Academic Affairs Committee Meeting Minutes Tuesday, February 5, 2013
Entrepreneurial Management (EM) Concentration (18 Credits)
Download 286.25 Kb.
|
- Navigate this page:
- Human Resource Management (HRM) Concentration (18 Credits)
- International Management Concentration (18 Credits)*
- Operations and Technology Management (OTM) Concentration (18 Credits)
- Organizational Leadership
- Impact on existing academic programs
- College of Business -Department of Marketing/Resort Tourism Management
- Proposed catalog description
- Method of delivery
- Number of credits: 3 Prerequisites
- College of Education - Department of Early Childhood, ELE, PE SPED
- Semesters offered: Fall Date change is to be effective
Entrepreneurial Management (EM) Concentration (18 Credits) MGMT 306 Organizational Theory & Behavior or MGMT 309 Leading High Performance Teams ……………………………………………………………………………………….…….3 MGMT 307 Fundamentals of Human Resource Management or MGMT 308 Managing Human Capital ………………………………………………………………………………..3 MGMT 320 Entrepreneurial Leadership ………………………………………….3 Choose one from the following: (3 Credits) ………………………………………….3 MGMT 421 Initiation and Management of New Business Enterprise (3) MGMT 422 Managing Family/Small Business Growth and Innovation (3)
CBAD 497 Business Internship (3-12) MGMT 423 Study Abroad in Entrepreneurship and Innovation (3) MGMT 429 Practicum in Entrepreneurship and Innovation (3-6) EM Selective (Choose one from the following:) (3 Credits)…………………………….3 MGMT 420 Current Topics in Entrepreneurship and Innovation (3) or any Wall College of Business course, 300 level or above, that is not already used to satisfy degree requirements with the Department Chair approval. (3) Human Resource Management (HRM) Concentration (18 Credits) MGMT 306 Organizational Theory & Behavior or MGMT 309 Leading High Performance Teams ………………………………………………………………………………………..…….3 MGMT 307 Fundamentals of Human Resource Management or MGMT 308 Managing Human Capital ………………………………………………………………………………….3 MGMT 340 Attracting and Acquiring Talent (3) MGMT 341 Managing Talent and Developing 21st Century Leaders (3) MGMT 440 Retaining Talent and Maximizing the Value of Human Capital (3) HRM Selective (Choose one from the following:) (3 Credits)……………………….3 CBAD 402 Study Abroad in International Business (3) MGMT 362 Global Leadership Development (3) MGMT 461 Cross-Cultural Management (3) International Management Concentration (18 Credits)* MGMT 306 Organizational Theory & Behavior or MGMT 309 Leading High Performance Teams ……………………………………………………………………………………..…….3 MGMT 307 Fundamentals of Human Resource Management or MGMT 308 Managing Human Capital ………………………………………………………………………………3 CBAD 401 International Business …………………………………………………..3 CBAD 402 Study Abroad in International Business or an approved course transferred from a study abroad experience in International Management ………3 MGMT 482 Global Supply Chain Management ……………………………..3
MGMT 461 Cross-Cultural Management (3) MGMT 462: Organizational Growth and Development in a Globalized World (3) *Note: This concentration requires students to study abroad. Operations and Technology Management (OTM) Concentration (18 Credits) MGMT 306 Organizational Theory & Behavior or MGMT 309 Leading High Performance Teams ……………………………………………………………………………………….…….3 MGMT 307 Fundamentals of Human Resource Management or MGMT 308 Managing Human Capital ………………………………………………………………………………….3 MGMT 480 Leadership in Project Management ………………………………3 MGMT 481 Quality Process Management ………………………………………..3
MGMT 482 Global Supply Chain Management (3) MGMT 484 Business Decisions Support Systems (3) MGMT 485 Process Planning and Control (3) Organizational Leadership Concentration (18 Credits) MGMT 306 Organizational Theory & Behavior or MGMT 309 Leading High Performance Teams ………………………………………………………………………………………………….3 MGMT 307 Fundamentals of Human Resource Management or MGMT 308 Managing Human Capital ……………………………………………………………………………………..3 MGMT 320 Entrepreneurial Leadership ……………………………………………….3 MGMT 341 Managing Talent and Developing 21st Century Leaders……………….3 MGMT 362 Global Leadership Development………………………………………..3 MGMT 480 Leadership in Project Management ..3 VI. ELECTIVES (7-23 Credits) 7-23 TOTAL CREDITS REQUIRED 120 Justification: Global aspects of the field of management can be generally broken into macro and micro areas. Large universities may offer a wide spectrum of international options. Previously Coastal has not had enough faculty with varied types of expertise to offer a variety of courses in this area (so we have had one very general class that covered the basics of both the macro and micro areas). With a new hire from last year we now have one faculty that can teach in the micro area and one in the macro. This course is the macro (organizational) aspect, more related to Strategic Management. Students will benefit from allowing for additional elective options in this area that best fit individual needs and interests. Impact on existing academic programs: Adding this course will add an additional selective option to the general management degree and the International Management concentration (see attachment). Current faculty will teach the course. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2013 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. College of Business -Department of Marketing/Resort Tourism Management CBAD 411 Law and Resort Tourism Management Number of credits: 3 Prerequisites: Completion of CBAD 344 with a grade of C. RTM majors must have also completed RTMA 180 with grade of C or better. Proposed catalog description: This course enables managers to understand the law and particular legal aspects as they relate to the hospitality industry, to appreciate the unique legal and regulatory structures & processes confronted in the industry, to be better able to engage effectively with legal counsel, regulatory agencies, courts, and to identify strategic management initiatives for prevention of situations which lead to legal actions and liability in the industry. Justification: 1. Needs of Business Stakeholders-Consistency w/ Wall College-CCU Mission The expansive growth of the hospitality industry has led to a parallel rise in statutory rules, regulations and enforcement at the Federal, State and local level unique to the industry. Legal responsibilities unique to the industry include such specialized subjects as the rights and responsibilities of innkeepers, restaurants, amusement parks, transportation law as well as a host of tort liability, contract, insurance, civil rights, zoning and environmental laws and regulations as they apply to the hospitality industry. In 2010, the American Bar Association noted this to be one of the fastest growing specialty areas of legal practice. Today's Resort Tourism Managers, must be attuned as never before to the substantial responsi-bilities society has imposed on the industry, the expectation of compliance, and the vast risks and costs of non-compliance. The course provides essential insights for students entering this field of business to better prepare them for the complexities they will face be it a restaurant, hotel, travel agency, major resort or tourism related enterprise. Courses in RTM law are found in virtually all major university hospitality programs in the U.S. and globally. The need for this course is especially pertinent for Coastal Carolina University whose regional economy is primarily based on Tourism. Thus, the course is consonant with the mission of the university and the Wall College of Business. Having this course available to students is needed to provide currency in societal trends impacting the industry and for competitive and effective assurance of learning of CCU's RTM majors. 2. Competitive with Other AACSB Business School Curricula Attached is a Competitive Snapshot chart of 20 AACSB Business Schools (12 in CCU's Region, 8 outside CCU's region). All sampled programs offer a number of business law options and electives for students. The average school in the region has available 8.5 such courses, outside the region 12.6. Wall College of Business currently offers only two (2) undergraduate law courses. The proposed courses will assist in improving the competitive presentation of our programs. 3. Student Interest and Demand During Fall 2012, a survey was conducted of all CBAD 344 students (a required business core course) and CBAD 345 (required of all Accounting majors) to assess interest in additional business law course offerings and electives. RTM Law showed strong interest by students majoring in Resort Tourism Management (RTM) 94%. Impact on existing academic programs: The course will help enhance the value and breathe of the Resort Tourism Major at CCU. The course also provides an additional elective opportunity for other business students and students of other CCU majors with interest in law and/or careers in the tourism industry. The course does not displace or compete with other courses. The course is anticipated to run once a year as an elective or more frequently based on demand. Staff Costs see previous answer. Cases and legal assignments are available free on line and through existing library resources. The course requires no special or additional equipment beyond the current computer projection classroom set up. Method of delivery: Classroom Semesters offered: Fall, Spring OR Summer, As needed. Date change is to be effective: Fall 2013 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. CBAD 412 Marketing Law Number of credits: 3 Prerequisites: Completion of CBAD 344 with a grade of C. Co-requisites: None Course restrictions: None. This course may be taken as an elective. Proposed catalog description: The course provides students with an overview of legal issues related to the marketing function of organizations, the legal structures and regulatory processes that govern marketing at the Federal, state and local levels. Specific legal topics include protection of intellectual property; law of sales of goods, product liability and warranties; anti-trust law; consumer protection, regulation of unfair and deceptive acts in commerce, commercial free speech, and trends in the law of marketing. The course focuses on the role of managers and tools in making decisions that comply with legal expectations, leverage marketing law to strategic advantage, prevent legal disputes and effectively manage marketing legal processes. The course goal is to educate future managers on making more informed decisions when confronted with potential legal issues regarding the marketing function and to effectively deal with legal counsel in their resolution. Justification: 1. Needs of Business Stakeholders-Consistency w/ Wall College-CCU Mission Managers and professionals in all organizations face a daunting array of laws governing all aspects of marketing in profit, not-for-profit, and service organizations. These laws and regulations broadly fall under the umbrella of Marketing Law and include such critical areas as: Intellectual Property, Consumer Protection, Sales & Promotional methods, Warranties, Advertising and what the law broadly defines as "unfair and deceptive acts in commerce." Some examples demonstrate the extent of legal risks and costs faced by managers and the public at large. According to the U.S. Federal Trade Commission (FTC) Annual Performance Report for FY2011, the FTC identified over 16.1 million consumers subject to consumer fraud and handled over 1.3 million legal complaints of unfair and deceptive marketing acts, collecting over $142 million in fines from prosecutions. The Top 5 FTC categories of complaints handled that year (in order) were Identity Theft; Debt Collection; Internet Services; Prizes-Sweepstakes-Lotteries; and Shop-At-Home/Catalog Marketers. Consumer demand for protection from telemarketers is so great that the FTC's Do Not Call List currently has 208 million registered. Marketing enforcement has also increased strongly at the state level. South Carolina's Unfair Trade Practices Act (UTPA) includes treble damages for violations and has experienced increased state and private enforcement actions. In June 2011 a record $327 million fine was awarded the state from conviction of Janssen Pharmacutica for deceptive marketing of the drug Risperdal. In August 2012, the South Carolina Supreme Court for the first time applied UTPA to attorneys and by inference other regulated professionals. Both Federal and State laws increasingly are adding criminal penalties to Marketing Law violations which include the potential jailing of executives. Consequently, it is essential for Coastal Carolina University in properly preparing its graduates for the society in which they will work and live to understand basic principles of Marketing Law. These skills are critical to Marketing business majors, and increasingly other disciplines that engage in marketing related activities. The subject is necessary skill building to prevent organizations and individuals from legal liability and to intelligently and effectively work with legal counsel and government agencies on appropriate resolution when legal issues arise. The course provides additional important learning options for students in majors outside of business that are increasingly confronted with marketing law and marketing legal liability. These include but are not limited to, Communications, Journalism, Sports Management, and Health Care. And, the course provides additional topic of interest to students in Pre-Law. 2. Competitive with Other AACSB Business School Curricula Attached is a Competitive Snapshot chart of 20 AACSB Business Schools (12 in CCU's Region, 8 outside CCU's region). All sampled programs offer a number of business law options and electives for students. The average school in the region has available 8.5 such courses, outside the region 12.6. Wall College of Business currently offers only two (2) undergraduate law courses. The proposed courses will assist in improving the competitive presentation of our programs. 3. Student Interest and Demand During Fall 2012, a survey was conducted of all CBAD 344 students (a required business core course) and CBAD 345 (required of all Accounting majors) to assess interest in additional business law course offerings and electives. Marketing Law showed strong interest by students majoring in Marketing. Students in the following business majors expressed strong preference (reporting 50% or higher) for having a course in Marketing Law: All Business Majors 54% Marketing 95% Non Business Majors 55% Management 51% Impact on existing academic programs: The course will help enhance the value and breathe of the Marketing Major at CCU. The course also provides an additional elective opportunity for other business students and students of other CCU majors with interest in law and/or careers in related organizations engaged in marketing activities. The course does not displace or compete with other courses. The course adds to the growth of business law courses outlined in the 2010 Business Law Strategic Plan. The course is anticipated to be offered initially once a year and more frequently based on demand. Faculty- See previous answer Cases and case research assigned are available from free public sites and existing library resources. The course requires no special equipment beyond the standard computer and computer projection in all Wall College classrooms. Method of delivery: Classroom. Semesters offered: Fall, Spring OR Summer, As needed. Date change is to be effective: Fall 2013 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. College of Education - Department of Early Childhood, ELE, PE & SPED EDSP 300 Foundations of Special Education Number of credits: 3 Prerequisites: Special Education Major / Pre-Major Co-requisites: Must be EDSP (Special Education Major). Course restrictions: None. This course is required for a major. Proposed catalog description: This course provides knowledge of basic concepts in special education related to the education of individuals with disabilities. Content includes historical factors, legislation, etiology, characteristics, educational strategies (including existing and emerging technologies), identification procedures, support services for individuals with disabilities at varied degrees of severity, and the impact of disabilities on academic and social/emotional performances. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Spring. Date change is to be effective: Fall 2013 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 310 Theory to Practice: Field Experience II Number of credits: 3 Prerequisites: EDSP 300 Corequisites: None Number of credits: 3 Course restrictions: None. This course is required for a major. Proposed catalog description: This course is a supervised field experience requiring a minimum of 60 hours with students with mild to moderate disabilities at the elementary level. Related seminar addresses the roles of special educators, organizational and legal contexts for special education programs, models of service delivery, professional and ethical practice, collaboration skills, and research/evidence-based practices. The link between theory and practice is explored. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 311 Characteristics and Instruction of Learning Disabilities & Emotional Disorders Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course provides an in-depth study of definitions, etiology, prevalence, and characteristics associated with learning disabilities (LD) and emotional/behavioral disorders (EBD). Techniques used in identifying and teaching learners with LD or EBD, as well as service delivery models, roles of various professionals, legal issues, ethics, and philosophies related to persons with LD or EBD. The selection and implementation of evidence-based instructional methods related to affective and learning behaviors and procedures for adapting materials to support students with LD and EBD in a variety of educational settings are addressed. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Semesters offered: Fall Date change is to be effective: Fall 2014 Directory: media -> academics media -> Tsunami Terror Alert: Voices of Youth media -> Biblical Eschatology Presentation by: D. Paul Beck May 4, 2016 Ground Rules media -> Guide to completing the collection using the Omnibus system media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 academics -> Academic record 2010 – 2013 East Tennessee State University, Johnson City, tn academics -> John shepard education mfa Download 286.25 Kb. Share with your friends:
|