This
adaptation probably will require a more open curriculum.
Millennials have been very well studied in the U.S., but not in the Dominican Republic. In addition, this generation does not
necessarily express itself in the same way in these two different cultures. In the U.S., Millennials are described as spoiled,
impatient, and selfish. But they are not a homogenous group. To attract them, universities must differentiate the diverse
subgroups among the millennials and adapt themselves to them. In the Dominican Republic, universities don’t even know these
subgroups.
Another important generation for universities is the so-called Generation Z, born just before the start of the Millennium,
because they will be entering college very soon. They are growing up in a world in political and financial turmoil. In the U.S.,
they are keen to look after their money and to make the world a better place.
This presentation is based on a study of the social networks in Dominican youth from 11 to 35 years of age, including people
from both Y and Z generations. Since they are unsurprisingly shaped by technology, we considered the behavior in social
networks as the best way to know this youth segment. The data were gathered through an online survey from a sample of 435
subjects. The questionnaire was built after a qualitative phase with four focus groups. The research included as independent
variables socioeconomic status, gender, age, and type of user.
We describe technological aspects that give the university different ways to contact the individuals: devices and networks used,
benefits obtained, and profiles. Also, we determined the pattern of use that tells us when to contact them: frequency of use of
social networks, activities, and occasions and types of contacts. Moreover, we quantified the importance of different content
for them and the use of social networking for learning. Lastly, we describe personal elements that tell the university who we are
trying to contact: level of aspiration, favorite amusement activities, and favorite media.
While the older users, Generation Y, seem to be well aware of the problems posed by an excessive use of social networks, the
younger ones, from 11 to 15 years of age from Generation Z, seem more vulnerable and do not have the same values shown by
this group in the U.S.

EPIC Learning: When Business Meets Physics
Frederick Trilling, Wentworth Institute of Technology, (Constellation E)
Physics concepts underlie more business practices than many people realize. Wentworth Institute of Technology encourages
externally-collaborative, project-based, interdisciplinary curricula (“EPIC”). The interdisciplinary confluence of the domains of
physics and business management can both surprise and inspire students.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 10
2:20 pm to 3:00 pm (Cont’d)
Animated Whiteboards: Another Tool for the Flipped Classroom
John L. Kachurick, Misericordia University, (Constellation F)
One of the hottest topics in educational circles is inverse education (better known as “flipping the classroom”). This pedagogy
calls for providing resources to students when they are at home. Among the usual methods are audio and video recordings, but
the former has little appeal to students and the latter requires resources and skills that mostly are beyond the average
professor.
Students like engagement, but more and more students are visual rather than audio learners. They do not like lecturing and
audio recordings, unless done extremely well, since these are similar to the lecture method. While audio technology is simpler
than video (it can be done on a smart phone or tablet with ease), the presentation requires a good voice, good speech patterns,
and some knowledge of editing the recording.
Video recordings are more engaging for students, but the technology and skills can become overwhelming for the professor
unless the university has its own video studios with professionals who handle the lighting and cameras. This equipment is
expensive. Knowing how to set up cameras and lighting are arts unto themselves. This method, when done correctly, is
effective; however, the resources of time and money for producing a five-minute video put this option nearly out of the reach
of the average professor.
This presentation examines the nuances and techniques of flipping classrooms using animated whiteboards. This technology
sits between video and audio (and other presentation technologies) while enhancing the benefits of both.
Whether our colleges and universities embrace this 21st-Century educational model or continue the 20th-Century industrial
model depends, in part, on appropriate funding for technology and the development of educators. The world is changing at a
dynamic pace and education must change as rapidly as well.

Thursday | April 16 | Concurrent Session 11
3:20 pm to 4:00 pm
Overcoming Doctoral Education Deficiencies
Wendell Seaborne and Thomas Seiler, Franklin University, (Constellation C)
Franklin University is offering its new DBA program in an online, face-to-face, and hybrid model to domestic and international
students. This is Franklin University’s first foray into doctoral education, and the degree program addresses many of the
traditional issues that have plagued students in the past and prevented their timely completion of a degree program. Franklin’s
understanding of these issues and the college’s view of faculty roles and responsibilities are different than some institutions.
Franklin’s processes for accepting, enrolling, and progressing students all hold a distinctly student-centric focus. Although these
factors may be different than those for many schools, they are helping to define Franklin University’s “typical way of doing
business” in the Ross College of Business.
We will demonstrate and explain how Franklin University envisioned and accomplished this from inception, through the
program development by the assigned task force, including the details mentioned above along with accreditation
considerations and actions, marketing and recruitment of qualified students, the logistics of delivery—including faculty
recruitment and assignment—to the final program offering to students.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 11
3:20 pm to 4:00 pm (Cont’d)
The presentation will touch upon the following topics:
 Bridging the Employability Gap Between the Academy and Industry
 Assessment and Quality Assurance in Online Business Education
 Integrating Principles of Socially-Responsible and Sustainable Business Practice in Management Education
 Establishing and Sustaining International Partnerships and Collaborations
 The Changing Demographics in Higher Education
 Creating a Novel and Distinctive Learning Environment
 The Effective Management of Academic Resources
 Good Practice in Student Engagement
 Strategies for the Internationalization of Business Degree Programs
 Interdisciplinary Business Education

Assessing an Online Capstone Course: Finding Ways to Measure Significant Learning
Outcomes
Ted J. Takamura, Eastern Oregon University, (Constellation D)
Significant learning according to L. Dee Fink enables students to continue their learning in the future (Fink, 2003). In an online
environment, measurable learning outcomes have an added complexity. At Eastern Oregon University, Policies and Strategy is
the capstone course required to complete the undergraduate degree in business administration for those who concentrate in
Leadership and Organization Management (LOM). All LOM seniors are to demonstrate their ability to synthesize and critically
think through case studies using tools learned in required courses taken in the program. This presentation will focus on how
one faculty member has designed a capstone course to integrate required courses into a written project. Attendees will gain a
new perspective on how faculty can design or change their courses to include a significant learning perspective for students. In
addition, the presentation will address the issue of how a course directly measures critical thinking as part of the business
school’s learning outcomes.

Critical Thinkers Wanted: Meeting the Challenge with Evidence-Based Practices
Linda T. Thomas, Jena Shafai, and Dara Spivack, Bellevue University, (Constellation E)
The purpose of this presentation is to demonstrate how residential and online business students can be challenged and
motivated to think critically across disciplines by using common pedagogic methodologies, such as multiple choice
examinations, essay tests, online videos, and applets in creative, unexpected, and uncommon ways. Our evidence-based
examples will address both graduate and undergraduate levels of analysis, focusing on the most complex categories of thinking
and feeling in the cognitive and affective domains of Bloom’s taxonomies. Participants will discover and practice multiple
teaching approaches and activities that have been demonstrated to excite higher order thinking habits of the mind, including
applications in organizational behavior, accounting, and statistics. In addition to an interactive presentation, the audience will
be provided with a handout of means and resources for further implementation. Participants are encouraged to share their
own expertise and creative practices.
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 11
3:20 pm to 4:00 pm (Cont’d)
The goals of this presentation are to demonstrate and explore ways to help and motivate students to:
1. Find a clear and worthy purpose
2. Recognize and challenge biases, assumptions and consequences
3. Raise clear, context-specific questions
4. Judge the credibility and relevance of data, facts & experiences, including examples, analogies and metaphors
5. Articulate and defend a position on a valuable issue
6. Judge the quality and value of an argument
7. Solve a worthy problem using relevant criteria

Creating a Novel and Distinctive Learning Environment through Applications of
Andragogy, Accelerated Learning, and Cognitive Problem-Solving Theory
John R. Walker, Roberts Wesleyan College, (Constellation F)
This presentation will examine the development of courses to be facilitated both in the brick-and-mortar class room and in the
online learning environment. Creating an environment that is novel and distinctive within the paradigm of andragogy,
accelerated learning theory, and yet meeting the diverse problem-solving styles of the learner is the challenge that will be
discussed.
The experience of the last three years in the Masters of Strategic Leadership Program will be used as a case study and provide
the framework to inform additional secondary research on how these three theories have been applied successfully to create
novel and distinctive learning environments. This research will seek to answer the following questions: (1) Does being novel and
distinctive make it effective? (2) How much impact does the professor have on the perception of the environment? (3) What
critical elements are needed to create and sustain a novel and distinctive learning environment?
The presentation will also look at barriers to creating and sustaining the desired learning environment when either the
professor’s knowledge of the classroom or online environment technology is limited or missing and/or the professor is not
familiar with the learning and cognitive theories discussed in this presentation. Based on the findings from the case study and
secondary research, recommended strategies will be presented and discussed.

Thursday | April 16 | Concurrent Session 12
4:10 pm to 4:50 pm
The Benefits of Blended Learning for the Changing Demographics in Higher Education
Jolivette Wallace, Belhaven University, (Constellation C)
The face of higher education is changing. Compared to the last decade, we are increasingly transforming into a nation of diverse
languages, cultural traditions, and family dynamics. The change in the U.S. population alters the policies and practices of higher
education. The demographic changes and patterns impose a complexity of many learning experiences, perspectives,
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 12
4:10 pm to 4:50 pm (Cont’d)
characteristics, skills, and learning abilities. These trends suggest that degree-granting institutions must find more creative ways
of teaching that are innovative and operative for the evolving population. The techniques utilized for blended learning enable
faculty members to take advantage of the mixed learning environments that are a result of these growing trends. Blended
learning includes various techniques of instruction such as recorded lectures, self-paced study, online collaboration and
communication exercises, simulations, group cohesion and collaboration, and interactive multimedia. This mode of education
considers individual learning characteristics. This presentation will review the significant demographic trends affecting higher
education and the appeal of a holistic approach of blended learning.

Students Rising to the Top with an Elevator Pitch
Luanne V. Westerling, Nichols College, (Constellation D)
What is an elevator pitch? An elevator pitch is as essential as a business card. Business professionals need to be able to say who
they are, what they do, what they are interested in doing, and how they can be a resource to their audience. If you don’t have
an elevator pitch, people won’t know what you can really do. Leaders in all fields must be able to sell themselves, and those
who are prepared with a pitch, most often “rise to the top.”
At Nichols College, one of our BSBA learning outcomes is: “students will be able to create and present effective oral and written
forms of professional communication.” We are committed to this outcome in a number of ways. As a graduation requirement,
students must take an effective speaking course where students deliver approximately eight different speeches over the course
of the semester. One of those speeches is the elevator pitch where students must deliver a one-minute sales pitch about
themselves. Further, students will see this same assignment again in their junior year Professional Development Seminar (1
credit) where the focus is interviewing skills, and students are asked to update their elevator pitch as a means for preparing for
the inevitable interview questions “Tell Me About Yourself” or “Why Should I Hire You.”
The concept of the elevator pitch has become part of our academic culture, and is well integrated into our curriculum, and as a
result, students have come to expect it. Two years ago, we implemented an elevator pitch competition as a means of
reinforcing this part of our curriculum outside of the classroom, and as we head into our third year, the popularity of this event
grows. Components of the event include alumni judges who score each contestant, a set of competition guidelines for the
students to follow, taped speeches for viewing after the event, and cash prizes for first, second, and third places.
Strong business leaders have strong communication skills, and the inclusion of this type of assignment inside and outside of the
curriculum strengthens those skills and provides students with the added confidence to sell themselves in a variety of business
scenarios from networking to interviewing. The presentation will address the following topics:
 What is an Elevator Pitch?
 Creation of an Elevator Pitch Assignment & Ancillary Assignments
 Creation of an Elevator Pitch Competition
 Assessing Student Success & Outcomes
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 12
4:10 pm to 4:50 pm (Cont’d)
B-Schools’ Duty to Their Graduates and Society: Developing Business School Graduates
into 21st-Century Socially-Conscious Leaders
Ryan Butt, Lourdes University, (Constellation E)
Far too often, B-schools across the United States, including those rooted in Catholic and faith-based traditions, market their
programs to prospective students based upon the average starting salary their graduates earn or the types of professional
internships secured for their students. Rarely, if ever, do you find the business school that markets its programs in a manner
consistent with socially-responsible business practices, let alone where socialist ideals are argued alongside capitalistic
endeavors as preferred business actions. The question becomes whether it is possible to provide a successful and sought-after
business school education that blends both social-responsibility as well as sustainability ideals throughout the curriculum at
both the undergraduate and graduate levels to develop 21st-century socially-conscious leaders. This presentation will address
the mission-driven business curriculum at Lourdes University’s College of Business and Leadership that utilizes the Vocation of
the Business Leader (publication from the Pontifical Council for Peace & Justice – Vatican), thus developing the business
graduate who understands the role of business in alleviating poverty while sharing in prosperity.
The faculty and staff have embraced this higher expectation at Lourdes, a Catholic institution sponsored by the Sisters of St.
Francis of Sylvania, by creating the tagline, “Where Business is Taught as a Noble Profession™,” and therefore supports
throughout the business curriculum a sound structural environment that cultivates students to become more socially aware
and concerned with the lives surrounding their own community. For Lourdes, this community extends from the campus to the
larger scope of the world as a whole. We encourage and support our students in service learning, cultural immersions, and
through the eventual establishment of the Institute for Social Entrepreneurial Leadership.
This presentation will provide a framework for other B-schools to review and ideally adopt an entire “college culture” that
encourages and expects business graduates to be familiar with an expanded spectrum of values and criteria for measuring
corporate success by means of economic, environmental, and societal impacts, just not profits and losses. Topics will include
how to design, implement, and assess realistic, values-driven, and core business fundamentals within the curriculum that
reflect socially-responsible and sustainable business ideals. Additional content includes how our selective recruitment of
faculty and guest speakers and internships, to name a few examples, all support a regional distinction for our programs among
the other nearby B-schools. At Lourdes, we are educating a different kind of business leader, which clearly gives us a
competitive position that is not easily attainable nor replicated.
Finally, this presentation will share how Lourdes graduates, unlike other university graduates, live in a community of learning,
reverence, and service that fosters the ideal that inequality of dignity is unacceptable, and that what we do from here is a direct
reflection of our own institution. While other business schools provide excellent educations, they struggle to promote ideals
integrated throughout their curriculum of social-responsibility and sustainability, instead focusing on the bottom line, securing
better lives for their graduates, and forgetting the “lost generations” in our own nation, let alone the third world. Through our
graduates, we realize the impact that our educational experience has had on our former students as they become 21st-century
socially-conscious leaders.

The Effective Use of External Advisory Councils for Degree Program Development: The
Nazareth College Experience and Lessons Learned
Gerard R. Zappia, Joseph DaBoll-Lavoie, and Mark Weber, Nazareth College, (Constellation F)
The School of Management (SOM) at Nazareth College has successfully used external advisory councils as part of the
undergraduate and graduate degree program development process. The SOM’s extensive experience with advisory councils
provides insight on the many things “to do” and “not to do.”
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2015 IACBE Annual Conference and Assembly Meeting
Thursday | April 16 | Concurrent Session 12
4:10 pm to 4:50 pm (Cont’d)
The use of an external advisory council to assist in degree program development will not be effective unless it is properly
structured and includes key members from the business community and academic disciplines. In addition, there must be a clear
mission for the council and a well-defined process and timeline.
Program development is a top-down and labor-intensive process that must include an interface with the external environment.
It requires commitment from the faculty and business leaders. And the end result may indicate that a program concept is not
viable and the college must be willing to accept a “no go” conclusion.
The effective use of an advisory council provides many benefits. The most important of which will be the development of
relevant student learning outcomes and curricula that clearly align with the current and future needs of the profession (e.g.,
human resources, marketing communications).
Another important benefit is the direct involvement of key members of the business community, and the internship and
employment opportunities that can be created for current students and graduates of the program.
The SOM’s latest development is a graduate degree in integrated marketing communications (IMC). This is an excellent
example of how an external advisory group can influence and improve degree program design and strengthen connections with
the business community.
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2015 IACBE Annual Conference and Assembly Meeting
PLENARY SESSION
Wednesday | April 15
8:30 am – 10:00 am
The IACBE’s New Expectations and Requirements for Quality Assurance, Outcomes
Assessment, and Reporting
Mr. Dennis Gash, President, IACBE, Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, and
Dr. Robert Hilton, Associate Director of Quality Assurance, IACBE, (Constellation C, D, E, F)
This plenary session introduces the IACBE’s new expectations and requirements for measuring and advancing academic quality;
for assessing student learning in business programs and the operational effectiveness of academic business units; and for
developing acceptable outcomes assessment plans. In addition, the IACBE’s new framework and processes for interim reporting
will be presented.
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2015 IACBE Annual Conference and Assembly Meeting
SPECIAL ROUNDTABLE SESSIONS
Wednesday | April 15
10:20 am – 11:00 am
IACBE Faculty Development in International Business-China Study Tour Roundtable
Mr. Dennis Gash, President, IACBE, and Participants of the 2015 Tour, (Chesapeake A, B)
This roundtable session introduces the IACBE’s new professional development opportunity for faculty and administrators from
IACBE member institutions – the Faculty Development in International Business (FDIB)-China Field Study Tour. The program is
an initiative of the IACBE and the Center for International Business Education and Research (CIBER) at the University of
Colorado-Denver. The program is designed to examine the opportunities and challenges facing China as it continues its rapid
economic development. Launched in January 2015, the first FDIB China study tour included business visits in the cities of
Shanghai, Suzhou, Hangzhou, Kunming, and Yichang (Three Gorges Dam). The roundtable will feature presentations by the
participants of the 2015 tour who will share their experiences with attendees. Plan to come and learn more about this exciting
new opportunity!

Wednesday | April 15
11:10 am – 11:50 am
Accounting Accreditation Roundtable
Dr. Kristine Brands, Regis University and Chair of Accounting Accreditation Task Force, Dr. Phyllis Okrepkie, Director of
Accreditation and Organizational Advancement, IACBE, and Members of IACBE Accounting Accreditation Task Force,
(Chesapeake A, B)
An IACBE task force has been working on the development of criteria and a protocol for the special accreditation of accounting
programs. The process has entered its final phase with the specification of accreditation principles and the development of an
accreditation/self-study manual for accounting programs. This roundtable session will provide conference participants with an
opportunity to meet with members of the task force and to discuss the next steps in implementing a pilot program for this
important initiative.

Wednesday | April 15
4:30 pm – 5:30 pm
IACBE Prospective Member Roundtable
Mr. Dennis Gash, President, IACBE, and Dr. Pamela Shay, Chair, IACBE Board of Directors, (President Room)
This roundtable will provide prospective IACBE members with the opportunity to learn more about the organization and its
approach to quality assurance in business education. The roundtable will present an overview of the IACBE and its mission,
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2015 IACBE Annual Conference and Assembly Meeting
Wednesday | April 15
4:30 pm – 5:30 pm (Cont’d)
accreditation philosophy, and scope of accreditation. The session will also explain the IACBE’s outcomes-based approach to
quality assurance, identify the IACBE’s criteria for accreditation, and describe the steps in the IACBE’s accreditation process. In
addition, the roundtable will showcase the IACBE’s distinctive value proposition for the accreditation of business and
management programs in colleges, universities, and other higher education institutions worldwide that focus on student
learning and success.

Thursday | April 16
3:20 pm – 4:50 pm
Meet-the-Commissioners Roundtable
Members of the IACBE Board of Commissioners, and Mr. Dennis Gash, President, IACBE, (Chesapeake A, B)
This roundtable session provides ACAM participants with the opportunity to meet the IACBE Board of Commissioners and to ask
questions regarding the Assembly’s accreditation process, self-studies, outcomes assessment plans, policies and procedures, or
other aspects of the IACBE’s process of quality assurance. In addition, the commissioners will share their experiences in
accreditation reviews and point out typical problem areas and pitfalls to avoid when members prepare their own self-studies
for accreditation. Don’t miss this unique and valuable opportunity to meet and interact with our Board of Commissioners!

Friday | April 17
8:30 am – 9:10 am
Trends and Challenges in Business Education Roundtable
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, and Ms. Rochelle Petway, Coordinator
of Member Services and Development, IACBE, (Constellation F)
This roundtable session is a part of the ongoing TCBE initiative for the IACBE and its members. The initiative brings together the
IACBE community, on an ongoing basis, for the purpose of addressing the challenges associated with the major trends in
business and business education. The roundtable at this year’s ACAM will focus on the next steps in moving forward with the
initiative. In particular, participants will discuss the further development of the initiative and will determine the most
appropriate communications platforms for networking, discussion, and the distribution and sharing of information (e.g., social
media, blogs, discussion boards, webinars, etc.). In addition, the formation of Special Interest Working Groups, each of which
will focus on a particular topic area related to the trends and challenges in business education, will be addressed.
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2015 IACBE Annual Conference and Assembly Meeting
Friday | April 17
9:20 am – 10:00 am
Doctoral Program Roundtable
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, (Constellation F)
ACAM participants whose institutions currently offer, or are considering offering, doctoral programs in business are invited to
attend this special roundtable session. The session offers opportunities for participants to discuss various issues relating to
doctoral programs, including program design, assessment, faculty considerations, scholarly activities, and other pertinent areas.

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2015 IACBE Annual Conference and Assembly Meeting
ACCREDITATION WORKSHOPS
Friday | April 17
8:30 am – 4:30 pm
Preparing an Effective Self-Study/Site Visit Preparation
Mr. Paul Mallette, Director of European Operations and International Development, IACBE, (Annapolis)
Attendance at a self-study workshop is now a requirement prior to the preparation of a self-study for first-time accreditation or
reaffirmation of accreditation. Mr. Mallette will introduce each of the IACBE’s Accreditation Principles and explain the ways in
which to document compliance with them in the self-study. In addition, the key points to keep in mind in preparing an accurate
self-study document will be presented and common pitfalls to avoid will be identified. The logistics involved with preparing for
an efficient site visit will also be covered.

Developing a Comprehensive Outcomes Assessment Plan
Mr. Dennis Gash, President, IACBE, (Columbia)
Attendance at an assessment workshop is now a requirement prior to the submission of an application for candidacy status. In
this workshop you will learn how to design a comprehensive plan that meets IACBE expectations for assessing student learning
in your business programs and the operational effectiveness of your academic business unit. Mr. Gash will discuss the definition
and purposes of outcomes assessment, describe the key points to keep in mind when preparing an assessment plan, identify
measurement instruments that can be used to assess both intended student learning outcomes and intended operational
outcomes, and explain the use of outcomes assessment in measuring and advancing academic quality in your business
programs. In addition, the IACBE’s new assessment plan template and a comprehensive example of completed plan will be
presented.

Friday | April 17
8:30 am – 4:00 pm
Site-Visit Peer Reviewer Training
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE and Dr. Robert Hilton, Associate
Director of Quality Assurance, IACBE, (Frederick)
A successful accreditation review process depends on a careful, thorough, and objective site visit conducted by a team of welltrained peer reviewers. As the IACBE grows both domestically and worldwide, a corps of competent, knowledgeable site-visit
evaluators becomes increasingly essential. Workshop participants will learn how to evaluate self-studies effectively and how to
conduct productive and efficient site visits. At the end of the day, you will have completed the requirements necessary to be
assigned to a site-visit team.

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2015 IACBE Annual Conference and Assembly Meeting
Friday | April 17
8:30 am – 5:00 pm
Site-Visit Team Chair Training
Dr. Phyllis Okrepkie, Director of Accreditation and Organizational Advancement, IACBE, and Dr. Robert Hilton, Associate
Director of Quality Assurance, IACBE, (Frederick)
An effective site-visit team requires a skilled and capable chair who can successfully coordinate the activities of the team. In this
workshop, Dr. Okrepkie and Dr. Hilton will focus on the responsibilities associated with chairing an accreditation site-visit team.
The workshop is intended only for those who have completed a site-visit peer reviewer training session and have been a
member of a site-visit team. Participation in this workshop is by invitation only.

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2015 IACBE Annual Conference and Assembly Meeting
STUDENT CASE-STUDY COMPETITION
Wednesday | April 15 | Rounds 1 and 2
10:30 am – 5:00 pm
Thursday | April 16 | Rounds 3 and 4
8:00 am – 5:00 pm
The IACBE is committed to “partnering with colleges and universities in preparing today’s business students for tomorrow’s
workplace.” In this spirit, the case-study competition focuses on business ethics and is intended to provide students with an
opportunity to showcase their abilities to analyze a case, to identify and discuss recommendations for ethical action, and to “think
on their feet.” The case-study competition requires their ability to (1) work as members of a team, (2) collect and analyze data,
and (3) effectively present case information and answer questions in a clear, concise, and professional manner.
A first-, second-, and third-place team will be selected based on the combined scores from four rounds of presentations over two
days of competition. The winning team will be awarded a $1,000 scholarship generously sponsored by Bloomberg Businessweek.
For the second year in a row, the final-round case is graciously provided to the IACBE by the Eller Center for Leadership Ethics at
the University of Arizona.

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2015 IACBE Annual Conference and Assembly Meeting
IACBE SPONSORS
PRESIDENT’S CIRCLE
Peregrine Leadership Institute · Academic Services
Peregrine Academic Services provides a variety of online testing and educational services associated with higher
education. The company offers academic consulting and assessment services associated with the dual accreditation
requirements for business program. Peregrine also assists students and faculty with quality improvement through
writing style competency development. Peregrine Academic Services assists higher education institutions obtain or
maintain their business degree accreditation status with customized solutions for program- and individual-level
academic assessments.
RUBY SPONSOR
Ashford University · Waypoint Outcomes
Waypoint Outcomes, a subsidiary of Bridgepoint Education, Inc., creates innovative tools to help deepen the dialog
among educators, learners, and institutional stakeholders. Ashford University’s Forbes School of Business uses
Waypoint Outcomes to provide guidance on the attainment of student learning outcomes for continuous
improvement purposes and to support critical accreditation reporting requirements. The Waypoint Outcomes
application is an authentic assessment tool that integrates the measurement of student learning with the curriculum
to gather student learning data continuously throughout the entire program of study. Waypoint measures student
performance on meaningful, real-world tasks against defined learning outcomes. The Waypoint assessment platform
can be easily integrated with leading learning management systems and is built around the basic idea of a rubric – a
criteria-based assessment tool used to evaluate student performance. Waypoint Outcomes has helped numerous
institutions develop the data they need to understand their learners’ acquisition of the 21st-century skills that matter
most.
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2015 IACBE Annual Conference and Assembly Meeting
PREMIUM EXHIBITORS
FBLA-PBL
Interpretive Simulations
Institute of Management Accountants
Ivy Software, Inc.
To Our Sponsors
and Exhibitors:
We are sincerely
grateful for your
support.
Thank You!
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2016 IACBE ANNUAL CONFERENCE AND ASSEMBLY MEETING
MEMPHIS | TENNESSEE | USA
Mark Your Calendar and
Make Plans to Join Us
in Memphis!
APRIL 5-8, 2016 | THE PEABODY HOTEL