Master of Business Administration (In person or online)

Overview

Our MBA program is ideal for talented students with diverse academic and professional backgrounds. Non-business majors are provided with a comprehensive business curriculum per ACBSP standards. Unlike other MBA programs, no prerequisite courses are required.

Policy

Admission

Any student admitted into any graduate business program without an undergraduate business degree or business minor will need to complete MGMT-501 as a pre-requisite to the program. MGMT-501 may be taken concurrently with MGMT-512.

Grades

Students must maintain a cumulative grade point average of 3.0 for all MBA coursework, with no individual course grade lower than a C.

Attendance

All graduate business students are expected to attend all class meetings. However it is understood that busy professionals may have to miss a class. If a student is unable to attend a class, the student must contact the instructor and take responsibility to meet the class objectives. This makeup will ordinarily require additional written work. It is the duty of the students to make arrangements for missed work. Outside of class, students must be able to schedule their time carefully and condition themselves to meet the rigorous demands of the program. If more than one class meeting will be missed within a course, the student shall contact the instructor and/or the MBA director in advance to discuss whether the student should enroll in the course at another time.

Transfer Credit

Students may transfer up to nine graduate credits taken within the last 10 years from a regionally accredited college or university into the MBA program. Requests to transfer credits must be made in the student’s first semester and accompanied by an official transcript from the institution at which prior credits were earned.

Learning Outcomes
  • To empathetically lead change in teams and organizations
  • To practice evidence-based decision-making for organizations
  • To intentionally communicate across organizational settings
  • To create innovative and sustainable business strategies and processes responsibly
  • To be sensitive to the influence of complex internal and external environmental influences in organizations
     
Addendum

Accreditation

Programs in the Dahl School of Business are accredited by the Accreditation Council of Business Schools and Programs, the leading specialized accreditation association for business education supporting, celebrating, and rewarding teaching excellence. Accreditation Council of Business Schools and Programs, 11520 West 119th Street, Overland Park, KS 66213, 913-339-9356, Fax: 913-339-6226, www.acbsp.org.

Post-Baccalaureate Teacher Licensure (Non-Degree)

Overview

The post-baccalaureate licensure program is an accelerated program for students who already have an undergraduate degree and would like to pursue an initial teaching license. Viterbo University offers programs that can lead to initial teaching licensure in three primary paths:

  • Elementary Education,
  • Cross-categorical Special Education, and 
  • Nine different Content Areas

 For most Content Areas, the program can be completed in as little as one year. The program has an Education Core of 25 credit hours, plus any additional content specialty coursework needed. Total credit hours for each Content Area vary based upon prior undergraduate coursework. Content Areas include:

  • Art Education
  • Business Education
  • English Language Arts Education
  • Math Education
  • Music Education
  • Social Studies Education
  • Science Education
  • Technology Education
  • Spanish Education

The Elementary Education post-baccalaureate program is an online program can be completed in two years. The program consists of 47 credit hours with the option to take three additional Cross-categorical Special Education courses for a total of 55  credit hours.

The Cross-categorical Special Education licensure program is a two-year, 38 credit hour program offered online.

Policy

Cross-categorical special education: 

  • Completion of required content coursework with a grade of “C” or better in each course
  • Methods coursework in the content area
  • 50 hours of field experience
  • Earn a B or better in EDUC-681

Elementary/secondary education:

  • Completion of required content coursework (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education) with a grade of “C” or better, or a passing score on the Praxis II in content area
  • Methods coursework in the content area (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education)
  • Field experiences or hours as determined by the instructor
  • Earn a passing score on the Wisconsin Foundations of Reading Test (for students pursuing elementary education)
     
Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • PUPIL DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic, local, and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
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