Wingate Enterprise

[Florence Rocle]

TheMBA program consists of 36 credits which includes 12 three-credit courses divided into two components: core courses (30 credits) and concentration courses chosen from five innovative areas of concentration (6 credits).

Concentration courses provide added depth and relevance in specific areas of emphasis that connect to student career goals and professional interests (see list of concentrations below). Students may choose to obtain more than one concentration either during or after completion of the program.

Our goal is to provide day-one value in your professional career with a real-world, practitioner-oriented curriculum, taught by faculty focused on your professional development in a student-centered environment.

The Data Analytics concentration will focus on developing the ability to

access, mine and extract data from information databases, enterprise data warehouses,

and other sources; to analyze, interpret, and extract meaning from raw data and

leverage applicable specialized data analytics software and other tools with a focus on

real world applications; and to translate, optimize, and present data in order to drive

optimal business decisions.

The Corporate Innovation concentration focuses on entrepreneurship within a corporate setting and managing innovation and technology in order to develop competitive advantage from a corporate perspective.

The General Management concentration provides students with the option of taking courses across different concentrations, providing a general management orientation. Students may choose two courses from any of the concentrations with the exception of BUS 672 (subject to the applicable prerequisites).

The purpose of the Health Care Management concentration is to develop health care industry leaders by enhancing health care management expertise through relevant, real-world oriented health care course content, while based in a rigorous general management focused MBA curriculum.

Although BUS 500 is only offered in the Fall, it is possible for students to begin the MBA Program in the preceding Spring or Summer by taking certain MBA courses that are not prerequisite-based. These students then take the applicable modules of BUS 500 in the following Fall.

Metaevaluation is the evaluation of evaluation. Metaevaluation may focus particular evaluation cases, evaluation systems, or the discipline overall. Leading scholars within the discipline consider metaevaluation to be a professional imperative, demonstrating that evaluation is a reflexive enterprise. Various criteria have been set forth for what constitutes excellence in evaluation. In the context of educational program evaluation, the dominant criteria are the Program Evaluation Standards, developed by the developed by the Joint Committee on Standards for Educational Evaluation.

There has been widespread acceptance and application of the Program Evaluation Standards, and their use is advocated by major organizations and several of the leading scholars and textbooks in evaluation. Concurrently, metaevaluation has received increasing attention within the evaluation discipline. Despite these two important developments in the field, there has been little empirical study of the Standards and their role in metaevaluation practice. There is an implicit assumption concerning their use as a tool for metaevaluation that comparable judgments about a given evaluation would be reached by different individuals when they use the Standards as criteria for assessing the evaluation's quality. This issue concerns interrater reliability among metaevaluators when they use the Standards as rating criteria. Since reliability is a prerequisite for validity, that is a critical assumption worthy of empirical investigation.

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