MBA Admissions At Drury University

The MBA program at Drury University is committed to preparing ethical leaders for the global business community. In pursuit of this commitment, universities programs has the following goals:

Leadership/Strategic Thought: the ability to develop long-term, strategic goals, as well as to incorporate appropriate leadership styles in pursuit of those goals
Integrative Thinking: the ability to incorporate the insights of more than one discipline in the completion of a task
Teamwork/Communication: the ability to plan, implement, and manage team-based tasks, with particular emphasis on successful communication of the product of a team’s efforts
Intercultural Competence: the ability to use appropriate interpersonal, informational, analytical, action, and adaptive skills in intercultural situations
Program Overview

Drury’s MBA program curriculum consists of a 30 credit-hour course requirement, customizable based on students’ needs. In addition to coursework, other program highlights include

A week-long trip to an international business destination as part of the Global Business, New Ventures and Innovations course. Airfare, lodging and transportation costs for the trip come at no additional costs to students.
A mentorship program in which students learn from individuals from the Springfield business community as they build their professional network.
Four areas of specialization: Strategy, Entrepreneurship, Accounting, and Health Management.
The program can be completed in one year, with options for two- to four-year sequences also available. All courses take place in the evening.

Prospective students who have not completed their prerequisite coursework may enroll in the Certificate of Business program, during which students can satisfy all course requirements in the four weeks leading to the beginning of the Fall semester.

The Curriculum

Drury’s MBA comprises two parts: the leadership core and the track/emphasis. The leadership core includes eight courses (24 credit hours) that integrate and represent the major disciplines in business administration. All MBA students complete these courses:

661 Corporate Investment and Valuation
662 Strategic Advantage through Technology and Information. 3 hours.
664 Corporate Responsibility, Leadership and Ethics. 3 hours.
671 Strategic Organization and Human Resources Management. 3 hours.
672 Measuring and Reporting Financial and Statistical Information. 3 hours.
673 Strategy and Competition in Industries and Markets. 3 hours.
674 Understanding and Serving Customers and Markets.
682 Global Business, New Ventures and Innovation. 3 hours.

In addition to the leadership core, MBA students complete six hours of elective credit (normally two courses) to complete their emphasis in one of four areas: business strategy, health administration, accounting, or entrepreneurship. Elective courses are normally taught during the spring and summer terms, though students may also complete independent studies or an internship with approval of the Director.

Accreditation

Drury University is accredited at the Master’s level by The Higher Learning Commission and a member of the North Central Association:

The Higher Learning Commission of the North Central Association of Colleges and Schools
30 North LaSalle Street
Suite 2400
Chicago, IL 60602-2504

Drury is accredited at the Masters level. All programs offered are consistent with the university's mission and planning priorities.

All of the academic programs of the university are fully accredited. Specialized and professionalized accreditations are held by a number of the programs of the university.

The Breech School of Business Administration, which offers the Baccalaureate degree and Master in Business Administration, is accredited by the Association of Collegiate Business Schools and Programs (ACBSP):

7007 College Boulevard
Suite 420
Overland Park, KS 66211

The School is working to achieve accreditation by AACSB International:

The Association to Advance Collegiate Schools of Business
777 South Harbour Island Boulevard
Suite 750
Tampa, FL 33602

The education department is accredited at the Baccalaureate and Masters levels by the National Council for the Accreditation of Teacher Education (NCATE):

2010 Massachusetts Avenue NW
Washington, DC 20036-1023

Direct correspondence or inquiries to:
John Taylor
Director, MBA Program
Breech School of Business Administration
Drury University
900 North Benton Avenue
Springfield, Missouri 65802
Telephone: (417) 873-6356
Fax: (417) 873-7537
Email: jtaylor3@drury.edu
http://www.drury.edu/

Indiana University's Online Degrees

The School of Continuing Studies was established in 1975 and is one of the largest distance education providers in the United States.

Upholding Indiana University's commitment to teaching, research, and service, the School of Continuing Studies provides the best in lifelong learning to individuals and organizations in Indiana and beyond, as well as to the university community, using technology to increase access to educational resources, enhance teaching and learning, and provide services.

Programs
The school offers
two undergraduate degrees in general studies (both available online)
one graduate degree in adult education (available online with one required on-campus weekend)
more than 195 university courses and more than 100 high school courses, many of them online
a high school diploma
professional development and custom training opportunities
Students can complete the SCS degrees, courses, and diploma entirely at home.

Indiana University
School of Continuing Studies
790 E. Kirkwood Avenue
Bloomington, Indiana 47405-7101
Phone: 800-334-1011 or 812-855-2292 (24 hours a day, seven days a week)
Fax — Learner Services: 812-855-8680
Fax — Dean's Office: 812-855-8997
E-mail: scs@indiana.edu
http://scs.indiana.edu

OHIO Department of Education top in U.S

Education Week Rates States' Educational Systems

Ohioans have many reasons to be proud of our educational system. Ohio is 7th in the nation in the 12th annual Quality Counts report released by Education Week on Jan. 9. Ohio received an overall score of 80.6, giving us a B- compared to a C for the nation. None of the 50 states or the District of Columbia scored higher than a B.

This achievement can be attributed to Ohio’s dedicated teachers, administrators, students and families, who have worked to continuously improve Ohio’s schools. Ten years ago, Ohio was “stuck in the middle” when compared to other states. Today, Ohio is a leader in the nation. While we know we have future work ahead of us, let’s celebrate our successes today.

Quality Counts 2008: Tapping Into Teaching examines critical factors that can improve teaching and learning. The information used to develop this report is culled from a variety of sources, including sources other than the Ohio Department of Education, and may not reflect all of Ohio’s current data. The six areas examined include:

Standards, Assessments and Accountability

Ohio received high marks for the current system of standards, assessments and accountability and ranked 7th in the nation with a score of 93.2, resulting in a grade of A.
Ohio was given credit for academic content standards that explain what students should know in every grade level and subject that are aligned with our state tests.
Ohio received a high grade for using extended response questions on achievement tests, instead of just multiple choice.
In addition, the state earned a perfect score for a unified system of rating schools and districts that combines both state rankings and the federal measure of Adequate Yearly Progress.
K-12 Achievement

Ohio ranked 14th nationally in this category based upon achievement, improvements over time and equity. No state excelled in all three areas.
Strong reading and math scores in 4th and 8th grades bolstered Ohio’s performance on the National Assessment of Educational Progress (NAEP), often referred to as the Nation’s Report Card.
Ohio students also made strong gains on NAEP between 2003 and 2007 and narrowed the gap between the performance of lower and higher income students, based on national school lunch program eligibility.
In the report, Ohio’s graduation rate of 74.7 percent was higher than the national average of 69.9 percent. It should be noted that Education Week used a different method of calculation than the Ohio Department of Education reports, resulting in a different graduation rate.
The report noted that 11th- and 12th-grade student participation on the Advanced Placement tests lagged behind the national rate.
Transitions and Alignment

Ohio scored 12th in the nation on how well the K-12 education system aligns with preschool and postsecondary education.
Ohio received a perfect score for the alignment of the early childhood education system to the elementary, middle and high school system.
Ohio has made considerable efforts to ensure students are ready for college, yet the state received no credit for the Ohio Core legislation or the Partnership for Continued Learning.
Ohio Core legislation requires more rigorous curriculum in preparation for college. The program was not in place at the time of data gathering, which is why Ohio did not receive credit.
Through the Partnership for Continued Learning, the Governor’s Office, State Board of Education, Ohio Department of Education and Ohio Board of Regents are working to align curriculum, testing, and college entrance requirements to create a seamless P-16 system of education in the state.
The Teaching Profession

Ohio ranked 14th nationally when looking at the way the state prepares and assesses teachers.
The state received high marks for the data system that monitors teacher quality.
The state also received high marks for the system of evaluation of teachers and teacher preparation programs.
Ohio received credit for strong mentoring and induction programs for new teachers and administrators.
Ohio did not receive credit for incentives to teachers to work in hard-to-serve areas and fields.
In the areas of teacher incentives, pay-for-performance and differentiated roles for educators, Ohio received no credit because the report did not recognize programs that are not fully established or deployed statewide. Ohio has a nationally recognized Teacher Equity Plan that is addressing these issues through pilot programs in urban school districts and close monitoring of teacher distribution.
School Finance

Ohio ranked 13th nationally for its system of financing schools, scoring above the national average in the amount of money spent per pupil adjusting for regional cost differences.
The state also ranked above the national average in the percentage of taxable resources spent on education.
Ohio ranked 8th in the nation when comparing the difference between low-spending and high-spending districts.
Chance for Success

The Chance for Success score placed Ohio in the middle of the states, tied for 24th, based upon 13 economic, environmental and educational factors. Governor Strickland has targeted many of the areas that are in need of improvement.
Ohio received strong ratings for the K-12 education experience as well as graduation rates, family income and the proportion of parents who are fluent English speakers.
Ratings remained average for factors influencing adults, including postsecondary participation and steady enrollment.
Ohio received low ratings for parent education, annual income and adult educational attainment.
The kindergarten enrollment rating was based on a national household survey that is not consistent with the Ohio Department of Education’s data, which reflects higher numbers.