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School of Business

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Your Plan of Study is determined by your catalog year. Please use your Advisement Report or Academic Requirements Report in StudentAdmin to determine your catalog year, which is typically the year you started in the School of Business. Feel free to contact the Office of Undergraduate Advising if you need a Plan of Study from a catalog year prior to what is available here.

Please read important major information at bottom of this page.

  • Critical course ECON 1201 recommended over credit restricted ARE 1150 course.
  • Certain adjustments have been made available to students in prior catalog years based on updated major requirements, outlined below.
  • Refer to the most recent catalog year's plan of study for accurate "Fall only" and "Spring only" notations for planning purposes.
  • For majors offed at multiple campuses, please consult with the Department and/or your Advisor.

For Management & Engineering for Manufacturing Plan of Study, please visit the MEM website .

Important Major Information to be used in addition to School of Business Plans of Study

"Fall only" and "Spring only" notations on the Plans of Study for Storrs majors are for planning purposes. These notations on the current year's Plans of Study are the most up-to-date listing and should be used to develop a student's course sequence.  If departments need to change these offerings without advanced notice, junior and senior students in the major impacted are notified over email. Students should be sure to closely read emails sent to them from their academic department.

For majors offered at Hartford, Stamford, and Waterbury, students must work closely with the Academic Advising team to confirm offerings based on campus and course availability and their graduation timeline.

A note regarding critical course ECON 1201: According to the catalog , "students may not earn credit for both ARE 1150 and ECON 1201." It is STRONGLY RECOMMENDED that all students currently in, or seeking admission to, the School of Business take ECON 1201, and not ARE 1150, so as not to run into credit restriction issues. Should a student take ARE 1150, the School of Business will substitute that course for the ECON 1201 requirement, however that student will need to request a permission number to enroll in any Business course that uses ECON 1201 as a pre-requisite, and will run into enrollment errors as a result. The School of Business strongly recommends students take ECON 1201.

  • The MGMT department code is now MENT in the catalog and in StudentAdmin, to represent the Management & Entrepreneurship Department name.
  • PHIL 1109 , a course offered starting 2022, will substitute and satisfy the Business Philosophy requirement on page 1 of the plan of study automatically. Substitutions for general education are not made for any other courses taken at UConn.
  • For catalog years 2017-18, 2018-19, 2019-20 , if you have BUSN 3002W required on your major’s plan of study, you may choose to take either BUSN 3002W or 3004W to satisfy the requirement. If you have BUSN 3003W required on your major’s plan of study, you must take BUSN 3003W to satisfy the requirement.
  • For catalog years 2016-2017 and prior , either BADM 4070W or BADM 4075W appears on all Plans of Study. As of Fall 2017, these courses have been renamed BUSN 3002W and BUSN 3003W, respectively. Students looking to satisfy this requirement should seek enrollment in BUSN 3002W or 3004W if BADM 4070W is on their plan of study, or BUSN 3003W if BADM 4075W is on their plan of study.
  • Any non-Accounting Business course at the 2000+ level taken in residence at UConn will satisfy this requirement automatically.
  • Business courses that have returned from study abroad with the course number 2893 or 4893 may be reviewed individually for a substitution.
  • A business course that meets the criteria can only be used if not fulfilling another School of Business major requirement.
  • ACCT 5584 (formerly ACCT 5603) will satisfy the ACCT 4203 major requirement . Currently ACCT 5584 does not allow for repeat forgiveness, so students are advised to withdraw from the course if considering repeating it in a later term.
  • Students in catalog years 2022-2023 and prior must advance their catalog year if seeking any of the concentrations offered for the AIM major
  • Students in catalog years 2018-19 and prior , may take advantage of the following residence requirement for the courses used to satisfy required major courses, and any courses used to meet the optional concentration. Instead of being required to complete at UConn "FNCE 3302 and the three courses used to meet the Focus course requirement," students will meet the residence requirement with “12 of the 18 credits (four of the six courses) used to satisfy required major courses, and any courses used to meet the optional concentration requirement must be taken in residence at the University of Connecticut."
  • For catalog years 2018-19 and prior , FNCE 4893 (Foreign Study) will satisfy an additional course requirement.
  • For  catalog years 2017-18 and prior , there is an updated Focus Course List which includes FNCE 4209, 4302, 4304, 4305, 4306, 4307, 4308, 4309, and 4430.  No other courses will be substituted towards the Focus course requirement.
  • MENT 3234: Opportunity Generation, Assessment, and Promotion
  • MENT 3235: Venture Planning, Management, and Growth
  • One course from the following list: MENT 3741, 3742, 3882, 3982, 4741, 4742, 4292
  • MKTG 3362 , Marketing Planning and Strategy, is now MKTG 4362
  • For catalog years 2022-23 and prior that offer a concentration in Professional Sales Leadership , a student may complete MKTG 3452, 3454, and one 3000/4000 level MKTG course, receiving a grade of “C” or better in each course to earn the concentration.
  • For catalog years 2019-20 and prior that offer a concentration in Digital Marketing and Analytics , a student may complete MKTG 3661, 3665, and one 3000/4000 level MKTG course, receiving a grade of “C” or better in each course to earn the concentration.

Students in catalog years 2019-2020 and prior must advance their catalog year if seeking the Digital Marketing and Analytics concentration.

  • All majors in catalog years 2015-2016 and prior , BADM 4072 appears on all Plans of Study.  As of Fall 2016, this course has been renamed BUSN 3005.  Students looking to satisfy this requirement should seek enrollment in BUSN 3005.
  • All majors in catalog years 2014-2015 and prior , BADM 3001 appears on all Plans of Study.  This course is no longer offered or required for any catalog year, as the content is now included in other required courses.
  • Management majors in  catalog years 2014-2015 and prior , there are courses listed that are no longer offered.  Students under these catalog years seeking a Management major may contact the Office of Undergraduate Advising for a guide to navigate the updates.

ung business administration plan of study

BBA Core Curriculum (Areas A-E) - 42 hours

Refer to Core Curriculum (Areas A-E)    

Area A1 : No Exceptions

Area A2: UNG BBA students should take MATH 1111 or higher.                Transfers should consult with their Academic Advisor.

Area B: No Exceptions

Area C: No Exceptions

Area D: UNG BBA students should take MATH 2040 (must make a grade of “C” or higher).              Transfers should consult with their Academic Advisor.

Area E: UNG BBA students should not take ECON 2105 (course is required in Area F).

Area F: Business Administration - 18 hours

A grade of C or higher is required in all Area F courses

  • ACCT 2101 - Principles of Accounting I
  • ACCT 2102 - Principles of Accounting II
  • ECON 2105 - Principles of Macroeconomics
  • ECON 2106 - Principles of Microeconomics
  • CIS 2201 - Computer Information Systems
  • BUSA 2810 - Legal Environment of Business

Business Core - 30 hours

A grade of C or higher is required in all Business Core and Major Specific courses. Admission to upper division is required to register for most courses with prefixes of ACCT, BUSA, CIS, ECON, FINC, MGMT and MKTG numbered 3000 or higher (the courses that are not part of the admission to upper division are noted with an “*” to the right of the course name).

  • BUSA 2108 - Business Communication
  • MATH 1401 - Elementary Statistics
  • BUSA 3110 - Statistics for Business
  • BUSA 3120 - Operations Management
  • FINC 3440 - Principles of Finance *
  • MGMT 3661 - Fundamentals of Management *
  • MKTG 3700 - Principles of Marketing *
  • BUSA 4995 - Strategic Management

Choose one:

  • CIS 3130 - Business Information Systems *
  • ACCT 4330 - Accounting Information Systems (Required for Accounting majors)
  • BUSA 4527 - International Business
  • BUSA 4528 - Travel Abroad/International Business

Major Specific Hours - 21 hours

  • ACCT 3310 - Intermediate Accounting I *
  • ACCT 3320 - Intermediate Accounting II
  • ACCT 3350 - Federal Income Taxation
  • ACCT 4310 - Intermediate Accounting III
  • ACCT 4360 - Cost Accounting
  • ACCT 4380 - Auditing

Select either ACCT 4320 or ACCT 4350.

  • ACCT 4320 - Advanced Financial Accounting
  • ACCT 4350 - Advanced Federal Income Taxation

General Electives

General Electives (9 hours or enough to bring the total hours to 120). [General Elective hours may be used toward a second major or toward a minor.]

Other Requirements

  • Completion of the Student Professional Development Program (PROS) as specified by the Mike Cottrell College of Business.
  • Complete at least half of the 51 semester hours required for the combined Business Core and major specific courses at UNG; at least 12 of these semester hours must be in the major specific area.
  • Earn a grade of C or higher in each course in Area F, the Business Core, and the major specific area.
  • US and Georgia History Requirements    
  • US and Georgia Constitution Requirements    
  • Regents’ Skills Program Requirements    

University of Northern Iowa

  • Course Descriptions

Print Options

  • Previous Catalogs
  • Plan of Study (4-year plans)
  • Business Administration, Plan of Study

Download PDF

  • Accounting (CPA Track), B.A.
  • Accounting (Non-CPA Track), B.A.
  • Business Analytics, B.A.
  • Business Teaching, B.A.
  • Economics: Applied Economics Analysis, B.A.
  • Economics: Business Economics, B.A.
  • Economics: General, B.A.
  • Economics: Quantitative Techniques, B.A.
  • Finance: Financial Management, B.A.
  • Finance: Investments, B.A.
  • Finance: Personal Wealth Management, B.A.
  • Human Resource Management, B.A.
  • Management Information Systems, B.A.
  • Management: Business Administration, B.A.
  • Management: Organizational Leadership, B.A.
  • Marketing: Advertising and Digital Media, B.A.
  • Marketing: Global Marketing Management, B.A.
  • Marketing: Sales Management, B.A.
  • Real Estate, B.A.
  • Supply Chain Management, B.A.

In the Catalog

  • Academic Calendar
  • Guide to Course Number Prefixes
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  • Common Course Numbers
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  • Admission Requirements
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Copyright ©2023 University of Northern Iowa . All rights reserved.

Updated February 2023

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College of Nursing

Driving change: a case study of a dnp leader in residence program in a gerontological center of excellence.

View as pdf A later version of this article appeared in Nurse Leader , Volume 21, Issue 6 , December 2023 . 

The American Association of Colleges of Nursing (AACN) published the Essentials of Doctoral Education for Advanced Practice Nursing in 2004 identifying the essential curriculum needed for preparing advanced practice nurse leaders to effectively assess organizations, identify systemic issues, and facilitate organizational changes. 1 In 2021, AACN updated the curriculum by issuing The Essentials: Core Competencies for Professional Nursing Education to guide the development of competency-based education for nursing students. 1 In addition to AACN’s competency-based approach to curriculum, in 2015 the American Organization of Nurse Leaders (AONL) released Nurse Leader Core Competencies (updated in 2023) to help provide a competency based model to follow in developing nurse leaders. 2

Despite AACN and AONL competency-based curriculum and model, it is still common for nurse leaders to be promoted to management positions based solely on their work experience or exceptional clinical skills, rather than demonstration of management and leadership competencies. 3 The importance of identifying, training, and assessing executive leaders through formal leadership development programs, within supportive organizational cultures has been discussed by national leaders. As well as the need for nurturing emerging leaders through fostering interprofessional collaboration, mentorship, and continuous development of leadership skills has been identified. 4 As Doctor of Nursing Practice (DNP) nurse leaders assume executive roles within healthcare organizations, they play a vital role within complex systems. Demonstration of leadership competence and participation in formal leadership development programs has become imperative for their success. However, models of competency-based executive leadership development programs can be hard to find, particularly programs outside of health care systems.

The implementation of a DNP Leader in Residence program, such as the one designed for The Barbara and Richard Csomay Center for Gerontological Excellence, addresses many of the challenges facing new DNP leaders and ensures mastery of executive leadership competencies and readiness to practice through exposure to varied experiences and close mentoring. The Csomay Center , based at The University of Iowa, was established in 2000 as one of the five original Hartford Centers of Geriatric Nursing Excellence in the country. Later funding by the Csomay family established an endowment that supports the Center's ongoing work. The current Csomay Center strategic plan and mission aims to develop future healthcare leaders while promoting optimal aging and quality of life for older adults. The Csomay Center Director created the innovative DNP Leader in Residence program to foster the growth of future nurse leaders in non-healthcare systems. The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.

Development of the DNP Leader in Residence Program

The Plan-Do-Study-Act (PDSA) cycle has garnered substantial recognition as a valuable tool for fostering development and driving improvement initiatives. 5 The PDSA cycle can function as an independent methodology and as an integral component of broader quality enhancement approaches with notable efficacy in its ability to facilitate the rapid creation, testing, and evaluation of transformative interventions within healthcare. 6 Consequently, the PDSA cycle model was deemed fitting to guide the development and implementation of the DNP Leader in Residence Program at the Csomay Center.

PDSA Cycle: Plan

Existing resources. The DNP Health Systems: Administration/Executive Leadership Program offered by the University of Iowa is comprised of comprehensive nursing administration and leadership curriculum, led by distinguished faculty composed of national leaders in the realms of innovation, health policy, leadership, clinical education, and evidence-based practice. The curriculum is designed to cultivate the next generation of nursing executive leaders, with emphasis on personalized career planning and tailored practicum placements. The DNP Health Systems: Administration/Executive Leadership curriculum includes a range of courses focused on leadership and management with diverse topics such as policy an law, infrastructure and informatics, finance and economics, marketing and communication, quality and safety, evidence-based practice, and social determinants of health. The curriculum is complemented by an extensive practicum component and culminates in a DNP project with additional hours of practicum.

New program. The DNP Leader in Residence program at the Csomay Center is designed to encompass communication and relationship building, systems thinking, change management, transformation and innovation, knowledge of clinical principles in the community, professionalism, and business skills including financial, strategic, and human resource management. The program fully immerses students in the objectives of the DNP Health Systems: Administration/Executive Leadership curriculum and enables them to progressively demonstrate competencies outlined by AONL. The Leader in Residence program also includes career development coaching, reflective practice, and personal and professional accountability. The program is integrated throughout the entire duration of the Leader in Residence’s coursework, fulfilling the required practicum hours for both the DNP coursework and DNP project.

The DNP Leader in Residence program begins with the first semester of practicum being focused on completing an onboarding process to the Center including understanding the center's strategic plan, mission, vision, and history. Onboarding for the Leader in Residence provides access to all relevant Center information and resources and integration into the leadership team, community partnerships, and other University of Iowa College of Nursing Centers associated with the Csomay Center. During this first semester, observation and identification of the Csomay Center Director's various roles including being a leader, manager, innovator, socializer, and mentor is facilitated. In collaboration with the Center Director (a faculty position) and Center Coordinator (a staff position), specific competencies to be measured and mastered along with learning opportunities desired throughout the program are established to ensure a well-planned and thorough immersion experience.

Following the initial semester of practicum, the Leader in Residence has weekly check-ins with the Center Director and Center Coordinator to continue to identify learning opportunities and progression through executive leadership competencies to enrich the experience. The Leader in Residence also undertakes an administrative project for the Center this semester, while concurrently continuing observations of the Center Director's activities in local, regional, and national executive leadership settings. The student has ongoing participation and advancement in executive leadership roles and activities throughout the practicum, creating a well-prepared future nurse executive leader.

After completing practicum hours related to the Health Systems: Administration/Executive Leadership coursework, the Leader in Residence engages in dedicated residency hours to continue to experience domains within nursing leadership competencies like communication, professionalism, and relationship building. During residency hours, time is spent with the completion of a small quality improvement project for the Csomay Center, along with any other administrative projects identified by the Center Director and Center Coordinator. The Leader in Residence is fully integrated into the Csomay Center's Leadership Team during this phase, assisting the Center Coordinator in creating agendas and leading meetings. Additional participation includes active involvement in community engagement activities and presenting at or attending a national conference as a representative of the Csomay Center. The Leader in Residence must mentor a master’s in nursing student during the final year of the DNP Residency.

Implementation of the DNP Leader in Residence Program

PDSA Cycle: Do

Immersive experience. In this case study, the DNP Leader in Residence was fully immersed in a wide range of center activities, providing valuable opportunities to engage in administrative projects and observe executive leadership roles and skills during practicum hours spent at the Csomay Center. Throughout the program, the Leader in Residence observed and learned from multidisciplinary leaders at the national, regional, and university levels who engaged with the Center. By shadowing the Csomay Center Director, the Leader in Residence had the opportunity to observe executive leadership objectives such as fostering innovation, facilitating multidisciplinary collaboration, and nurturing meaningful relationships. The immersive experience within the center’s activities also allowed the Leader in Residence to gain a deep understanding of crucial facets such as philanthropy and community engagement. Active involvement in administrative processes such as strategic planning, budgeting, human resources management, and the development of standard operating procedures provided valuable exposure to strategies that are needed to be an effective nurse leader in the future.

Active participation. The DNP Leader in Residence also played a key role in advancing specific actions outlined in the center's strategic plan during the program including: 1) the creation of a membership structure for the Csomay Center and 2) successfully completing a state Board of Regents application for official recognition as a distinguished center. The Csomay Center sponsored membership for the Leader in Residence in the Midwest Nurse Research Society (MNRS), which opened doors to attend the annual MNRS conference and engage with regional nursing leadership, while fostering socialization, promotion of the Csomay Center and Leader in Residence program, and observation of current nursing research. Furthermore, the Leader in Residence participated in the strategic planning committee and engagement subcommittee for MNRS, collaborating directly with the MNRS president. Additional active participation by the Leader in Residence included attendance in planning sessions and completion of the annual report for GeriatricPain.org , an initiative falling under the umbrella of the Csomay Center. Finally, the Leader in Residence was involved in archiving research and curriculum for distinguished nursing leader and researcher, Dr. Kitty Buckwalter, for the Benjamin Rose Institute on Aging, the University of Pennsylvania Barbara Bates Center for the Study of the History of Nursing, and the University of Iowa library archives.

Suggested Evaluation Strategies of the DNP Leader in Residence Program

PDSA Cycle: Study

Assessment and benchmarking. To effectively assess the outcomes and success of the DNP Leader in Residence Program, a comprehensive evaluation framework should be used throughout the program. Key measures should include the collection and review of executive leadership opportunities experienced, leadership roles observed, and competencies mastered. The Leader in Residence is responsible for maintaining detailed logs of their participation in center activities and initiatives on a semester basis. These logs serve to track the progression of mastery of AONL competencies by benchmarking activities and identifying areas for future growth for the Leader in Residence.

Evaluation. In addition to assessment and benchmarking, evaluations need to be completed by Csomay Center stakeholders (leadership, staff, and community partners involved) and the individual Leader in Residence both during and upon completion of the program. Feedback from stakeholders will identify the contributions made by the Leader in Residence and provide valuable insights into their growth. Self-reflection on experiences by the individual Leader in Residence throughout the program will serve as an important measure of personal successes and identify gaps in the program. Factors such as career advancement during the program, application of curriculum objectives in the workplace, and prospects for future career progression for the Leader in Residence should be considered as additional indicators of the success of the program.

The evaluation should also encompass a thorough review of the opportunities experienced during the residency, with the aim of identifying areas for potential expansion and enrichment of the DNP Leader in Residence program. By carefully examining the logs, reflecting on the acquired executive leadership competencies, and studying stakeholder evaluations, additional experiences and opportunities can be identified to further enhance the program's efficacy. The evaluation process should be utilized to identify specific executive leadership competencies that require further immersion and exploration throughout the program.

Future Innovation of DNP Leader in Residence Programs in Non-traditional Healthcare Settings

PDSA Cycle: Act

As subsequent residents complete the program and their experiences are thoroughly evaluated, it is essential to identify new opportunities for DNP Leader in Residence programs to be implemented in other non-health care system settings. When feasible, expansion into clinical healthcare settings, including long-term care and acute care environments, should be pursued. By leveraging the insights gained from previous Leaders in Residence and their respective experiences, the program can be refined to better align with desired outcomes and competencies. These expansions will broaden the scope and impact of the program and provide a wider array of experiences and challenges for future Leaders in Residency to navigate, enriching their development as dynamic nurse executive leaders within diverse healthcare landscapes.

This case study presented a comprehensive overview of the development and implementation of the DNP Leader in Residence program developed by the Barbara and Richard Csomay Center for Gerontological Excellence. The Leader in Residence program provided a transformative experience by integrating key curriculum objectives, competency-based learning, and mentorship by esteemed nursing leaders and researchers through successful integration into the Center. With ongoing innovation and application of the PDSA cycle, the DNP Leader in Residence program presented in this case study holds immense potential to help better prepare 21 st century nurse leaders capable of driving positive change within complex healthcare systems.

Acknowledgements

         The author would like to express gratitude to the Barbara and Richard Csomay Center for Gerontological Excellence for the fostering environment to provide an immersion experience and the ongoing support for development of the DNP Leader in Residence program. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

  • American Association of Colleges of Nursing. The essentials: core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf . Accessed June 26, 2023.
  • American Organization for Nursing Leadership. Nurse leader core competencies. https://www.aonl.org/resources/nurse-leader-competencies . Accessed July 10, 2023.
  • Warshawsky, N, Cramer, E. Describing nurse manager role preparation and competency: findings from a national study. J Nurs Adm . 2019;49(5):249-255. DOI:  10.1097/NNA.0000000000000746
  • Van Diggel, C, Burgess, A, Roberts, C, Mellis, C. Leadership in healthcare education. BMC Med. Educ . 2020;20(465). doi: 10.1186/s12909-020-02288-x
  • Institute for Healthcare Improvement. Plan-do-study-act (PDSA) worksheet. https://www.ihi.org/resources/Pages/Tools/PlanDoStudyActWorksheet.aspx . Accessed July 4, 2023.
  • Taylor, M, McNicolas, C, Nicolay, C, Darzi, A, Bell, D, Reed, J. Systemic review of the application of the plan-do-study-act method to improve quality in healthcare. BMJ Quality & Safety. 2014:23:290-298. doi: 10.1136/bmjqs-2013-002703

Return to College of Nursing Winter 23/24 Newsletter

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  4. 2019-2023 Form UNG Core Plan of Study Fill Online, Printable, Fillable

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COMMENTS

  1. business-pos

    UNG Academics Academic Advisement Advising Tools Business Plan of Study Filling Out Your Plan of Study To fill out the Plan of Study correctly, follow these steps: Open Plan Of Study (POS) link in web browser (do not fill out in browser, information will not save or print) Download and save the PDF to your computer

  2. Business Administration (A.A.)

    Feb 10, 2024 HELP [Archived Catalog] Business Administration (A.A.) Print Degree Planner (opens a new window) | Core Curriculum Requirements 60 hours Refer to Semester Core Curriculum Areas A-E Area A1: No Exceptions Area A2: UNG BBA students should take MATH 1111 College Algebra or higher. Transfer should consult with their Academic Advisor.

  3. Management (B.B.A.)

    Management (B.B.A.) Managers desire to lead and administer organizations, departments, or teams toward meeting specific objectives. Their primary interest regardless of industry or departmental level is to live the leadership role employing the resources of people, information, and technology. Does this sound like you?

  4. Program: Business Administration

    The Mike Cottrell College of Business is an AACSB accredited institution that offers the Bachelor of Business Administration (BBA) degree with majors in accounting, finance, information systems, management, and marketing.

  5. PDF University of North Georgia

    Core Plan of Study - Business Administration Name: ID#: Degree: Catalog: See Second Page for Core Curriculum Grad. Semester: Area A - Communication & Quantitative Skills* (9 hrs.) Course Sem. Hrs. Grd. rea F - Area of Concentration (18 hrs.) Course Sem. ENGL 1101** ENGL 1102** MATH *Area A completed by 30 hours.

  6. Business Administration Pathway

    An A.A. degree in core curriculum with pathway courses related to business administration in business includes the basic core curriculum for all liberal arts students and 18 semester hours of business courses. This degree by the UNG catalog comprises Areas A-F of any bachelor of business administration (B.B.A.) degree program.

  7. Management (B.B.A.)

    Feb 03, 2024 HELP [Archived Catalog] Management (B.B.A.) Print Degree Planner (opens a new window) | BBA Core Curriculum Requirements - 60 hours Refer to Semester Core Curriculum Areas A-E Area A1: No Exceptions Area A2: UNG BBA students should take MATH 1111 College Algebra or higher. Transfers should consult with their Academic Advisor.

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    UNG Plan of Study Bachelor Bus. Admin. Graduation Term Graduation Year Student Name: Advisor: AREA A- Communication and Quantitative Skills (9 hrs) 1.ENGL 1101 2.ENGL 1102 3.MATH 1.Modern Language* 2.Global Course AREA C- Humanities, Fine Arts and Ethics (6 hrs) 1.Lit. or Lang. 1.Lab Science 2.Lab Science 3.Math & Tech.

  9. Master of Business Administration

    The University of North Georgia (UNG) Cottrell Master of Business Administration (MBA) is an online graduate program that helps working professionals advance or change their careers.

  10. Master of Business Administration

    The University of North Georgia (UNG) Cottrell Master of Business Administration (MBA) is a cohort program with a new group of approximately 20 to 25 students starting each August. The 30-semester-hour graduate program is organized to be completed in 21-24 months.

  11. PDF Course Planning Guide: Business Focus

    Management, and Marketing. Associate degrees include the Business Administration Pathway. -Planning Guides do not guarantee course availability and must be used in consultation with your Academic Advisor. -Always check for pre-requisites. Freshman Year (through summer ) Course Notes Plan of Study Area Credit hours ENGL 1101 . C or Better A 3

  12. Mike Cottrell College of Business Academic Programs

    Master's Degree The Cottrell MBA * Accountancy (M.Acc) * Computer Science (MSCS) Graduate Certificates Compliance & Ethics Graduate Certificate Cybersecurity Graduate Certificate Entrepreneurship & Innovation Graduate Certificate * Technology Leadership Graduate Certificate *

  13. Business Administration Minor

    UNG Academics Degrees & Programs Minors Business Administration Minor Not majoring in business but have a business interest? The Mike Cottrell College of Business minor in business is a great option. This business minor gives you the opportunity to enhance your educational experience by building some knowledge of the business world.

  14. PDF University of North Georgia

    Do you want to pursue a BBA degree in marketing at the University of North Georgia? Check out this pdf file that provides a detailed plan of study for the marketing major, including the core curriculum, the required courses, and the elective options. Learn how to prepare for a successful career in marketing with this helpful guide.

  15. Department of Business Administration

    The Department of Business Administration offers courses of study leading to the Bachelor of Business Administration with majors in accounting, finance, management, and marketing. In addition, the Department offers a Minor in Business Administration for students majoring in areas outside of business.

  16. Information Systems (B.B.A.)

    UNG Academics Degrees & Programs Bachelor's Programs Information Systems (B.B.A.) Graduates from the Information Systems (B.B.A.) are prepared to manage the infrastructure of technology and the practical applications of technology to support organizations and create value.

  17. PDF UNG Plan of Study

    1. 2. 3. 4. 5. 6. ID# Catalog Last Term Accepted *BUSINESS CORE (30 hrs) Course Term Hrs Grade AREA F- Courses Appropriate to Major* (min 18 hrs) *A grade of C or higher is required for ENGL 1101 and 1102. Area A completed by 30 hours. AREA B- Institutional Options (7 hrs)

  18. Bba-accounting-pos

    Accounting plan of study from UNG university of north georgia business accounting name: area communication and quantitative hrs.) course engl engl 1101 engl. Skip to document. ... Business - Accounting. If you need this document in an alternate format for accessibility purposes (e. Braille, large print, audio, etc.), please contact the Academic ...

  19. Major Plans of Study

    Major Plans of Study. Your Plan of Study is determined by your catalog year. Please use your Advisement Report or Academic Requirements Report in StudentAdmin to determine your catalog year, which is typically the year you started in the School of Business. Feel free to contact the Office of Undergraduate Advising if you need a Plan of Study ...

  20. Accounting (B.B.A.)

    Feb 12, 2024 HELP [Archived Catalog] Accounting (B.B.A.) Print Degree Planner (opens a new window) | BBA Core Curriculum (Areas A-E) - 42 hours Refer to Core Curriculum (Areas A-E) Area A1: No Exceptions Area A2: UNG BBA students should take MATH 1111 or higher. Transfers should consult with their Academic Advisor. Area B: No Exceptions

  21. Business Administration, Plan of Study

    2023-24 Academic Catalog. Business Administration, Plan of Study. Business Administration, Plan of Study. Accounting (CPA Track), B.A.

  22. What Is an MBA? About the Degree, Programs, Jobs, and More

    A Master of Business Administration, or MBA degree, is a graduate-level business and management degree with a focus on leadership and managerial skills. By earning this degree, you can equip yourself with the skills and knowledge to accelerate your career, transition to new industries, or even launch your own businesses.

  23. Driving change: a case study of a DNP leader in residence program in a

    The purpose of this paper is to present a case study of the development and implementation of the Leader in Residence program, followed by suggested evaluation strategies, and discussion of future innovation of leadership opportunities in non-traditional health care settings.Development of the DNP Leader in Residence ProgramThe Plan-Do-Study ...