邢唷��>� ��欹�q` ��缦bjbjqPqP 8�::D��YK��""" , , |�|�|�8慈�犐�, �ㄌ柑(嗵鎏鎏c�c�c�� $�hW�� 齿僖�c�齿齿� 88鎏鎏�� 予予予齿�8�鎏鎏� 予齿� 予予��X�@ �鎏溙`BT趖悠|��p�(@T� 0�$�+�8�P�� X�c��予��戁"c�c�c�� c�pc�c�c�齿齿齿齿, Dp $� ${笀�?, p � 笀, , , 888888��University Senate Agenda EBERLY AUDITORIUM September 12, 2006 3:15 � 5:00 p.m.Approval of OrderA.Approval of minutes of the meeting of May 2, 2006B.Approval of current agenda items and orderReports and AnnouncementsA.President AtwaterB.Provost SamuelsC.Chairperson SmithD.Vice Chairperson Standing Committee ReportsChairpersonAppendixPage(s)A.Rules CommitteeSoniB.University-Wide Undergraduate Curriculum CommitteeSechrist / NumanA2-3C.University-Wide Graduate CommitteeLaPorte/WilliamsonB4-24D.Academic CommitteeAndrewE.Awards CommitteeRiegF.Library and Educational CommitteeJozefowiczG.Noncredit CommitteeO扤eilH.Research CommitteeGuthI.University Development and Finance CommitteeDomarackiJ.Student Affairs CommitteeHallSenate Representative ReportsRepresentativeA.University Planning CouncilFederoffB.Presidential Athletic Advisory CommitteeDomarackiC.Academic Computing Policy Advisory CommitteeMukasa New Business Adjournment APPENDIX A University-Wide Undergraduate Curriculum CommitteeCo-Chairs Sechrist and Numan FOR INFORMATION: 1. Liberal Studies Committee Report Susan Fello was granted approval to teach LBST 499 Childhood in America during the summer 2006 semester and Sara Rutledge was granted approval to teach LBST 499 Childhood in America for fall 2006. FOR ACTION: 1. Department of Spanish桺rogram Revision Current Program: Bachelor of Arts-Spanish for International Trade Proposed Program: Bachelor of Arts-Spanish for International Trade Liberal Studies: As outlined in the Liberal Studies section with the following specifications: Mathematics: MATH 115 Social Science: ECON 121, PSYC 101 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, MATH 214, no course with SPAN prefix College: Foreign Language (included in major) 52 0 Liberal Studies: As outlined in the Liberal Studies section with the following specifications: Mathematics: MATH 115 Social Science: ECON 121, PSYC 101 Liberal Studies Electives: 6cr, BTED/COSC/IFMG 101, MATH 214, no course with SPAN prefix College: Foreign Language (included in major) 52 0Major: Study Abroad (1) Required Courses: SPAN 222 Intermediate Spanish Grammar and Conversation-Business SPAN 230 Intermediate Spanish Composition SPAN 260 Introduction to Hispanic Literature SPAN 340 Hispanic Civilization through the Nineteenth Century SPAN 344 Twentieth-Century Spanish-American Civilization SPAN 350 Advanced Spanish Conversation SPAN 354 Commercial Spanish SPAN 402 Translation and Interpretation SPAN 404 Advanced Spanish Grammar Controlled Electives: Any 3 Spanish credits in courses 362 or above except SPAN 390 30 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crMajor: Study Abroad (1) Required Courses: SPAN 222 Intermediate Spanish Grammar and Conversation-Business SPAN 230 Intermediate Spanish Composition SPAN 260 Introduction to Hispanic Literature SPAN 340 Hispanic Civilization through the Nineteenth Century SPAN 344 Twentieth-Century Spanish-American Civilization SPAN 350 Advanced Spanish Conversation SPAN 354 Commercial Spanish SPAN 402 Translation and Interpretation SPAN 404 Advanced Spanish Grammar Controlled Electives: Any 3 Spanish credits in courses 362 or above except SPAN 390 30 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3crOther Requirements: Business Sequence ACCT 201 Accounting Principles I ACCT 202 Accounting Principles II BLAW 235 Introduction to Business Law BTST 321 Business and Interpersonal Communications ECON 122 Principles of Microeconomics FIN 310 Fundamentals of Finance IFMG 300 Information Systems: Theory and Practice MGMT 311 Human Behavior in Organizations 36 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr Other Requirements: Business Sequence ACCT 201 Accounting Principles I ACCT 202 Accounting Principles II BLAW 235 Introduction to Business Law BTST 321 Business and Interpersonal Communications ECON122 Principles of Microeconomics FIN 310 Fundamentals of Finance IFMG 300 Information Systems: Theory and Practice MGMT 310 Principles of Management 36 3cr 3cr 3cr 3cr 3cr 3cr 3cr 3cr MGMT 330 Production and Operations Management MGMT 495 Business Policy MKTG 320 Principles of Marketing QBUS 215 Business Statistics Free Electives: Total Degree Requirements: 3cr 3cr 3cr 3cr 2 120 MGMT 330 Production and Operations Management MGMT 495 Business Policy MKTG 320 Principles of Marketing QBUS 215 Business Statistics Free Electives: Total Degree Requirements: 52 3cr 3cr 3cr 3cr 2 120(1) Students must successfully complete a program of language study in a Spanish-speaking country. This program must, as a minimum, last four weeks and carry 3 or more cr extending beyond the intermediate level. Students may fulfill this requirement by participating in any of 蘑菇tv抯 study abroad programs in Spain, Mexico, or Costa Rica or by transferring credits from another accredited program. Students wishing to fulfill this requirement through a non-蘑菇tv program should obtain prior approval from the department. Based on demonstration of adequate oral proficiency and significant cross-cultural experience, students may be exempted from this requirement with the approval of the advisor. (1) Students must successfully complete a program of language study in a Spanish-speaking country. This program must, as a minimum, last four weeks and carry 3 or more cr extending beyond the intermediate level. Students may fulfill this requirement by participating in any of 蘑菇tv抯 study abroad programs in Spain, Mexico, or Costa Rica or by transferring credits from another accredited program. Students wishing to fulfill this requirement through a non-蘑菇tv program should obtain prior approval from the department. Based on demonstration of adequate oral proficiency and significant cross-cultural experience, students may be exempted from this requirement with the approval of the advisor. APPENDIX B University-Wide Graduate CommitteeCo-Chairs LaPorte and Williamson FOR ACTION SEQ CHAPTER \h \r 1Rationale for Graduate Curriculum Handbook Changes PASSHE currently requires new academic programs to follow a standard set of procedures, addressing aspects of the program proposal in a uniform manner. There is significant overlap with 蘑菇tv抯 Graduate Curriculum Handbook however there are also significant differences. The proposed changes to the Graduate Curriculum Handbook will satisfy the needs of the University Wide Graduate Committee (UWCC) while at the same time meet PASSHE requirements. As it stands now, proposers are required to submit proposals in the format required by the Graduate Curriculum Handbook then upon approval by the UWCC reformat the entire proposal to satisfy PASSHE requirements. The proposed changes to the Graduate Curriculum Handbook will obviate those changes saving proposers significant time and effort and increase the likelihood of approval by PASSHE. Chapter 2 LEVEL I: NEW GRADUATE DEGREE PROGRAMS AND MAJOR REVISIONS TO EXISTING PROGRAMS Contents: Level I Definition Review Process Level I Proposal Format and Content Tables A. Level I Definition Level I proposed programs fall into two categories and have been defined by the Chancellor抯 Office in its March 19, 1985, Academic Policy (see Appendix A) as follows: 1. Major Academic Program: A sequence of courses, activities, and/or experiences constituting a major field of study, culminating in a credit-based degree or certification. 2. Other Academic Program: A sequence of courses, activities, and/or experiences constituting a minor, track, specialization, concentration, or focus not leading to a degree or certification. The same Academic Policy defines 揗ajor Revisions/Changes� in existing programs as: 1. Change of program title, degree designation, or certification; and 2. Addition or deletion of degree designation, track, emphasis, or minor where major exists. Some changes (referred to in this document as 揕evel II� and 揕evel III�) will be reported to SSHE for information only (see Appendix A, C.3). Deletions are covered in Chapter 6. See Chapter 1, Section C, to determine the appropriate level of program proposal required. B. Review Process Stage One: The Abstract Notification of Intent All new academic programs go through a curriculum approval process that includes both 蘑菇tv approval (through Senate and the Council of Trustees) and subsequent approval from the PASSHE Board of Governors (BOG). This approval process begins with proposers filing a Notification of Intent. The purpose of the Notification of Intent is to alert the Graduate Dean, Graduate Committee Chair, Provost, and Chancellor抯 Office that a new program proposal is being developed, and provide an opportunity for reaction to the proposal抯 feasibility, potential, and conformance with mission. Departments are strongly encouraged to consult with the College Dean, the Graduate Dean and/or Dean抯 Associate, and the Graduate Committee Co-Chairs in the very early stages of a proposal developing this document. The completed Notification of Intent Form needs to be approved by the College Dean and Graduate Dean, who will then forward it to the Provost. The Provost will submit it to PASSHE, seeking permission to develop a detailed new program proposal. The Chancellor抯 Office must be alerted to new graduate program proposals as soon as the potential program is well formulated and can be described in an Abstract. The Graduate Committee requires that a department consult with the college dean, the graduate dean, and the Graduate Committee co-chairs in the very early stages of a proposal and recommends keeping these persons informed as a proposal develops within a department. The college dean will work closely with the department at critical stages. The Abstract lets the graduate dean, Graduate Committee chair, Provost, and Chancellor抯 Office know that a program proposal is in the early stages of development and provides an opportunity for reaction to a proposal抯 feasibility, potential, and conformance with mission. The specific procedures are described in detail below: should be followed before the department makes a serious working commitment to the new program: Prepare a one-page proposal Abstract the Notification of Intent describing the program as envisioned at this early stage. Following the guidelines on the form, discuss both the resources available to implement the proposal and any additional resources that may be needed. Indicate the funding source for additional resources. The Abstract Notification of Intent should contain enough detail to give a general but clear idea of the program. As the revenue component may include tuition and appropriated dollars, contact the Office of the Provost for assistance in the calculation of revenue and expenditure expectations. Send copies of the Abstract Notification of Intent simultaneously to 1) the College Dean, 2) the Graduate Dean and the Dean抯 associate, and 3) the Chair of the Graduate Committee (for information only). The Graduate and College Deans will confer to determine initial support for the concept. The College Dean will convey reactions to the department if problems are perceived in the Abstract Notofocation of Intent, providing the department an opportunity to address these. However, a department may work toward developing the new program whatever the deans� reactions may be. A department will know, in advance, whether or not a program proposal has the College and Graduate Deans� support. The College and Graduate Deans will send a joint memo and a copy of the Abstract Notification of Intent to the Provost requesting review and a decision. The Provost, if satisfied with the general feasibility of the proposed program and after consulting with the College and Graduate Deans, will forward a copy of the Abstract Notification of Intent to the Chancellor, with a cover letter indicating the Provost抯 preliminary support. The Provost will send copies of the cover letter to the Department Chair, College Dean, Graduate Dean, and Graduate Committee Co-chairs. FLOWCHART FOR THE APPROVAL PROCESS OF THE ABSTRACT NOTIFICATION OF INTENT Joint Memo 2. Stage Two: Developing the Proposal When approval from PASSHE has been received, the department develops the new program proposal in accordance with the format and content guidelines described in Section C below. The College and Graduate Deans should receive progress reports to assure that the new program will be understood and the support required to implement it will be available. Departments may wish to consult with the Co-Chairs of the Graduate Committee or the Dean of the Graduate School to resolve as many problems as possible at an early stage. The signature process leading up to submission of a proposal to the Graduate Committee, and the subsequent approval process, is described fully in Chapter 1, Section B, and summarized on the Approval Process flow chart (see page 3). 3. Stage Three: Senate Approval [Note: moved from p. 16 for consistency with document structure] After notification of approval by the Graduate Committee, please submit to the recording secretary of the Graduate Committee the following (no later than 14 days before the next senate meeting): Three hard copies of the fully revised program proposal Three hard copies of the Senate agenda item (see below). One electronic copy of both the fully revised proposal and the Senate agenda item. The Senate agenda item should include the title of the program, the sponsoring department and a catalogue start term; the summary from Section C.2(b); a brief rational for the program; the catalog description from Section C.10; and brief summaries of each major change (new courses, course deletions, etc.). Following Senate approval, the program proposal will be forwarded to the 蘑菇tv Council of Trustees for approval. Proposers are advised that the Council meets quarterly. 4. Stage Four: (New Programs Only) PASSHE Approval Once new program proposals are approved by the Council of Trustees, they will be forwarded for PASSHE Board of Governors (BOG) approval. The BOG meets quarterly (meeting calendar is available at http://www.passhe.edu/content/?/governors/calendar), and does not review new program proposals at the summer meeting. In addition, PASSHE has requested that proposals submitted for BOG review be received at the Chancellor抯 office at least three (3) months prior to the next BOG meeting. Proposers are advised to be aware of this timeline in identifying implementation dates for the new program. C. Level I Proposal Format and Content The proposal format specified below is congruent with PASSHE format requirements. However, proposers of new programs are advised to closely review the PASSHE content guidelines, available on their website. 1. 蘑菇tv抯 Graduate Curriculum Authorization Form (Appendix D) Please indicate the type of submission This page becomes the cover sheet of your proposal. The authorization form needs to be attached to the front of the proposal, indicating the type of submission. For each change within the proposal, such as new course proposals, course revisions, and course deletions, submit a separate Authorization Form. PASSHE Cover Page This should include the name of the title of the program, the names of the institution, college, department, and individual who prepared the proposal, the month and date of the proposal and the proposed implementation date. Table of contents (optional, but recommended) Introduction Description, scope and purpose of the program Provide a short introduction, including definitions of key concepts or terms, the scope and purpose of the program. Provide a brief summary of the proposal. [*recommend moving the following bracketed paragraph to 揂cademic Quality and Integrity� section 卻howing the course and credit requirements of the program, identifying required courses, electives, tracks, etc. For program revisions, this summary must include a side-by-side comparison of the Current vs. Proposed program. Please underline items that are being deleted, place in bold items that are being added, and place an asterisk (*) by items that have changes in requirements. Because the side-by-side comparison becomes part of the Senate agenda (see section C.11 below), please format it using 揟ables� rather than 揅olumns.擼 Alignment with PASSHE mission. Please state clearly the goals and objectives of the proposed program or revision, and indicate how these goals and objectives advance the state system missions of SSHE and goals. Appropriateness to 蘑菇tv mission and strategic plan. Provide a clear description of how the new program or program revisions align with 蘑菇tv抯 mission and strategic plan. (See Appendix B for copies of these mission statements.) 3. Appropriateness to Mission State clearly the goals and objectives of the proposed program/revision and indicate how these goals and objectives advance the missions of SSHE and 蘑菇tv. (See Appendix B for copies of these mission statements.) Need and Impact a. Provide evidence that Student demand for this program exists. Please note that need should be substantiated in terms of employment trends, as well as evidence of student demand. Recent experience with PASSHE proposal review suggests that a survey of student interest alone will be insufficient. Proposers should be prepared to document market demand for program graduates. This may be done through Conduct or cite an appropriate needs assessment, or professional publications or other sources, and should include a bibliography. For a new program, a needs assessment must be conducted and should be appended to the proposal. Demonstrate that students who complete the program can enhance their career opportunities in a national or regional market. This section should also address the uniqueness of the program, and include enrollment projections. Assess the intellectual impact of this program on the university vitality and its enhancement of the local, regional, and state communities. Academic Integrity This section is designed to demonstrate the adequacy and appropriateness of the proposed program/revision, its coherence as a distinct academic program, the level of its standards, and the quality of its instructional staffing. Program structure and administration In which department will this program be located? Are there collaborating departments? Will there be a program director and / or an oversight committee? How will continuity and oversight be ensured? Specify a catalog term for the program. Program pedagogical goals Describe what this program is intending to teach and its specific learning objectives. What curriculum models were used in designing this curriculum? Are the requirements dictated by any accreditation criteria? Curriculum overview What are the components of the curriculum? How are courses sequenced? How do they fit together as a whole? [*recommend integrating here the following paragraph from the 揑ntroduction� section.� Provide a summary of the proposal showing the course and credit requirements of the program, identifying required courses, electives, tracks, etc. For program revisions, this summary must include a side-by-side comparison of the Current vs. Proposed program. Please underline items that are being deleted, place in bold items that are being added, and place an asterisk (*) by items that have changes in requirements. Because the side-by-side comparison becomes part of the Senate agenda (see section C.11 below), pPlease format it using 揟ables� rather than 揅olumns.擼 Course offerings Describe briefly each new or revised graduate course. Complete individual proposals for each new graduate course or course revision must be appended. (See Chapter 10 for new course proposals and major course revisions or Chapter 11 for minor course revisions.) Learning experiences To what degree will instructional technologies be used? Will there be team teaching or group projects? How are practical experiences (labs) or internships or practica integrated? Is a final project, such as comprehensive exams or thesis, required? If so, how it will be reviewed? Leadership and faculty qualifications What evidence is there of faculty and administration commitment to the program? List faculty to be involved in the proposed program/revision. Please note that all faculty must be eligible to teach at the graduate level. To describe the nature and level of his/her proposed involvement (teaching, advising students, etc.), please have each faculty member complete the Faculty Summary Sheet (Section D.1 below). Include an appendix with the curriculum vitae of all faculty involved. Please note that only three of the required 22 copies of the proposal for the Graduate Committee need to include the CVs. [Recommend removing this paragraph from this section, and moving to section on Coordination/cooperation/partnerships, below. In addition, explain why the proposed program/revision is substantially different from existing programs at 蘑菇tv. And to ensure cooperation and communication within the university, provide letters of notification to and response from each department potentially affected by the program. These letters should verify that the information has been relayed to the departments and provide such comments that make clear each department's position. If a department is unresponsive, please include copies of two notification attempts.] Statement of CBA compliance. Finally, please state that, to the best of your knowledge, the new program is in compliance with the current CBA. Programs found to be in violation of the CBA, even after formal approval, will require the prompt submission of a new proposal containing the necessary modifications. Typical issues of concern are faculty workload, dependence on temporary faculty, and sufficiency of resources. Student qualifications, support and advisement Outline the requirements for the proposed degree program/revision, specifying all requirements for admission, degree candidacy, and graduation. Show how a student would progress through the degree program (e.g., first semester courses, etc.). Periodic Assessment/Accreditation [Note: moved up to follow 揂cademic Integrity�, rather than follow 揅oordination with other institutions� to be consistent with PASSHE format, and for internal consistency.] Periodic program review consists of two parts: assessing student learning outcomes and program evaluation. With respect to academic programs, outcomes assessment asks the question: What constitutes student learning? (See Appendix C for the current SSHE statements on the topic of outcomes assessment.) Program evaluation is a review of the effectiveness and quality of the overall program. Each new graduate program and major revision to existing programs must include a plan for each category of review. Collecting and evaluating student-learning outcomes data Assessing Student Learning Outcomes Describe what constitutes student learning for the program. These outcomes may be stated as goals and objectives. Describe the methodology(ies) to be used for assessing whether or not student learning has been achieved. Use of student-learning outcomes data to improve the program Periodic Program Evaluation Identify the criteria to be used for the program evaluation. These should be related to the goals and objectives of the program (see Section C.3 above). Describe the methodology(ies) to be used for evaluating the program. Include frequency of program evaluation, outside evaluating agency (if applicable), and how student input will be incorporated into the evaluation process. Plan for achieving specialized accreditation, if available. Coordination with Programs at Other Institutions /cooperation/partnerships With related programs at other institutions Demonstrate that the proposed program/revision does not duplicate unnecessarily existing programs at other SSHE or area universities. Further, the proposal should include communication with other appropriate institutions. Attach evidence that resource sharing and student transfer programs have been considered and either incorporated or ruled out, as appropriate. With other departments/units on campus [Recommend moving this paragraph from above section 揂cademic integrity,� subsection �.faculty.� In addition, explain why the proposed program/revision is substantially different from existing programs at 蘑菇tv. And to ensure cooperation and communication within the university, provide letters of notification to and response from each department potentially affected by the program. These letters should verify that the information has been relayed to the departments and provide such comments that make clear each department's position. If a department is unresponsive, please include copies of two notification attempts.] With outside agencies, corporations, etc. How will relationships with business, industry, public agencies, etc. strengthen this program? Periodic Assessment [Note: moved this to follow 揂cademic integrity�, rather than follow 揅oordination with other institutions� to be consistent with PASSHE format, and for internal consistency.] Periodic program review consists of two parts: program evaluation and assessing student learning outcomes. Program evaluation is a review of the effectiveness and quality of the overall program. With respect to academic programs, outcomes assessment asks the question: What constitutes student learning? (See Appendix C for the current SSHE statements on the topic of outcomes assessment.) Each new graduate program and major revision to existing programs must include a plan for each category of review. Periodic Program Evaluation Identify the criteria to be used for the program evaluation. These should be related to the goals and objectives of the program (see Section C.3 above). Describe the methodology(ies) to be used for evaluating the program. Include frequency of program evaluation, outside evaluating agency (if applicable), and how student input will be incorporated into the evaluation process. Assessing Student Learning Outcomes Describe what constitutes student learning for the program. These outcomes may be stated as goals and objectives. Describe the methodology(ies) to be used for assessing whether or not student learning has been achieved. Resource Sufficiency Describe a strategy for the distribution of faculty workload that includes integration with undergraduate teaching responsibilities, if applicable. Utilize the faculty workload tables in Section D.2 below to summarize these data. Detail the need for and availability of resources necessary to support the program during the initial start-up year and for a subsequent three-year period. Show how the department will obtain required resources (i.e., new allocations or reallocations of existing resources), including: Learning resources (books, periodicals, films, cassettes, etc.), Instructional equipment (including equipment maintenance) and supplies Facilities or facility modifications. Provide letters of notification to and response from the University Library and the Instructional Design Center (if relevant) regarding adequacy of resources. If no response is received, please include copies of two notification attempts. Summarize the above information in the budget table in Section D.3 below. Impact on Educational Opportunity The proposal must provide appropriate information regarding the probable impact of the new program/revision on SSHE and 蘑菇tv goals for enhancing educational opportunity and assurance of civil rights. Effect on diverse groups of students Provide a plan to recruit, retain, and graduate students from underrepresented groups, e.g., ethnic minorities, women. Effect on faculty, advisors, etc. Describe the presence of minority and women faculty in the program and plans to recruit minorities and women for vacated positions. Effect on employers Explain plans for inclusion in the curriculum of scholarship from underrepresented groups. Bibliography Executive Summary This summary should address the seven criteria in brief, and should not exceed two pages. Catalog Description On a separate page attach a program description suitable for inclusion in the Graduate Catalog. This description must include 1) program objectives, 2) admission prerequisites, and 3) degree/program requirements. 11. Senate [moved to p. 12, for consistency with structure of the document.] After notification of approval by the Graduate Committee, please submit to the recording secretary of the Graduate Committee: Three hard copies of the fully revised program proposal Three hard copies of the Senate agenda item (see below). One disk copy of both the fully revised proposal and the Senate agenda item. The Senate agenda item should include the title of the program, the sponsoring department and a catalogue start term; the summary from Section C.2(b); a brief rational for the program; the catalog description from Section C.10; and brief summaries of each major change (new courses, course deletions, etc.). The hard and disk copies must be submitted to the recording secretary of the Graduate Committee no later than 14 days before the next Senate meeting. D. Tables Faculty Summary Sheet (page 17) Faculty Workload Tables (pages 18, 19) Budget (page 20) Faculty Summary Sheet FACULTY SUMMARY SHEET Proposed Program Title:___________________________________________________________ Faculty Name: . Department: . Phone number and Email: Educational Background (degrees earned, where, when): Bachelor Degree: Advanced Degrees: Level of Graduate Teaching Eligibility (Masters or Doctoral) and expiry date: Summary of intended contribution to the proposed program (e.g., courses to be taught, advising, coordination): Summary of relevant teaching experiences: Summary of relevant professional experiences: Other: A one-page summary of relevant publications and presentations may be attached. 3. Budget Table YEAREstimated CostsStart-up 20 - 20 .2nd year 20 - 20 .3rd year 20 - 20 .4th year 20 - 20 .Faculty (Salary & Fringe)Staff (Salary & Fringe)Instructional EquipmentSummer ContractsLibraryTravelSupplies and MaterialsOtherTotal FOR ACTION New Course Proposal: Eberly College of Business and Informational Technology Department of Marketing Course Number and Name: MKTG 539 Internet Marketing Catalog Term: Fall 2006 Catalog Description: MKTG 539 Internet Marketing 3 cr. This course presents a strategic framework for developing marketing strategies on the Internet. It extends the Marketing Mix framework to E-Commerce using current theories and applications in online product, online pricing, web based marketing communication, and distribution strategies. Other topics include marketing research on the Internet, electronic retailing, Internet based customer relationship management, and legal-ethical dimensions of e-marketing. Students will use Internet based online marketing cases. Prerequisites: MKTG 320 Rationale: Internet Marketing has emerged as one of the essential marketing components over the last decade. This course will be one of the electives for the Marketing Concentration part of the MBA program. The 400 level of the course is currently being offered as an elective for undergraduate marketing majors. This course will require the basic undergraduate level principles of marketing course as a prerequisite. MKTG 539 Internet Marketing Course Analysis Questionnaire UWGC Format B1: (Graduate Curriculum Authorization Form桝ppendix D (attached as cover) B2: Course Description and Particulars Attachments Course Syllabus: Attached Bibliography: Provided in the attached syllabus of record Rationale: Internet Marketing has emerged as one of the essential marketing components over the last decade. This course will be one of the electives for the Marketing Concentration part of the MBA program. The 400 level of the course is currently being offered as an elective for undergraduate marketing majors. The course will require a basic undergraduate level principles of marketing course as a prerequisite. Other courses or Programs This course will not affect or overlap with any course offered by other departments. No other department or program is planning to use this course as a requirement or as an elective. Variable credits: This course will not be offered on a variable credit basis. Teaching Plans: It will be mainly a lecture-based course and will be taught by one instructor. Special Topics: This course has been offered as a special topics course three times in the last five years. The enrollment has been around 20 undergraduate students and 10 graduate students each time the course was offered. Comparisons: Attached Standards: The Association to Advance Collegiate Schools of Business桰nternational (AACSB) recommends, but does not require, this course in its accreditation standards. B3. Implementation: Resources: The corresponding undergraduate is currently offered once a year. The dual listed course will follow the same pattern without impacting any resource issue. Frequency: It will be offered once a year as a dual-level course. Enrollment: About 35 students. There are no additional constraints on class size. B4: Catalog Description: Attached B5: Logistics Start term: Summer 2006 Registrar has confirmed that the course number is available CIP code is: 520207 Catalog Term: Fall 2006 B6 Miscellaneous: None Syllabus of Record MKTG 439 Internet Marketing 3 lecture hours 0 lab hours, 3 credits (3c-0l-3cr) MKTG 539 Internet Marketing 3 lecture hours 0 lab hours, 3 credits (3c-0l-3cr) Prerequisite: MKTG320 or equivalent I. Catalog Description Prerequisites: MKTG 320 This course presents a strategic framework for developing marketing strategies on the Internet. It extends the Marketing Mix framework to E-Commerce using current theories and applications in online product, online pricing, web based marketing communication, and distribution strategies. Other topics include marketing research on the Internet, electronic retailing, Internet based customer relationship management, and legal-ethical dimensions of e-marketing. Students will use Internet based online marketing cases. II. Course Outcomes: Students will be able to: Demonstrate an understanding of the marketing dimensions of doing business on the Internet. Show application skills in formulating and implementing Internet based product, pricing, promotion and distribution strategies. Explain the role of Internet in better serving customer needs and building a competitive advantage. Discuss and debate a wide range of ethical, global and social issues of marketing on the Internet. Demonstrate the competence to develop and implement the Internet marketing plan for a business or non-profit organization. In addition to the above Graduate students in this course will be able to: Show familiarity and knowledge of current theoretical and applied research in the field of Internet Marketing Demonstrate the ability to carry out a basic conceptual or applied research project in Internet Marketing field. III. Course Outline Introduction to Internet Marketing (3 hours) Nature and scope of the digital economy Introduction to E-Business Models New Rules for E-Marketing E-Marketing Challenges and Opportunities Internet User Characteristics and Behavior (3 hours) Researching Internet User Demographics Business-to-Business Markets Consumer web navigation behavior Internet Market Segmentation Variables Global trends in Internet commercial usage Marketing Research on the Net (3 hours) Marketing Intelligence using the Net Internet based marketing research techniques Web based survey research Ethics of Online Research Product Strategies on the Net (3 hours) Creating customer value online A taxonomy of Internet Products and Services Value Chain model of new product development B2B service models Online Pricing Strategies (3 hours) The Internet as Efficient Market Real-Time Pricing Auction pricing models International dimensions of Internet pricing Test#1 (1.5 hours) Internet based Marketing Communications (3 hours) Integrated Marketing Communications Framework Hierarchy of Effects model and the Internet Characteristics of Internet as a communication medium Audience Measurement Issues Marketing Communications Mix on the Net (3 hours) Internet Advertising Sales Promotion Activities on the Net Direct Marketing through e-mail Public Relations Activities on the Net Personal Selling through an interactive medium Distribution and Logistics dimensions of Internet (3 hours) Functions of e-distributors Channel conflicts in e-marketing Dis-intermediation and re-intermediation models Internet based logistics support models Traffic and Brand Building on the Web (3 hours) The battle for web traffic Domain names Portal Presence Web sites and URL placement Customer Relationship Management (3 hours) Building Customer Relationships Building B2B relationships and role of EDI Virtual Community building strategies Guarding Consumer Privacy Test#2 (1.5 hours) The E-Marketing Plan (3 hours) Creating a seven step E-Marketing Plan E-Marketing objectives and strategies Marketing oriented web site design Evaluating E-marketing plan implementation Legal, Ethical and Public Policy Dimensions (3 hours) The problems of self regulation in E-Marketing Privacy Issues Copyright and Trademark Issues Role of Government in E-Trade Global-Cultural conflicts in E-Marketing Technological Issues in E-Marketing (3 hours) Multimedia and bandwidth issues Database Marketing Content Filtering Transaction Security Issues Agent Technologies and their applications Final Exam will be administered during the final exam week IV. Evaluation Methods For Undergraduate Students: Two tests during the semester 40% Final Examination 30% Three assignments/written case studies (in groups of two) 30% For Graduate Students: Two tests during the semester 30% Final Examination 20% Three assignments/written case studies (in groups of two) 20% Synthesis paper of current research in a subtopic of the field 10% Research Project Report 20% Research Project Report (For Graduate Students only): Graduate students will conduct an exploratory survey research to test some simple hypothesis on online buyer behavior based the theories/models discussed in class and present their findings in a research report. An example would be: Gender differences in online shopping behavior. Grades will be assigned as follows: A: 90%+, B: 80%-89%, C: 70%-79%, D: 60-70%; F: Below 70%. Attendance Policy: Although there is no formal attendance requirement policy for this class, regular attendance and participation in class discussions and exercises is critical for achieving course objectives. V. Required Textbook Strauss, Judy, Adel El-Ansary and Raymond Frost, E-Marketing, 4th Edition, Prentice Hall, 2006. VI. Special Resource Requirements Classroom must be equipped with Internet access and display capabilities for the teacher. Students must have access to high speed Internet for 2 hours per week outside of class hours. VII. Bibliography Books: Chase, Larry, Essential Business Tactics for the Net, John Wiley & Sons, 1998. Coupey, Eloise., Marketing and the Internet: Conceptual Foundations, Prentice Hall, 2001. Hanson, Ward, Princples of Internet Marketing, South-Western College Publishing, 2000. Reedy, J., Schullo S., and Zimmerman, K., Electronic Marketing, Hartcourt College Publishers, 2000. Tapscott, Don, The Digital Economy: Promise and Peril in the Age of Networked Intelligence, McGraw-Hill, 1996. Turban, Efarim, Dave King, and Dennis Viehland, Electronic Commerce: A Managerial Perspective, Prentice Hall, 2006. Vassos, Tom., Strategic Internet Marketing, Que Corporation, 1996. Journal Articles: Why do people avoid advertising on the internet? By: Chang-Hoan Cho; Cheon, Hongsik John. Journal of Advertising, Winter 2004, Vol. 33 Issue 4, p89-98. Monitoring and measuring digital influence. By: Bernstein, Andrew. Public Relations Tactics, Jan 2005, Vol. 12 Issue 1, p13-15. A new model of marketing. By: Court, David C.. McKinsey Quarterly, 2004 Issue 4, p4-8. What Americans like about being online. By: Stafford, Thomas F.; Gonier, Dennis. Communications of the ACM, Nov 2004, Vol. 47 Issue 11, p107-13. Online ads coming of age. By: Doonar, Joanna. Brand Strategy, Nov 2004 Issue 187, p24-27. Strategic Responses to New Technologies and Their Impact on Firm Performance. By: Lee, Ruby P.; Grewal, Rajdeep. Journal of Marketing, Oct 2004, Vol. 68 Issue 4, p157-172. Recruitment for online access panels. By: G鰎itz, Anja S.. International Journal of Market Research, 2004 Quarter 4, Vol. 46 Issue 4, p411-426. The Effects of Web Operational Factors on Marketing Performance. By: Yuan-shuh Lii; Lim, Hyung J.; Tseng, L. P. Douglas. Journal of American Academy of Business, Cambridge, Sep 2004, Vol. 5 Issue 1/2, p486-495. Modeling Purchase Behavior at an E-Commerce Web Site: A Task-Completion Approach. By: Sismeiro, Catarina; Bucklin, Randolph E.. Journal of Marketing Research, Aug 2004, Vol. 41 Issue 3, p306-324. A comparison of response characteristics from web and telephone surveys. By: Roster, Catherine A.; Rogers, Robert D.; Albaum, Gerald; Klein, Darin. International Journal of Market Research, 2004 Quarter 3, Vol. 46 Issue 3, p359-74. Advances in e-procurement: A focus on the product/buying situation. By: Sain, Branko; Owens, Jonathan D.; Hill, Jonathan D.. Management Services, Jun 2004, Vol. 48 Issue 6, p10-16. Pricing convergence between dot.coms and hybrids: Empirical evidence from the online toy market. By: Fang-Fang Tang; Gan, Lydia. Journal of Targeting, Measurement & Analysis for Marketing, Jun 2004, Vol. 12 Issue 4, p340-353. A Mixture Model for Internet Search-Engine Visits. By: Telang, Rahul; Boatwright, Peter; Mukhopadhyay, Tridas. Journal of Marketing Research, May 2004, Vol. 41 Issue 2, p206-15. "Listening In" to Find and Explore New Combinations of Customer Needs. By: Urban, Glen L.; Hauser, John R.. Journal of Marketing, Apr 2004, Vol. 68 Issue 2, p72-88. The influence of virtual direct experience (VDE) on on-line ad message effectiveness. By: Griffith, David A.; Qimei Chen. Journal of Advertising, Spring 2004, Vol. 33 Issue 1, p55-69. Pushing and Pulling on the Internet. By: Kumar, V.; Shah, Denish. Marketing Research, Spring 2004, Vol. 16 Issue 1, p28-36. Internet Technology as a Tool in Customer Relationship Management. By: Ab Hamid, Noor Raihan; Kassim, Norizan. Journal of American Academy of Business, Mar2004, Vol. 4 Issue 1/2, p103-110. Digital Content Marketing: A Literature Synthesis. By: Koiso-Kanttila, Nina. Journal of Marketing Management, Feb 2004, Vol. 20 Issue 1/2, p45-66. Measurement of Service Quality in Internet Banking: The Development of an Instrument. By: Jayawardhena, Chanaka. Journal of Marketing Management, Feb 2004, Vol. 20 Issue 1/2, p185-208. Customer relationship building on the internet in B2B marketing: a proposed typology. By: Harrison-Walker, L. Jean; Neeley, Sue E.. Journal of Marketing Theory & Practice, Winter 2004, Vol. 12 Issue 1, p19-36. Does Culture Matter?: Identifying Cross-national Dimensions in Japanese Multinationals' Product-based Websites. By: Okazaki, Shintaro. Electronic Markets, Jan 2004, Vol. 14 Issue 1, p58-70. Executive Insights: Use of the Internet in International Marketing: A Case Study of Small Computer Software Firms. By: Moen, 貀stein; Endresen, Iver; Gavlen, Morten. Journal of International Marketing, 2003, Vol. 11 Issue 4, p129-50. Internet Pricing, Price Satisfaction, and Customer Satisfaction. By: Yong Cao; Gruca, Thomas S.; Klemz, Bruce R.. International Journal of Electronic Commerce, Winter 2003, Vol. 8 Issue 2, p31-46. Marketing online banking services: The voice of the customer. By: Sarel, Dan; Marmorstein, Howard. Journal of Financial Services Marketing, Dec 2003, Vol. 8 Issue 2, p106-19. Investigating Internet Channel Opportunities And Challenges: Managers' Experiences Across Five Industries. By: Rohm, Andrew J.; Milne, George R.. Journal of Managerial Issues, Winter 2003, Vol. 15 Issue 4, p467-486. Course Analysis Questionnaire (UWUC format) A. Details of the Course A1. This course at the 400 level is currently an elective for undergraduate Marketing Majors and at the 500 level will serve as one of the electives in the Marketing Concentration of the MBA Program. It is not intended for inclusion in Liberal Studies program. The 400 level version of this course has been approved and is currently in the undergraduate catalog. A2. No changes in any other courses or programs in the department are required. A3. This course was offered as a Special Topic at the 500 level during Fall 2004 for MBA students. It was offered as a dual level special topic earlier with average class sizes or 20-25. A4. The course is now being revised for dual level offering. A5. This course is not to be taken for variable credit A6. Similar courses are offered in a number of marketing programs. For more detail please refer to: http://equinox.unr.edu/homepage/jstrauss/prenhall/syllabi.html See attachment for sample course descriptions from other universities for similar course A7. No specific recommendation for mandatory inclusion of this type of a course by an accreditation authority or professional society. However, due to the increasing importance of E-commerce in the global economy, most major marketing programs and MBA Programs in the country have a similar elective course. B. Interdisciplinary Implications B1. One instructor will teach this course. B2. This course does not overlap with any other course currently offered. B3. Necessary seats will be reserved for students from School of Continuing Education upon their request. C. Implementation C1. No new faculty resources are needed to teach this course. This elective course will be offered once a year. C2. Other Resources a. No new space allocation requirements needed. b. Classroom with needed equipment and Internet connectivity available. c. No special Laboratory or supplies needed. d. Internet based research sources are adequate. e. No travel funds needed. C3. No grant funds are involved in this course. C4. This course is expected to be offered once a year. C5. One section of the course will be offered at a time. C6. Maximum of 35 students can be accommodated. C7. No limitations by our professional accreditation authority on the enrollment limitations on this type of course. D. Miscellaneous Integrating the Internet into business strategy and practice is one of the most significant trend in recent times and this course will be essential for our Marketing majors and MBA students with Marketing Concentration in preparing for their professional future. This form is located in Appendix Aiii of this Handbook, or can be obtained from the PASSHE website ( HYPERLINK "http://www.passhe.edu" www.passhe.edu), under the Faculty & Staff link, then New Academic Programs/Guidance for New Academic Programs Senate Agenda September 12, 2006 page PAGE 1 of NUMPAGES 24 PROPOSING DEPARTMENT Submits one page Abstract Notification of Intent for Preliminary Approval GRADUATE DEAN (Dean抯 Associate) Consults with College Dean and Department COLLEGE DEAN Consults with Department Chair and Department Committee PASSHE CHANCELLOR For Preliminary Approval PROVOST Writes memo of Preliminary Support !#-6789?PQRSefgjk�钼咏传煑彈�wl玙玈獹>GhCIWCJ\乤Jh!q�h!q�CJ\乤Jh!q�h!q�5丆JaJh!q�CJaJmHnHuh!q�h!q�CJaJh!q�CJaJhCIWCJaJhs�CJaJhefRCJaJhy5CJaJh紹�h!q�5丆JaJh!q�5丆JaJhCIW5丆JaJ+jh紹�h!q�5丆JUaJmHnHuh^�h!q�5�:丆J$\乤J$h!q�5�:丆J$\乤J$"jh!q�CJUaJmHnHu-@QRS��}�gkd$$If杔��*+�� t��0��6��4�4� la�$$Ifa$gd!q�$$Ifa$gd!q�D�B�浳嫦STfg��$gkd�$$If杔��*+�� t��0��6��4�4� la�$Ifgd!q�gkdW$$If杔��*+�� 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