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r graduate\r\nprogram; formal approval or waiver of an Intent to Plan is required before a university\
 may submit a related full\r\nproposal request for a new program. The Executive Director and/or their\
 designees may request additional\r\ninformation. After the university President approves the Intent \
to Plan, submit a signed copy to the Executive\r\nDirector through the System Academic Officer throug\
h the proper process. Only post the Intent to Plan to the\r\nuniversity website for review by other u\
niversities after approval by the Executive Director, System Academic\r\nOfficer or designee. This fo\
rm is meant to capture critical elements for stakeholders to review prior to a full\r\nproposal.\r\n)
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/ActualText (Finance\r\n)
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/ActualText (Note: If the new proposed program includes specific\r\nspecializations within it, complete and submit\
 a New Specialization\r\nForm for each proposed specialization and attach it to this form.\r\nSince s\
pecializations appear on transcripts, they require Board\r\napproval.\r\n)
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/ActualText (College/Department 3S : ÈÕ±¾avÊÓÆµ Arts/Humanities/Soc Sci/SSME : Ness School\r\n)
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/ActualText (Mgmt/Econ\r\nIntended Date of Full Proposal Fall 2026\r\nPlanned CIP Code 52.0801\r\n)
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/ActualText (1. Provide the working program description that may appear in the university catalog.\r\n)
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/ActualText (The B.A. and B.S. in Finance provides students advanced training in finance theory and practice, with\
 applications in financial analytics, portfolio\r\ninvestments, and corporate finance. With a major i\
n finance, graduates enter careers in banking, money management, investment banking, insurance,\r\nco\
rporate treasuries, and federal, state, and local governments. Professional positions include chief f\
inancial officers, financial analysts, personal\r\nfinancial advisors, trust officers, portfolio anal\
ysts, stockbrokers and traders, commodity brokers and traders, financial accountants, compliance\r\no\
fficers, budget analysts, and credit analysts.\r\n)
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/ActualText (2. Describe how the program fits in with the institutional mission, strategic plan, existing institut\
ional\r\nprogram array, and academic priorities.\r\n)
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/ActualText (ÈÕ±¾avÊÓÆµ and the Ness School of Management and Economics request authorization to offer a B.A. and a B.S.\
 in Finance that will leverage ÈÕ±¾avÊÓÆµ's\r\nrich, well-established tradition of teaching, research, and \
outreach outcomes in economics and finance into an undergraduate major in finance.\r\n)
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/ActualText (The curriculum of the proposed finance program would include the 50-credit management and economics c\
ore curriculum in the current Business\r\nEconomics major, plus 15 credits of prescribed finance cour\
ses - instead of 15 credits of business economics electives included in the Business\r\nEconomics maj\
or. Currently, many ÈÕ±¾avÊÓÆµ students who major in Business Economics satisfy the business economics elec\
tives with finance courses,\r\neffectively fashioning as best they can a major in finance. ÈÕ±¾avÊÓÆµ is re\
questing authorization to offer a B.A. and a B.S. in Finance so students could\r\ntranscript the majo\
r in finance they would prefer to pursue, a preference many employers express as well. A finance majo\
r would provide students\r\nand employers the transparency both prefer.\r\n)
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/ActualText (As the state's Land Grant university, ÈÕ±¾avÊÓÆµ and the Ness School of Management and Economics have a uni\
que connection with rural communities\r\nand community banks throughout the state. ÈÕ±¾avÊÓÆµ is strategica\
lly positioned to provide educational opportunities that will strengthen the labor force\r\nand econo\
my of rural areas, including community banks throughout the state.\r\n)
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/ActualText (The ÈÕ±¾avÊÓÆµ Ness School of Management and Economics has earned general accreditation of business-related\
 programing through the Association to\r\nAdvance Collegiate Schools of Business \(AACSB\). Founded i\
n 1916, AACSB is the longest-serving global accrediting body for business schools,\r\nand the largest\
 business education network connecting learners, educators and businesses worldwide. AACSB accreditat\
ion ensures continuous\r\nimprovement and drives schools to deliver on their mission, innovate, and d\
rive impact. AACSB-accredited schools have successfully undergone a\r\nrigorous review process conduc\
ted by their peers in the business-education community, ensuring the schools have the resources, cred\
entials, and\r\ncommitment needed to provide students with a first-rate, future-focused business educ\
ation. AACSB accreditation is a prestigious hallmark for\r\nbusiness schools worldwide, and it signif\
icantly benefits students enrolled in accredited programs. Principal advantages include a quality edu\
cation\r\nfor students ensured by high standards for curriculum, faculty qualifications, learning res\
ources, and learning assessment; global recognition and\r\ncredibility of accredited major programs; \
career opportunities for students afforded by Fortune-ranked firms that specifically seek graduates f\
rom\r\nAACSB-accredited schools; networking opportunities for students afforded by a global network o\
f accredited business-education institutions, their\r\nindustry connections, alumni, and internationa\
l exchange programs; and continuous improvement and innovation to which AACSB-accredited\r\nschools a\
re committed.\r\n)
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/ActualText (The April 2021 EMSI report commissioned by the SDBOR outlines a clear need for more finance education\
 in South Dakota. Comparing job\r\nopenings to the state's supply of educational program completions,\
 the analysis determines how well SDBOR university program offerings satisfy\r\nSouth Dakota's workfo\
rce demand. A bachelor's level finance program is listed at the top of the list of "High Demand, Low \
Supply" programs.[1]\r\n"Finance, general" is listed as the #2 program in the "Top 10 Bachelor's Degr\
ee Level Programs at SDBOR Universities with a Gap"[2], with a gap\r\nof 216 \(annual job openings mi\
nus SDBOR annual completions\) and a very competitive salary at an hourly median wage of $60.59 for f\
inancial\r\nmanagers.[3]\r\n)
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/ActualText (In addition to the workforce demand demonstrated in the EMSI analysis, a Bureau of Labor Statistics \(\
BLS\) analysis also demonstrates workforce\r\ndemand. The BLS projects overall occupations in busines\
s and financial operations will grow faster than the average growth rate for all occupations\r\nfrom \
2023 to 2033. According to the O-Net Online dashboard, careers as financial managers are projected to\
 grow by 22% in South Dakota and 17%\r\nnationally. Likewise, careers as financial and investment ana\
lysts are expected to grow by 12% in South Dakota and 10% nationally. Meanwhile,\r\ncareers as financ\
ial examiners are expected to grow by 9% in South Dakota and 21% nationally, and careers as personal \
financial advisors are\r\nexpected to grow by 17% in South Dakota and 17% nationally.[4] Thus, one re\
ason for ÈÕ±¾avÊÓÆµ to offer a major in finance is to meet the critical\r\ndemand of employers in the state\
 and the wider Upper Midwest region for graduates of such a program.\r\n)
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/ActualText (ÈÕ±¾avÊÓÆµ is well positioned to fill these employment gaps without substantially restructuring or otherwis\
e redesigning its programming. By offering a\r\nmajor in finance, ÈÕ±¾avÊÓÆµ will provide its students with\
 a more comprehensive educational program portfolio and credential their education,\r\naccordingly, l\
eading to enhanced professional opportunities for ÈÕ±¾avÊÓÆµ students. In addition, offering a major in fin\
ance would address the high\r\ndemands of the labor market within the unique academic environment of \
ÈÕ±¾avÊÓÆµ. With the recent changes to the South Dakota Advantage tuition\r\nprogram, the SDBOR has an oppo\
rtunity to expand the availability of the finance major to more students who would come to South Dako\
ta for their\r\neducation from other states including Minnesota, Kansas, and Missouri.\r\n)
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/ActualText (The Ness School of Management and Economics at ÈÕ±¾avÊÓÆµ offers high-quality experiential training in fina\
nce thanks to the university's state-of-the-\r\nart First Dakota National Bank \(FDNB\) e-trading lab\
:\r\n)
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/ActualText (\200 Students in the Student Managed Investment Fund \(SMIF\) class manage over $500,000, experiencin\
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/ActualText (\200 Students in the Trading in Commodity Futures & Options class build hedging skills by proposing a\
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/ActualText (\200 The Investment Club attracts participation of approximately 50 students every semester and has r\
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/ActualText (\200 The SMIF student team won national acclaim in 2017, earning first place in its inaugural partici\
pation in the Quinnipiac Global Asset Management\r\nEducation \(G.A.M.E.\) VII Forum. In 2021 the tea\
m was selected as one of the top 10 teams to present to the judges out of hundreds of teams that\r\ne\
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/ActualText (\200 Student interest in finance and investments at ÈÕ±¾avÊÓÆµ is in part associated with taking the course\
, Business Finance, in the First Dakota National\r\nBank \(FDNB\) e-trading lab, where students compl\
ete the Bloomberg Markets Concepts \(BMC\) certificate and financially analyze publicly traded\r\ncom\
panies.\r\n)
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/ActualText (\200 ÈÕ±¾avÊÓÆµ is the only SDBOR school consistently participating in the CFA society competition in recen\
t years and the only SDBOR school with a\r\nfaculty member who holds the CFA \(Chartered Financial An\
alyst\) designation. ÈÕ±¾avÊÓÆµ has been invited as a finalist to the CFA Society Minnesota\r\ncompetition \
in 2021, 2023, and 2024.\r\n)
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/ActualText (\200 Ness School finance faculty publish in A and A+ peer-reviewed research journals listed in the Au\
stralian Business Deans Council list used by\r\nAACSB in judging faculty qualifications in a research\
 institution.\r\n)
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/ActualText (Students who would pursue a finance major at ÈÕ±¾avÊÓÆµ would benefit from transparency and the ability to \
transcript a program that many are already\r\npursuing to potential employers. A student who majors i\
n finance could easily signal their plan of study and the learning competencies the finance\r\nindust\
ry rightly associates with the plan alleviating the need for ÈÕ±¾avÊÓÆµ students to effectively fashion as \
best they can a major in finance from\r\nÈÕ±¾avÊÓÆµ's existing Business Economics major. As national and in\
ternational corporations move into Sioux Falls and the surrounding area, they may\r\nnot look to the \
regional workforce to fulfill their needs. ÈÕ±¾avÊÓÆµ graduates have the skills employers are looking for, \
but if graduates are not\r\ncredentialed and accredited according to industry expectations, standards\
, and experiences, businesses may look past them.\r\n)
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/ActualText ([1] Program Demand Gap Analysis: Economic Overview and Review of Academic Programs South Dakota Board\
 of Regents, Emsi, April 2021,\r\npage 9\r\n[2] Emsi, page 12\r\n[3] Emsi, page 55\r\n[4] O*NET OnLin\
e, National Center for O*NET Development, www.onetonline.org/. Accessed 26 February 2025. South Dakot\
a source: Projections\r\nCentral 2020-2030 long-term projections external site. https://projectionsce\
ntral.org/Projections/LongTerm; United States source: Bureau of Labor\r\nStatistics 2023-2033 employm\
ent projections https://www.bls.gov/emp/\r\n)
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/ActualText (If the program does not align to the strategic plan, provide a compelling rationale for the instituti\
on to offer\r\nthe program.\r\n)
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/ActualText (N/A\r\n)
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/ActualText (3. How does the program connect to the Board of Regent's Strategic Plan?\r\n)
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/ActualText (The proposed finance program supports the SDBOR Strategic Plan 2022-2027 Goal 3: Academic Excellence,\
 Student Outcomes, Educational\r\nAttainment and Goal 4: Workforce and Economic Development. In keepi\
ng with SDBOR and ÈÕ±¾avÊÓÆµ missions, the university seeks a student-\r\ncentered option for ÈÕ±¾avÊÓÆµ students\
 who wish to earn a finance degree. The new program leverages the expertise of ÈÕ±¾avÊÓÆµ's faculty to resp\
ond to the\r\nworkforce needs of South Dakota.\r\n)
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/ActualText (Goal 3: Academic Excellence, Student Outcomes, Educational Attainment\r\nImprove the pass rates on li\
censure and certification exams.\r\n)
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/ActualText (\200 ÈÕ±¾avÊÓÆµ's finance program will align with the CFA program's Candidate Body of Knowledge and will pr\
epare students for CFA Level 1 at the time\r\nof graduation.\r\nIncrease the number of accredited pro\
grams.\r\n)
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/ActualText (\200 The ÈÕ±¾avÊÓÆµ Ness School of Management and Economics has earned business accreditation through the A\
ssociation to Advance Collegiate Schools\r\nof Business \(AACSB\).\r\nGrow the number of students par\
ticipating in High Impact Practices \(HIP\) and experiential learning.\r\n)
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/ActualText (\200 Experiential learning is thoroughly embedded in all finance course offerings. ÈÕ±¾avÊÓÆµ's program wil\
l extensively use the facilities of the First Dakota\r\nNational Bank e-trading lab.\r\n)
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/ActualText (Goal 4 - Workforce and Economic Development\r\nAlign new or enhanced undergraduate programs to the So\
uth Dakota and national workforce.\r\n)
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/ActualText (\200 ÈÕ±¾avÊÓÆµ and the Ness School have the capacity and are well positioned to fill the gap in training a\
nd degrees awarded to meet the workforce needs in\r\nthe financial sector of the state economy.\r\n)
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/ActualText (Program Summary\r\n)
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/ActualText (4. If a new degree is proposed, what is the rationale?\r\nThis question refers to the type of degree,\
 not the program. For example, if your university has authorization to\r\noffer the Bachelor of Scien\
ce and the program requested is a Bachelor of Science, then the request is not for a new\r\ndegree.\r\
\n)
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/ActualText (Dakota State University [Business \(B.B.A.\) - Finance\r\nSpecialization] and Black Hills State Unive\
rsity [Business\r\nAdministration \(B.S.\) - Finance Specialization] have\r\nauthorization to deliver\
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to national or\r\naccreditation standards, if any.\r\n)
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/ActualText (ÈÕ±¾avÊÓÆµ faculty designed the curriculum to satisfy national standards. They also reviewed the finance cu\
rricula at the University of Minnesota - Twin\r\nCities, University of Nebraska - Lincoln, University\
 of North Dakota, Dakota State University, Northern State University, and University of South\r\nDako\
ta.\r\n)
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/ActualText (\200 Association to Advance Collegiate Schools of Business \(AACSB\): https://www.aacsb.edu/educators\
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/ActualText (\200 University of Minnesota - Twin Cities - Finance \(B.S.B.\): https://carlsonschool.umn.edu/underg\
raduate/majors-minors/finance\r\n)
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/ActualText (\200 University of Nebraska - Lincoln - Finance \(B.S.B.A.\): https://business.unl.edu/academic-progr\
ams/departments/finance/undergraduate/\r\n)
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/ActualText (\200 University of North Dakota - Finance \(B.B.A.\): https://und.edu/programs/finance-bba\r\n)
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/ActualText (\200 Dakota State University - Business \(B.B.A.\) - Finance Specialization: https://catalog.dsu.edu/\
preview_program.php?catoid=44&poid=3831\r\n)
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/ActualText (\200 Northern State University - Finance \(B.S.\): https://catalog.northern.edu/preview_program.php?c\
atoid=16&poid=4124\r\n)
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/ActualText (\200 University of South Dakota - Finance \(B.B.A.\): https://catalog.usd.edu/preview_program.php?cat\
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/ActualText (The ÈÕ±¾avÊÓÆµ Ness School of Management and Economics has earned general accreditation of business-related\
 programing through the Association to\r\nAdvance Collegiate Schools of Business \(AACSB\). AACSB acc\
reditation ensures continuous improvement and drives schools to deliver on their\r\nmission, innovate\
, and drive impact. AACSB-accredited schools have successfully undergone a rigorous review process co\
nducted by their peers in\r\nthe business-education community, ensuring the schools have the resource\
s, credentials, and commitment needed to provide students with a first-rate,\r\nfuture-focused busine\
ss education. AACSB accreditation is a prestigious hallmark for business schools worldwide, and it si\
gnificantly benefits\r\nstudents enrolled in accredited programs. Principal advantages include a qual\
ity education for students ensured by high standards for curriculum,\r\nfaculty qualifications, learn\
ing resources, and learning assessment; global recognition and credibility of accredited major progra\
ms; career\r\nopportunities for students afforded by Fortune-ranked firms that specifically seek grad\
uates from AACSB-accredited schools; networking\r\nopportunities for students afforded by a global ne\
twork of accredited business-education institutions, their industry connections, alumni, and\r\ninter\
national exchange programs; and continuous improvement and innovation to which AACSB-accredited schoo\
ls are committed.\r\n)
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/ActualText (9. Will the proposed program pursue accreditation or certifications?\r\n)
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/ActualText (If no, why has the department elected not to pursue accreditation for the program?\r\n)
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/ActualText (10. Do any related programs exist at other public universities in South Dakota?\r\nA list of existing\
 programs is available through the university websites and the RIS Reporting: Academic Reports\r\nDat\
abase. If there are no related programs within the Regental system, indicate none.\r\n)
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/ActualText (Yes. Black Hills State University \(B.S. in Business Administration - Finance Specialization\), Dakot\
a State University \(B.B.A. in Business - Finance\r\nSpecialization\), Northern State University \(B.\
S. in Finance and a B.S. in Banking & Financial Services\), and University of South Dakota \(B.B.A. i\
n\r\nFinance\) offer majors or specializations in finance. The EMSI report and current BLS labor mark\
et data clearly indicate a need for more finance-\r\nrelated programs in South Dakota. The proposed B\
.A. and B.S. in finance would draw on the Ness School's demonstrated record of teaching,\r\nresearch,\
 and outreach outcomes in economics and finance. ÈÕ±¾avÊÓÆµ's program would extensively use the facilities \
of its e-trading lab. Experiential\r\nlearning is thoroughly embedded in all finance courses the Ness\
 School offers. ÈÕ±¾avÊÓÆµ's major in finance will prioritize analytical rigor, thanks to the\r\ndesign of \
the program and the finance expertise of faculty in the school. Ness School programs share a strong, \
analytical foundation that stems from\r\nthe school's legacy as a nationally recognized department of\
 economics. The finance program would align with the CFA program's Candidate Body\r\nof Knowledge and\
 prepare students for CFA Level 1 at the time of graduation. The program would be the only one with f\
ull-time finance faculty with\r\nthe CFA designation. The CFA designation is the most prestigious and\
 most difficult to attain designation in the finance industry.\r\n)
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/ActualText (A. If yes, defend the need for an additional program within the state, Include IPEDS enrollment data \
and\r\nadditional data as needed.\r\n)
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/ActualText (ÈÕ±¾avÊÓÆµ has a strong track record for attracting students from western Minnesota due to proximity and SD\
SU's Land Grant mission. As such, the major\r\nin finance at ÈÕ±¾avÊÓÆµ would attract students who would no\
t otherwise consider undergraduate programs offered in the state.\r\n)
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/ActualText (The April 2021 EMSI report commissioned by the SDBOR outlines a clear need for more finance education\
 in South Dakota. Comparing job\r\nopenings to the state's supply of educational program completions,\
 the analysis determines how well SDBOR university program offerings satisfy\r\nSouth Dakota's workfo\
rce demand. A bachelor's level finance program is listed at the top of the list of "High Demand, Low \
Supply" programs.[1]\r\n"Finance, general" is listed as the #2 program in the "Top 10 Bachelor's Degr\
ee Level Programs at SDBOR Universities with a Gap"[2], with a gap\r\nof 216 \(annual job openings mi\
nus SDBOR annual completions\) and a very competitive salary at an hourly median wage of $60.59 for f\
inancial\r\nmanagers.[3]\r\n)
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/ActualText (In addition to the workforce demand demonstrated in the EMSI analysis, a BLS analysis also demonstrat\
es workforce demand. The BLS projects\r\noverall the Business & Financial Operations occupations will\
 grow faster than average for all occupations from 2023 to 2033. According to the O-\r\nNet Online da\
shboard, careers as financial managers are projected to grow by 19% in South Dakota and 17% nationall\
y. Likewise, careers as\r\nfinancial and investment analysts are expected to grow by 13% in South Dak\
ota and 10% nationally. Meanwhile, careers as financial examiners are\r\nexpected to grow by 21% nati\
onally, and careers as personal financial advisors are expected to grow by 18% in South Dakota and 17\
% nationally.[4]\r\n)
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/ActualText (IPEDS Data:\r\nDakota State University - B.B.A. in Business - Finance Specialization\r\nCIP Code: 52.\
0801\r\nGraduates from 2023-2024: 4 graduates from degree program, 338 total undergraduate graduates\r\
\n)
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/ActualText (Northern State University - B.S. in Finance\r\nCIP Code: 52.0801\r\nGraduates from 2023-2024: 5 gradu\
ates from degree program, 285 total undergraduate graduates\r\n)
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/ActualText (Northern State University - B.S. in Banking and Finance Services\r\nCIP Code: 52.0803\r\nGraduates fr\
om 2023-2024: 2 graduates from degree program, 285 total undergraduate graduates\r\n)
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/ActualText (University of South Dakota - B.B.A. in Finance\r\nCIP Code: 52.0801\r\nGraduates from 2023-2024: 41 g\
raduates from degree program, 1,166 total undergraduate graduates\r\n)
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/ActualText ([1] Program Demand Gap Analysis: Economic Overview and Review of Academic Programs South Dakota Board\
 of Regents, Emsi, April 2021,\r\npage 9\r\n[2] Emsi, page 12\r\n[3] Emsi, page 55\r\n[4] O*NET OnLin\
e, National Center for O*NET Development, www.onetonline.org/. Accessed 10 June 2025.\r\n)
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/ActualText (B. If yes, would this program be a candidate for Regental system collaboration?\r\n)
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/ActualText (The Ness School will identify opportunities to use common system courses for the major program in fin\
ance.\r\n)
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/ActualText (11. Do any related programs exist at any non-Regental college or university within 150 miles of the u\
niversity?\r\nList those programs here:\r\n)
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/ActualText (Augustana University - B.A. in Finance\r\nSouthwest Minnesota State University - B.S. in Finance\r\n)
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/ActualText (A. If yes, use IPEDS to identify the enrollment in those programs.\r\n)
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/ActualText (Augustana University - B.A. in Finance\r\nCIP Code: 52.0801\r\nGraduates from 2023-2024: 9 graduates \
from degree program, 381 total undergraduate graduates\r\n)
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/ActualText (Southwest Minnesota State University - B.S. in Finance\r\nCIP Code: 52.0801\r\nGraduates from 2023-20\
24: 8 graduates from degree program, 425 total undergraduate graduates\r\n)
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/ActualText (B. What evidence suggests there is unmet student demand for the proposed program, or that the propose\
d\r\nprogram would attract students away from the existing program?\r\n)
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/ActualText (College Factual reports the number of graduates majoring in Finance and Financial Management was 54,6\
90 in the 2021-2022 school year, while\r\nIPEDS indicates the number of graduates in the broad catego\
ry of business was 375,418.[1] Finance and Financial Management was the 14th most\r\npopular major in\
 the 2021-2022 school year. Finance majors represent about 14.6% of students in business majors.\r\n)
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/ActualText (The academic unit that delivers business programming at ÈÕ±¾avÊÓÆµ is the Ness School. Total enrollment in \
the Ness School has grown from 812\r\nstudents in fall 2019 to 1,148 students in fall 2024. Meanwhile\
, enrollment for bachelor's degree programs in the Ness School has grown from 775\r\nstudents in fall\
 2019 to 1,090 students in fall 2024. For example, enrollment in the Business Economics major, which \
attracts several students whose\r\nprofessional interests align with finance, has grown from 269 stud\
ents in fall 2019 to 668 students in fall 2024.\r\n)
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/ActualText (Enrollment in the upper-level finance electives, such as FIN 411 Investments and FIN 420 Student Mana\
ged Investment Fund, has been 15 - 25\r\nstudents per semester in recent years. This existing student\
 body will serve as a solid base for the proposed program. These electives are voluntarily\r\ntaken b\
y students who are interested in finance without explicitly fulfilling degree requirements of a major\
 or minor. The current business economics\r\nmajor does not provide a sufficient degree of specializa\
tion so it is anticipated that most of these students would opt for a major in finance instead of\r\n\
a major in business economics.\r\n)
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/ActualText (Offering a major in finance will clearly address the high demands of the labor market and student dem\
and within the unique academic environment\r\nof ÈÕ±¾avÊÓÆµ. With the recent chang\
es to the South Dakota Advantage tuition program, the SDBOR has an opportunity to expand\r\nthe avail\
ability of the finance major to more students that would come to South Dakota for their education fro\
m other states including Minnesota,\r\nKansas, and Missouri.\r\n)
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/ActualText ([1] College Factual, 2025 Finance and Financial Management Degree Guide, https://www.collegefactual.c\
om/majors/business-management-\r\nmarketing-sales/finance-financial-management/; National Center for \
Education Statistics \(NCES\), Bachelor's degrees conferred by postsecondary\r\ninstitutions, by fiel\
d of study: Selected academic years, 1970-71 through 2021-22, https://nces.ed.gov/programs/digest/d23\
/tables/dt23_322.10.asp\r\n)
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/ActualText (Market Demand\r\n)
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/ActualText (This section establishes the market demand for the proposed program \(eg Regental system need, instit\
utional need,\r\nworkforce need\). Use the following sources for your data:\r\n)
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/ActualText (South Dakota Department of Labor & Regulation\r\nO-Net\r\nUS Department of Labor Projections Central\r\
\nSDBOR Workforce and Degree Gap Analysis Report\r\n)
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/ActualText (12. What is the expected growth of the industry or occupation in South Dakota and nationally?\r\nIncl\
ude the number of openings, as well as the percentage of growth when possible.\r\n)
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/ActualText (The April 2021 EMSI report commissioned by the SDBOR outlines a clear need for more finance education\
 in South Dakota. Comparing job\r\nopenings to the state's supply of educational program completions,\
 the analysis determines how well SDBOR university program offerings satisfy\r\nSouth Dakota's workfo\
rce demand. A bachelor's level finance program is listed at the top of the list of "High Demand, Low \
Supply" programs.[1]\r\n"Finance, general" is listed as the #2 program in the "Top 10 Bachelor's Degr\
ee Level Programs at SDBOR Universities with a Gap"[2], with a gap\r\nof 216 \(annual job openings mi\
nus SDBOR annual completions\) and a very competitive salary at an hourly median wage of $60.59 for f\
inancial\r\nmanagers.[3]\r\n)
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/ActualText (In addition to the workforce demand demonstrated in the EMSI analysis, a BLS analysis also demonstrat\
es workforce demand. The BLS projects\r\noverall the Business & Financial Operations occupations will\
 grow faster than average for all occupations from 2023 to 2033. According to the O-\r\nNet Online da\
shboard, careers as financial managers are projected to grow by 19% in South Dakota and 17% nationall\
y. Likewise, careers as\r\nfinancial and investment analysts are expected to grow by 13% in South Dak\
ota and 10% nationally. Meanwhile, careers as financial examiners are\r\nexpected to grow by 21% nati\
onally, and careers as personal financial advisors are expected to grow by 18% in South Dakota and 17\
% nationally.[4]\r\n)
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/ActualText ([1] Program Demand Gap Analysis: Economic Overview and Review of Academic Programs South Dakota Board\
 of Regents, Emsi, April 2021,\r\npage 9\r\n[2] Emsi, page 12\r\n[3] Emsi, page 55\r\n[4] O*NET OnLin\
e, National Center for O*NET Development, www.onetonline.org/. Accessed 10 June 2025. South Dakota so\
urce: Projections\r\nCentral 2020-2030 long-term projections external site. https://projectionscentra\
l.org/Projections/LongTerm; United States source: Bureau of Labor\r\nStatistics 2023-2033 employment \
projections https://www.bls.gov/emp/\r\n)
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/ActualText (13. What evidence, if any, suggests there are unfilled openings in South Dakota or nationally?\r\n)
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/ActualText (A BLS analysis demonstrates workforce demand for graduates who major in finance. The BLS projects ove\
rall the Business & Financial Operations\r\noccupations will grow faster than average for all occupat\
ions from 2023 to 2033. According to the O-Net Online dashboard, careers as financial\r\nmanagers are\
 projected to grow by 19% in South Dakota and 17% nationally. Likewise, careers as financial and inve\
stment analysts are expected to\r\ngrow by 13% in South Dakota and 10% nationally. Meanwhile, careers\
 as financial examiners are expected to grow by 21% nationally, and careers as\r\npersonal financial \
advisors are expected to grow by 18% in South Dakota and 17% nationally.[1]\r\n)
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/ActualText ([1] O*NET OnLine, National Center for O*NET Development, www.onetonline.org/. Accessed 10 June 2025.\r\
\n)
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/ActualText (14. What salaries can program graduates expect to earn in South Dakota and nationally?\r\n)
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/ActualText (Financial Managers\r\nSD - $152,020\r\nNationally - $161,700\r\n)
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/ActualText (Financial & Investment Analysts\r\nSD - $73,641\r\nNationally - $101,350\r\n)
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/ActualText (Financial Examiners\r\nSD - $81,100\r\nNationally - $90,400\r\n)
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/ActualText (Personal Financial Advisors\r\nSD - $ 123,380\r\nNationally - $102,140\r\n)
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/ActualText ([1] O*NET OnLine, National Center for O*NET Development, www.onetonline.org/. Accessed 10 June 2025.\r\
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/ActualText (15. Optional: Provide any additional evidence of regional demand for the program.\r\ne.g. prospective\
 student interest survey data, letters of support from employers, community needs...\r\n)
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/ActualText (Industry partners recognize the quality of the current finance emphasis at ÈÕ±¾avÊÓÆµ, and have invested to\
 provide more opportunities for teaching,\r\nresearch, and outreach. In addition to First Dakota Nati\
onal Bank's investment in the e-trading lab:\r\n)
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/ActualText (\200 Larry and Diane Ness's investment in ÈÕ±¾avÊÓÆµ's economics and business students is recognized with t\
he naming of the Ness School of Management\r\nand Economics; and their further investment in the scho\
ol has allowed the naming of the Ness Endowed Director position.\r\n)
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/ActualText (\200 The Dykhouse Program in Money, Banking, and Financial Regulation has been in place since 2011, l\
eading to substantial investment in research\r\nand scholarly outreach to our community banks.\r\n)
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/ActualText (\200 Everett & Bernetta DuBois Endowed Professorship in Business Finance and Investments has been awa\
rded to Dr. Zhiguang Wang, who holds the\r\nCFA charter designation.\r\n)
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/ActualText (\200 Griffith Endowed Chair in Agricultural Finance, established by the William Mibra and Byrne Griff\
ith Foundation to support teaching and research\r\nin agricultural finance and support the connection\
s with the community banks in the state, has been awarded to Dr. Matthew Diersen.\r\n)
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/ActualText (These gifts target finance \(including agricultural finance\), investments, and community banks and a\
re made possible by gifts from benefactors in this\r\nindustry. Three of these benefactors are gradua\
tes of the former ÈÕ±¾avÊÓÆµ Department of Economics, and the fourth began his career in banking\r\nimmedia\
tely after graduating from ÈÕ±¾avÊÓÆµ. All built successful careers in the finance industry and recognize t\
he value of the preparation that an\r\nÈÕ±¾avÊÓÆµ education gives to future finance industry participants.\r\
\n)
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/ActualText (The Ness School anticipates a high level of continued support from industry partners for programming \
and students in the finance, investments, and\r\ncommunity banking sector.\r\n)
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/ActualText (16. Provide evidence of student completers/graduates at that degree level at peer institutions that o\
ffer the\r\nsame/similar program using data obtained from IPEDS.\r\nChoose programs not already liste\
d in question 11. Use the most recent year available.\r\n)
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/ActualText (Number of Degrees\r\nConferred in Program\r\n)
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/ActualText (Total Number of Conferrals at Level\r\n\(Undergrad or Grad\)\r\n)
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/ActualText (Minnesota State\r\nUniversity - Mankato\r\n)
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/ActualText (Finance\r\n\(B.S.\)\r\n)
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/ActualText (St. Cloud State\r\nUniversity\r\n)
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/ActualText (North Dakota State\r\nUniversity\r\n)
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/ActualText (17. What evidence suggests there is interest from prospective students for this program at the univer\
sity?\r\n)
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/ActualText (Enrollment in the upper-level finance electives, such as FIN 411 Investments and FIN 420 Student Mana\
ged Investment Fund, has been 15-25\r\nstudents per semester in recent years. This existing student b\
ody will serve as a solid base for the proposed program. These electives are voluntarily\r\ntaken by \
students who are interested in finance without explicitly fulfilling degree requirements by a major o\
r minor. It is anticipated that most of\r\nthese students would opt for a major in finance instead of\
 a major in business economics. Furthermore, ÈÕ±¾avÊÓÆµ Investment Club and FIRE \(Finance,\r\nInsurance an\
d Real Estate\) Club, housed in the Ness School, have approximately 30 members who are a natural fit \
for a major in finance. The Ness\r\nSchool conducted a student interest survey of seniors in their ca\
pstone course. Of the 99 participants who completed the survey, 31 students \(31%\)\r\nindicated that\
, following graduation, they are planning careers in finance, including roles such as retail banking,\
 financial advisor, investments, bank\r\nexaminer, and finance manager.\r\n)
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/ActualText (The addition of a major in Finance increases transparency to students and employers. Learners who com\
plete the proposed program would efficiently\r\ndemonstrate to employers that they have the knowledge\
, skills, and professional identity associated with a career in finance. Currently any student\r\nwho\
 is interested in finance but has to major in business economics or other marginally related programs\
, has extremely limited, if any, space for\r\nadvanced finance courses in his/her degree program. The\
 proposed major in Finance will cover investments/portfolio management, corporate\r\nfinance, financi\
al risk management and other specialized subjects that are more comprehensive and in-depth than our c\
urrent offerings. Conversely, a\r\ngeneric major in business economics, even with one or two finance \
electives, cannot offer the specialization in finance required by the finance\r\nindustry or the fina\
nce department in a corporation or organization.  Additionally, the proposed program would afford lea\
rners access to employment\r\nopportunities that require or strongly prefer a completed major in fina\
nce. Moreover, unlike the existing stack, the proposed major would afford\r\nlearners a path to the f\
inance profession that is transparent to learners, whom the proposed program would more effectively r\
ecruit and retain.\r\n)
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/ActualText (18. Are students enrolling in this program expected to be new to the university or redirected from ex\
isting\r\nprograms at the university?\r\nInclude the number of openings, as well as the percentage of\
 growth when possible.\r\n)
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l rigor afforded by the curriculum. A significant number of students currently majoring in Business\r\
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/ActualText (ÈÕ±¾avÊÓÆµ expects a total enrollment of 130 students in the first six years. The annual number of graduate\
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om/majors/business-management-\r\nmarketing-sales/finance-financial-management/; National Center for \
Education Statistics \(NCES\), Bachelor's degrees conferred by postsecondary\r\ninstitutions, by fiel\
d of study: Selected academic years, 1970-71 through 2021-22, https://nces.ed.gov/programs/digest/d23\
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