Accreditation Council for Business Schools and Programs (ACBSP ...

Accreditation Council for Business Schools and Programs (ACBSP)

Quality Assurance (QA) Report

for

Baccalaureate/Graduate Degree Programs

Current as of August 2013 (the July 2012 template is current and may be used as well).

Overview (O) 1. Complete all information requested.

Submit your report as an attachment to [email protected] on or before February 15th or September 15th.

This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page

numbers you can remove the ACBSP examples used in this report template to help you complete the report.

O2. Institution Name: Florida Memorial University Date: February 14, 2014

Address: 15800 NW 42nd Avenue, Miami Gardens, FL 33054

O3. Year Accredited/Reaffirmed: 2000 / 2010 This Report Covers Years: 2011-2013

O4. List All Accredited Programs (as they appear in your catalog):

The Bachelor of Science in Accounting

The Bachelor of Science in Business Administration

The Bachelor of Science in Finance

The Bachelor of Science in Marketing

The Masters of Business Administration (MBA)

O5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public

between programs that have achieved accredited status and those that have not.

Not applicable

O6. List all campuses that a student can earn a business degree from your institution:

Business degrees are earned on the main campus

O7. Person completing report Name: Dr. Abbass Entessari

Phone: (305) 623 4288, (305) 623 1441

E-mail address: [email protected]

ACBSP Champion name: Dr. Abbass Entessari, Dean of the School of Business

ACBSP Co-Champion name: Dr. Denis Callwood-Brathwaite, Associate Provost of Academic Affairs

O8. Conditions or Notes to be Addressed: You do not need to address Opportunity for Improvement (OFI)

Please explain and provide the necessary documentation/evidence for addressing each condition or note since your last report.

Are you requesting the Board of Commissioners to remove notes or conditions (if the justification for removal is lengthy consider attaching

an appendix to QA report) : Remove Note:

Remove Condition:

Not applicable

Do not remove note or condition. Explain the progress made in removing the note or condition:

Not applicable.

O9. The business unit must routinely provide reliable information to the public on their performance, including student achievement such as assessment results.

Describe how you routinely provide reliable information to the public on your performance, including student achievement such as assessment results and program results.

The School of Business routinely provide reliable information to the public on its performance through the School of Business Newsletter, Advisory Council meetings and workshops, University Web page (including the Monday morning Presidents massage), Florida Memorial Fact Books, weekly or bi-weekly Activity Reports to the Office of Academic Affairs.

Student Learning Outcome Assessment Results: Such as what you report in Standard #4, ETS, accounting assessment, management assessment, critical thinking, communication, etc. How do you make the results public?

The School of Business provides information on Student Learning Outcome Assessment Results to the public through the School of Business reports to the Office of Institutional Effectiveness, Advisory Council meetings and workshops, University Web page (currently under re-construction), Office of Academic Affairs, and reports to the alumni of the School of Business.

Program Results: Such as what you report in standard #6, graduation rats, retention rates, job placement, etc. How do you make the results public?

The School of Business provides information on standard #6 to the public through the Florida Memorial Fact Books prepared by the Office of the Institutional Effectiveness, School f Business Newsletter, School of Business Advisory Council meetings and workshops, University Web page (currently under re-construction), Office of Academic Affairs, and reports to the alumni of the School of Business.

Standard #1 Leadership

Organization

a. List any organizational or administrative personnel changes within the business unit since your last report.

Response: The following lists the personnel change in the School of Business:

1. Dr. Robert Pellegrino, the Associate Professor of Marketing, in no longer the MBA Director. Dr. Robert Labadie, the Professor of Business Administration, is the Acting MBA Director.

An Organizational Chart of the School of Business will be available in Appendix A of this document.

b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report?

Response: The School of Business offers all the degree programs on the main campus of Florida Memorial University.

Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other

standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA reports.

Response: It is not required.

Removing Note on Standard 2: Strategic Planning-

While a formal process for setting short term goals and strategic objectives is in place, it is not clear how the Business School will systematically

track progress toward its stated goals and objectives, nor how the action plans, goals and measurements are communicated to faculty, staff and

stakeholders.

Response:

1. How the Business School will systematically track progress toward its stated goals and objectives

The School of Business has established performance measures for tracking progress relative to its strategic goals and objectives. The plan includes Tasks (specific tasks/actions for each objective), Timelines (the dates for which the tasks/actions and outcomes are accomplished), Who/What/Where (who, what, where is affected by the tasks/actions), Outcomes (expected outcomes to be measured), and Cost (cost of undertaking the task). This plan is driven by and follows Florida Memorial University’s Strategic plan format. A prototype of the plan is presented below.

FLORIDA MEMORIAL UNIVERSITY

“From Good to Great”

SCHOOL OF BUSINESS GOALS AND OBJECTIVES 2008-2009

Goal: Provide quality academic programs to enhance student learning and to attract, retain, and develop a diverse student body. Objective 1.1 * Attract, recruit and retain qualified faculty

Tasks Timelines Who/What/Where Outcomes Costs

Reaffirmation of the Accreditation of School of Business with ACBSP

2008-2010 School of Business In process $7,000

Goals and Objectives – 2008-2009 School of Business The School of Business systemically tracks its strategic action plans by providing operational reports to the Office of Academic Affairs of the University. The reports are provided to the Academic Affairs at least twice within each academic semester. The reports are discussed in the School of Business faculty meetings and are shared with the School of Business Advisory Council. A sample of the reports is provided below.

FLORIDA MEMORIAL UNIVERSITY Operational Report by Unit

Fall 2009 School: Business Dean: Dr. Abbass Entessari

Task/Objective Status Person Responsible Comment


In process Faculty, directors of the programs, Dean

The School of Business faculty and staff is completing the Self Study report

To provide consistency with the ACBSP Report Template, the School of Business will modify its Strategic planning reports to include Results of

Actions Taken. This will provide a systematic assessment and tracking of progress towards the School’s stated goals and objectives. The

modification will also make it easier to assess performance of the Strategic Plan by the faculty and other stake holders.

FLORIDA MEMORIAL UNIVERSITY

“From Good to Great”

SCHOOL OF BUSINESS GOALS AND OBJECTIVES 2008-2009

Goal: Provide quality academic programs to enhance student learning and to attract, retain, and develop a diverse student body. Objective 1.1 * Attract, recruit and retain qualified faculty

Tasks/Actions Timelines Who/What/Where Outcomes/Performance Measurement

Results of Action Taken

Cost Comments


2008-2010 School of Business faculty, directors, and Dean

100% Completion of the Self-Study Report to be submitted to ACBSP in due time

%80 of the Self-Study Report is completed

$7,000 NA

Goals and Objectives – 2008-2009 School of Business All the reports and action plans are sent to the faculty and staff within the School of Business. Relevant stake holders associated with the School of Business will also receive the School of Business reports.

Standard #3 Student and Stakeholder Focus

Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not

necessary to provide results for every process.

Response:

Removing Note on Standard 3: Student and Stakeholder Focus-

While it is clear that the Business School is very student-oriented, and that it collects data regarding student and stockholder satisfaction with

its programs, evidence of specific changes that have resulted from these assessments is lacking. Please provide evidence of positive uses of

assessment data for program or process improvement.

Response:

The School of Business has positively used assessment data for program or process improvement. The following examples represent some of

the actions taken by the School for program or process improvements.

* Development of the Student Complaint Resolution Form Process within the School of Business

Results of the Action Taken: One student has used the Form on an academic issue. The complaint was successfully resolved by the Complaint

Committee (the Form will be in the Appendix A of this report).

* Revision and Expansion of the School of Business Advisory Council

Results of the Action Taken: The Advisory Council of the School of Business has been revised to increase the membership (21 members). The

President of the Council and his officers were elected in the Fall 2011. The Council includes: a Curriculum Committee, an Internship

Committee, and an Executive Round Table Committee. To guarantee the dedication and association of the members, it was decided to charge

each Council member a $500.00 annual membership fee (data and information available upon request).

* Review and analysis of the School of Business Senior Exit Survey

Results of the Action Taken: The Office of the Institutional Effectiveness tabulates the results of the Senior Exit Survey for the School of

Business. The Survey includes eighty nine (89) questions. The School of Business uses the results of this data to adjust its programs and

processes. For instance, to improve the employment status of the students, the School of Business has established a Job Fair (aside from the

University Job Fair) as part of its Professional Development Week activities for the School of Business. This helped to contribute an

improvement from 43% student employment in Fall 2011 to 50% in Fall 2011 and Spring 2012. The following presents the time trends of two

of the questions of the Senior Exit Survey (more are available upon request). The first question asks if the graduating seniors are currently

working.

ARE YOU WORKING?

0

20

40

60

80

100

120

fall2009 spring 2010 fall 2010 spring 2011 fall 2011 spring 2012

NO

YES

0

10

20

30

40

50

60

70

0

10

20

30

40

50

60

70

fall2009 spring 2010 fall 2010 spring 2011 fall 2011 spring 2012

YES

NO

The Senior Exit Survey also asked students about their satisfaction with career preparation and development of the University and School

of Business programs. The results are shown in the following table. As the table indicates, more than sixty five (65%) percent of students

feel that the University and the School of Business has properly prepared them for their career.

0.055.05

10.0515.0520.0525.0530.0535.0540.0545.0550.0555.0560.0565.0570.0575.0580.0585.0590.0595.05

Fall 09 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2011

How do you feel the University has prepared you for your career?

Excellent

Good

Average

Below Average

poor

0.055.05

10.0515.0520.0525.0530.0535.0540.0545.0550.0555.0560.0565.0570.0575.0580.0585.0590.0595.05

Fall 09 Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2011

How do you feel the University has prepared you for your career?

Excellent

Good

Average

Below Average

poor

* Alumni Satisfaction Survey

Results of the Action Taken: The School of Business has developed an Alumni Satisfaction survey. The Survey measures curriculum relevancy,

demanding curriculum, faculty advisement, knowledge of faculty, and faculty customer services. The results for the 2011 academic year are

presented in the Student and Stakeholder- Alumni Survey table below.

* Internship Performance Evaluation, Professionalism, and Employability

Results of the Action Taken: The survey results for four (4) academic years are presented in the Student and Stakeholder tables (bellow)

for Students Internships Results, and Students’ potential for employment success (employability).

* Professional Development Activities Attendance

Results of the Action Taken: Due to review of School of Business Exit surveys, the School of Business established Professional

Development week for the students in 2003. The Week starts with a general opening theme (Globalization, Leadership,…) and includes

topics such as Internship Seminars, What is Needed for Academic Success, Royal Caribbean Cruise, Navigating Employment Seminars,

Surviving Corporate America, Professional Certification, and professional presentations. The Professional Development Week has been

well received by faculty and students and participation in the activities of the program has steadily increased, as demonstrated by the

following chart.

0

20

40

60

80

100

120

140

160

180

200

2007 2008 2009 2010 2011

Number of Students Attended Professional Development Activities

Number of Students

* Students Evaluation of Faculty Results Implementations

Results of the Action Taken: The faculty in the School of Business are evaluated by student every semester. The results of the evaluations

are given to the faculty and are used as part of the Dean’s evaluation of the faculty. The faculty have implemented changes in their

teaching methods and course materials based on the evaluations. The evidence of this is presented in the faculty portfolio submitted to

the Dean for evaluation.

* Senior Presentations Survey Results Implementations

Results of the Action Taken: The School of Business requires students to take Senior Project in Business. This is a “capstone” class in

business which requires students to demonstrate competence in all areas of business by way of strategic case analysis and computer

simulation. Most of the School of Business assessments are conducted in this class. Students are required to present their case study in

front of the School of Business faculty. The School has developed instruments and rubrics for assessment and evaluation of students. The

results of actions will be discussed in the Standard four of this document.

* Benchmarking, National Survey of Student Engagement (NSSE)

Results of the Action Taken: The Office of Institutional Effectiveness conducted a National Survey of Student Engagement (NSSE) for the

University in 2010. The results include the survey on Level of Academic Challenge (LAC), Student-Faculty Interaction (SFI), and Enriching

Educational Experiences (EEE). The School of Business will use this data to review its curriculum and instruction evaluations and delivery.

The following represents the national survey results and the definition of survey instruments.

0

20

40

60

80

100

120

140

160

180

200

2007 2008 2009 2010 2011

Number of Students Attended Professional Development Activities

Number of Students

Level of Academic Challenge (LAC)

Mean Comparisons Florida Memorial University compared with:

Florida

Memorial Southeast Private Carnegie Class NSSE 2010

Class Mean a Mean a Sig

b Effect Size c Mean a

Sig b

Effect Size c Mean a

Sig b

Effect Size c

First-Year 56.3 56.7 -.03 53.8 .18 54.1 .17 Senior 62.5 60.8 .12 57.7 * .33 57.5 * .34

a Weighted by gender and enrollment status (and by institution size for comparison groups). b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

First-Year,

Florida

Memorial,

56.3

First-Year,

Southeast

Private,

56.7

First-Year,

Carnegie

Class, 53.8

First-Year,

NSSE 2010,

54.1

First-Year

Senior,

Florida

Memorial,

62.5

Senior,

Southeast

Private,

60.8

Senior,

Carnegie

Class, 57.7

Senior,

NSSE 2010,

57.5

Senior

Level of Academic Challenge (LAC) Items Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.

● Hours spent preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic program)

● Number of assigned textbooks, books, or book-length packs of course readings

● Number of written papers or reports of 20 pages or more, between 5 and 19 pages, and fewer than 5 pages

● Coursework emphasizes: Analysis of the basic elements of an idea, experience or theory

● Coursework emphasizes: Synthesis and organizing of ideas, information, or experiences into new, more complex interpretations

and relationships

● Coursework emphasizes: Making of judgments about the value of information, arguments, or methods

● Coursework emphasizes: Applying theories or concepts to practical problems or in new situations

● Working harder than you thought you could to meet an instructor's standards or expectations

● Campus environment emphasizes: Spending significant amount of time studying and on academic work.

Results of the Actions Taken: As the data indicates, Florida Memorial University, through its processes and programs, successfully promotes

adequate levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student

performance.

Student-Faculty Interaction (SFI)


Florida


Class Mean a Mean a Sig b

Effect

Size c Mean a Sig b

Effect

Size c Mean a Sig b

Effect

Size c

First-Year 44.3 40.2 .21 38.2 .31 35.2 * .49

Senior 62.6 48.6 *** .63 46.0 *** .78 42.4 *** .96 a Weighted by gender and enrollment status (and by institution size for comparison groups).

b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Student-Faculty Interaction (SFI) Items

44.340.2

38.235.2

0

25

50

75

100

Florida Memorial Southeast Private Carnegie Class NSSE 2010

First-Year

62.6

48.646.0

42.4

0

25

50

75

100


Senior

Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the

classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.

Discussed grades or assignments with an instructor

Talked about career plans with a faculty member or advisor

Discussed ideas from your reading or class with faculty members outside of class

Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.)

Received prompt written or oral feedback from faculty on your academic performance

Worked on a research project with a faculty member outside of course or program requirements.

Results of the Actions Taken: Florida Memorial University has higher levels of Student-Faculty Interaction than Southeast Private, Carnegie

Class, and National Survey of Student Engagement (NSSE) colleges and university. The Florida Memorial University Student-Faculty Interaction

markedly improves from First-Year to Senior through the University’s processes and programs and is higher than Southeast Private, Carnegie

Class, and National Survey of Student Engagement (NSSE).

Enriching Educational Experiences (EEE)


Florida


Class Mean a Mean a

Sig b

Effect

Size c Mean a

Sig b

Effect

Size c Mean a

Sig b

Effect

Size c

First-Year 30.1 31.1 -.07 28.0 .15 27.9 .17

Senior 50.3 47.1 .17 41.4 * .48 40.5 ** .54 a Weighted by gender and enrollment status (and by institution size for comparison groups).


30.1 31.128.0 27.9

0

25

50

75

100


First-Year

50.347.1

41.4 40.5

0

25

50

75

100


Senior

Enriching Educational Experiences (EEE) Items

Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and

others. Technology facilitates collaboration between peers and instructors, Internships, community service, and senior capstone courses provide

opportunities to integrate and apply knowledge.

Hours spent participating in co-curricular activities (organizations, campus publications, student gov., social fraternity or sorority, etc.)

Practicum, internship field experience, co-op experience, or clinical assignment

Community service or volunteer work

Foreign language coursework and study abroad

Independent study or self-designed major

Culminating senior experience (capstone, course, senior project or thesis, comprehensive exam, etc.)

Serious conversations with students of different religious beliefs, political opinions, or personal values

Serious conversations with students of a different race or ethnicity than your own

Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment

Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds

Participate in a learning community or some other formal program where groups of students take two or more classes together

Results of the Actions Taken: As the data indicates, Florida Memorial University has a similar level of Enriching Educational Experiences as

Southeast Private, Carnegie Class, and National Survey of Student Engagement (NSSE) colleges and university. The Florida Memorial University

Active and Collaborative Learning score improves from First-Year to Senior to around fifty (50) percent and is higher than Southeast Private,

Carnegie Class, and National Survey of Student Engagement (NSSE) colleges and university.

Active and Collaborative Learning (ACL)


Florida


Class Mean a Mean a

Sig b

Effect

Size c Mean a Sig b

Effect

Size c Mean a Sig b

Effect

Size c

First-Year 50.0 48.2 .10 46.2 .22 43.7 .38

Senior 63.4 55.9 ** .43 54.0 *** .53 51.4 *** .68 a Weighted by gender and enrollment status (and by institution size for comparison groups).


50.048.2

46.243.7

0

25

50

75

100


First-Year

63.4

55.954.0

51.4

0

25

50

75

100


Senior

Active and Collaborative Learning (ACL) Items

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings.

Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will

encounter daily during and after college.

Asked questions in class or contributed to class discussions

Made a class presentation

Worked with other students on projects during class

Worked with classmates outside of class to prepare class assignments

Tutored or taught other students (paid or voluntary)

Participate in a community-based project (e.g., service learning ) as part of a regular course

Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

Results of the Actions Taken: As the data indicates, Florida Memorial University has almost the same level of Active and Collaborative Learning

as Southeast Private, Carnegie Class, and National Survey of Student Engagement (NSSE) colleges and universities. The Florida Memorial

University Enriching Educational Experiences improves from First-Year to Senior through to around sixty (63) percent and is higher than

Southeast Private, Carnegie Class, and National Survey of Student Engagement (NSSE) colleges and university.

Supportive Campus Environment (SCE)


Florida


Class Mean a Mean a

Sig b

Effect

Size c Mean a

Sig b

Effect

Size c Mean a

Sig b

Effect

Size c

First-Year 56.5 65.8 * -.48 64.2 -.39 62.5 -.32

Senior 65.3 63.9 .07 62.7 .13 59.6 .30 a Weighted by gender and enrollment status (and by institution size for comparison groups).


56.5

65.864.2

62.5

0

25

50

75

100


First-Year

65.3 63.9 62.759.6

0

25

50

75

100


Senior

Supportive Campus Environment (SCE) Items

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations

among different groups on campus.

Campus environment provides the support you need to help you succeed academically

Campus environment helps you cope with your non-academic responsibilities (work, family, etc.)

Campus environment provides the support you need to thrive socially

Quality of relationships with other students

Quality of relationships with faculty members

Quality of relationships with administrative personnel and offices

Results of the Actions Taken: Florida Memorial University starts lower than benchmarked institutions (56.5) in the First-Year and moves

to higher (65.3) in Senior-Year. The University is successful in developing a Supportive Campus Environment for its students.

Student and Stakeholder- Students Internships Results

Analysis of Results

Performance

Measure

(Competency

)

Description

of

Measuremen

t Instrument

Areas of

Success

( Results)

Analysis and

Actions Taken

(Improvement

)

Results of

Action

Taken

(Occurs in

the

following

year)

Insert Graphs or Tables of Resulting Trends for 3-5 Years

(Please graph all available data up to five years)

One hundred

percent

(100%) of

School of

Business

students will

perform at or

above eighty

(80%) in a

real business

internship

environment.

Intern

Performance

Review Form

Four

years of

positive

trend

data

exceedin

g goal

Adequate

improvements

were made in

the internship

by students.

Add more

requirements

to the

internship

activity.

A fulltime

faculty is

teaching

the

Business

Internship

class. To

add rigor,

the course

will

include

more

mock

interviews

, company

profiles,

and

business

executive-

guests

speakers.

9189 89

83

75

80

85

90

07-08 08-09 09-10 10-11

Student Internship

07-08

08-09

09-10

10-11

9189 89

83

75

80

85

90

07-08 08-09 09-10 10-11

Student Internship

07-08

08-09

09-10

10-11

Student and Stakeholder- Students potential for employment success (Employability)

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

( Results)

Analysis and

Actions Taken

(Improvement)

Results of

Action Taken

(Occurs in

the following

year)



One hundred

percent (100%)

of School of

Business

students will

demonstrate at

or above eighty

(80%) potential

for employment

success

(employability).

Intern

Performance

Review Form

Four

years of

positive

trend

data

exceeding

goal of

minimum

80% goal

Adequate

improvements

were made in

making

students

involved in

practices that

improve

students’

employability.

Add more

requirements

and substance

to the

internship class

and activity.

A fulltime

faculty is

teaching the

Business

Internship

class. The

course will

include more

mock

interviews,

company

profiles, and

business

executive-

guests

speakers.

Students will

be required

to participate

in the School

of Business

job fairs and

other

external

employment

related

activities

93

8685

84

75

80

85

90

07-08 08-09 09-10 10-11

Students Employability

07-08

08-09

09-10

10-11

93

8685

84

75

80

85

90

07-08 08-09 09-10 10-11

Students Employability

07-08

08-09

09-10

10-11

Student and Stakeholder- Alumni Survey

Analysis of Results

Performance

Measure

(Competency)

Descriptio

n of

Measurem

ent

Instrument

Areas of

Success

( Results)

Analysis and

Actions Taken

(Improvement)

Results of

Action Taken

(Occurs in the

following

year)



The mean

score of the

School of

Business

Alumni

satisfaction

Survey will be

greater than

4.5 on a 5

point Likert

scale

School of

Business

annual

Alumni

Survey

One year

of positive

data

exceeding

goal

School of

Business alumni

were most

satisfied with

the knowledge

of faculty. The

relevancy and

demanding

curriculum,

faculty

customer

service, and

faculty

advisement,

have room for

improvement

The School of

Business will

continue to

conduct

alumni survey

annually to

monitor the

trend in its

alumni

satisfaction.

The faculty

will explore

how to

improve

customer

services,

advisement,

and rigor of

the curriculum

through

further

communicatio

ns with the

alumni

4.7

4.5

4.6

4.9

4.6

4.24.34.44.54.64.74.84.9

5

Alumni Satisfaction Survey

Curriculumrelevancy

Demandingcurriculum

Faculty advisement

Knowlagable faculty

Faculty customerservice

4.7

4.5

4.6

4.9

4.6

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

5

Alumni Satisfaction Survey

Curriculumrelevancy

Demandingcurriculum

Facultyadvisement

Knowlagablefaculty

Facultycustomerservice

Student and Stakeholder- Graduating Senior Survey

Analysis of Results

Performance

Measure

(Competency

)

Description

of

Measuremen

t Instrument

Areas of

Success

( Results)

Analysis and

Actions Taken

(Improvement

)

Results of

Action

Taken

(Occurs in

the

following

year)



The mean

score of the

School of

Business

graduating

senior

satisfaction

(excellent +

good) with

the graduate

school’s

preparation

will be

greater than

75%

University

Senior Exit

Survey

Five

semester

s exceed

ing goals

School of

Business

graduating

seniors were

most satisfied

with their

preparation

for their future

graduate

school

attendance.

The

preparation,

however, has

room for

further

improvement

The School

of Business

will

continue to

conduct

Senior Exit

survey

every

semester

to monitor

the trend in

its

graduates’

satisfaction

. The

faculty will

explore

how to

improve

the results

by

advisement

, and rigor

of the

curriculum

05

101520253035404550556065707580859095

100

Fall 09 Spring2010

Fall2010

Spring2011

Fall2011

Spring2011

How do you feel the University has prepared you

for your career

Excellent

Good

Average

Below Average

poor

05

101520253035404550556065707580859095

100

Fall09

Spring2010

Fall2010

Spring2011

Fall2011

Spring2011

How do you feel the University has prepared you

for your career

Excellent

Good

Average

Below Average

poor

Standard #4 Measurement and Analysis of Student Learning and Performance

Removing Note on Standard 4: Measurement and Analysis of Student Learning and Performance-

Place Condition on Standard 4, Criterion 4.1: Selection and Use of Information and Data-

Although a sufficient amount of comparative data has been collected by the Office of Institutional Research, it is not clear how the Business School evaluates and improves either the deployment of, or effectiveness of, comparative information and data. A systematic process to more fully utilize the assessment data provided by the Office of Institutional Research to improve learning outcomes in the programs of the Business School could benefit its students and stakeholders.

Response:

The School of Business has systematically used assessment data collected by the Office of Institutional Research for program or process

improvement. The process includes:

1. The data collected by the Office of the Institutional Research is systematically discussed in the Deans, Chairs, and Directors meetings called

by the Office of Provost and Executive Vice-President. The data includes a wide array of information on Students Admission Profile, Students

Placement Profile, Enrollment, Graduation and Retention, Course Information, Academic Major Productivity, Faculty Information, Finances, and

additional Statistical Information. The data have been used in the assessment of the University and School of Business programs and processes

and have been the basis of many changes in the University’s and School of Business’s students’ recruitment, retention and attrition, curriculum

revision, addition or deletion of majors, and faculty and staff hiring. The Dean and the Director of the MBA Program attend the meetings and

share the information with the faculty and staff. Dr. Robert Labadie, a professor of Business, participated in the University assessment related

meetings and shared his information with the Dean and the faculty on assessment. He was the School of Business liaison on assessment.

2. The Dean of the School of Business systematically receives data collected by the Office of Institutional Research and shares this with the faculty and staff through electronic and/or hard copy.

3. The Office of the Institutional Research sends its collected data through its publications to the Dean’s Office. The Dean makes the publication available to faculty and discusses findings in the divisional meetings. The data have been extensively used in the assessment and improvement of learning outcomes in the School. Examples of use of the data are presented in the Section 3 of this document (above).

Place Note on Standard 4, Criterion 4.2: Selection and Use of Comparative Information-

The Office of Institutional Research has collected assessment data from independent colleges and universities within the State of Florida. There

is an opportunity for the Business School to utilize this data to develop external benchmarking and external comparison data to assess student

learning outcomes on a comparative basis.

Response:

The School of Business utilizes the benchmarking data collected by the Office of Institutional Research. The Benchmarking, National Survey of

Student Engagement (NSSE), and actions taken are presented in section 3 of the document (above).

Place OFI on Standard 4, Criterion 4.2: (Comparative Information)-

There is an opportunity for the Business School to enhance learning outcomes by extending the external benchmarking beyond Florida schools.

Response:

The School of Business has extended its benchmarking of the collected data to colleges and university outside the Florida. For instance, the

National Survey of Student Engagement (NSSE) compares the Southeast Private Colleges, Carnegie Class, and National Survey of Student

Engagement (NSSE). The Faculty Satisfaction benchmarking also includes comparison of four (4) year Catholic Colleges (comparison group 1),

and Nonsectarian, Catholic, Other Religions four year colleges (comparison group 2).

Place Condition on Standard 4, Criterion 4.4: Continuous Process Improvement: Student Learning Performance-

Although the Business School has collected internal outcome assessment data and implemented the results, there is little evidence of

subsequent improvement reported.

Response:

The School of Business, after completion of assessment reports of each cycle of its programs, calls for meetings of the faculty to discuss actions

required to improve the results. The meetings are titled Closing the Loop. Examples of subsequent improvement are presented below:

* Benchmarking, National Survey of Student Engagement (NSSE)

The Office of Institutional Effectiveness conducted a National Survey of Student Engagement (NSSE) for the University in 2010 (the results of

the survey are presented in Section 3 of this document (please see above)). The categories of survey include: Level of Academic Challenge

(LAC), Level of Academic Challenge (LAC), Student-Faculty Interaction (SFI), and Enriching Educational Experiences (EEE). The results show

definitive improvement in all categories for Florida Memorial University compared to other benchmarked colleges and universities.

* Professional Development Activities Attendance

The School of Business has established Professional Development week for the students (the results of the student attendance is presented in

Section 3 of this document (please see above)). The Professional Development Week has been well received by faculty and students and

participation in the activities of the program has steadily increased. The attendance by the students in the Professional Day activities has shown

a definitive improvement.

* National Percentile Ranking of the MBA Students, 2008-2011

The MBA students’ average national percentile for exiting students on Comp-XM Board of Directors Queries show definitive improvement over the average percentile for entering students to the MBA Program on the GMAT. (Note: This comparison is appropriate because both measures are designed for graduate business students, the complete assessment for 2008-2011 is available upon request).

a. Program Outcomes List outcomes, by accredited program. Many of the program outcomes should be used as part of a student learning assessment plan and be

measurable.

Response:

* Masters Degrees:

Intended Educational (Student) Outcomes (SLO):

Goal 1: Effective Business Management Skills

SLO1. Students will exhibit problem-solving skills reflecting an integration of functional perspectives. Students will have the capacity to apply this knowledge and skill in new and unfamiliar circumstances through a conceptual understanding of relevant disciplines.

a. Assessment measure #1: Comp-XM Percentile Ranking on the Balanced Scorecard and Total Points Scored (from BUS 510)

b. Assessment measure #2: Comp-XM Percentile Ranking on the Board Queries and Total Points Scored (from BUS 510)

c. Assessment measure #3: Balanced Scorecard Case Analysis (from ACC 501)

Goal 2: Leadership Skills

SLO2: Students will understand leadership concepts and be able to assume positions of leadership.

a. Assessment measure #1: Emotional Intelligence Score (from BUS 503)

0

10

20

30

40

50

60

70

80

90

100

GMAT COMP-XM

2008

2009

2010

2011

b. Assessment measure #2: Peer evaluation of leadership skill on the Capstone Project (from BUS 510)

c. Assessment measure #3: Student performance on the ethical and leadership reflection papers.

SLO3: Students will be able to analyze complex business issues and situations that require coping with unforeseen events and managing in unpredictable environments.

a. Assessment measure #1: Debrief Exercise - Capstone Project (BUS 510)

b. Assessment measure #2: Learning and Growth Score on the Comp-XM Exam (BUS 510).

SLO4: Students will be able to understand and utilize ethical reasoning.

a. Assessment measure #1: Ethical Reasoning Simulation (from BUS 503)

b. Assessment measure #2: Ethical capsule in the Capstone simulation (available Spring 2012)

Goal 3: Interpersonal and Collaborative Skills

SLO5. Students will understand and value individual differences, facilitating an understanding of group dynamics and effective teamwork.

a. Assessment measure #1: Self Assessment Paper- both quantitative and qualitative assessment- (from BUS 501)

b. Assessment measure #2: Team Formation and View of Teams Exercise (from BUS 510)

c. Assessment measure #3: Peer Evaluations on Capstone Comprehensive Team Project

Goal 4: Analytical Management Skills

SLO6: Students will be able to use a strong base of business knowledge and reasoning ability to analyze discipline specific qualitative and

quantitative data to solve problems and make effective management decisions.

a. Assessment measure #1: Financial Analysis Exercise (from FIN 501)

b. Assessment measure #2: Break-even analysis (from ECO 501)

c. Assessment measure #3: Accounting, Finance and Marketing Board Queries on Comp-XM (from BUS 510)

Goal 5: Communication Skills

SLO7: Students will be able to effectively present information orally.

a. Assessment measure #1: Research article presentation (from BUS 503)

SLO8: Students will be able to effectively present information in writing.

a. Assessment measure #2: Marketing Strategy written case analysis (from MAR 501) b. Assessment measure #3: Business Writing Assessment from Ethical Reasoning Simulation (from BUS 503) – available Fall 2011 c. Assessment measure #4: Research report (from BUS 502)

* BS in Accounting


1. Students should understand the basic accounting concepts essential to recording business transactions and preparing & analyzing financial

statements.

2. Students should be able to analyze and interpret data for managerial controlling, planning and decision making; including demonstrating

competency with the procedures and principles of managerial and cost accounting.

3. Students should be familiar with the theory and practice of Accounting for businesses, including business combination, multinational

enterprises, government and not-for-profit.

4. Students should demonstrate knowledge of business law, auditing principles and attestation of standards and procedures

5. Students should demonstrate knowledge of federal income taxation for the preparation of a comprehensive income tax return for individuals

and businesses.

* BS in Business Administration


1. Business Administration Students will demonstrate Business knowledge, knowledge of major functional business areas.

2. Business Administration graduates will demonstrate strong quantitative and qualitative knowledge and analytical skill of major functional

business areas.

3. Business Administration graduates will develop strong interpersonal skills.

4. Business Administration alumni will demonstrate satisfaction with the curriculum, faculty, academic and professional development.

* BS in Finance


1. Students will demonstrate knowledge of the major concepts and practices of financial analysis and management and develop analytical

decision making skills.

2. Students will demonstrate knowledge of investments and derivatives for the practical application of theory.

3. Students will demonstrate overall knowledge of finance and other major functional areas in business for careers in finance and business, and

/or graduate study.

* BS in Marketing


1. Students should understand basic marketing principles and the fundamentals for successful retailing management, product and services marketing, electronic commerce, advertising, channel structure, and personal selling in order to effectively market themselves and the organization they represent.

2. Students should understand the fundamentals of consumer behavior and be able to perform a conceptual analysis of consumer behavior

individually, within a general retailing, or industrial personal selling context.

3. Students should demonstrate an understanding of current issues in marketing, there application in marketing contexts, and fundamental techniques of marketing research. a. Performance Results



Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate)

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

( Current

Results)

Analysis of

Results and

action taken

(What did you

learn from the

results)

Results of

Action Taken

(Occurs in

the following

year, what is

your next

step)



One hundred

percent (100%)

of the MBA

students will

score at or

above twelve

Percent (12%)

in the Comp-

XM national

comparison

(the average

GMAT

percentile of

student

entering MBA

program never

exceed 12%)

Comp-XM

Simulation

Four

years of

positive

trend

data

exceeding

goal of

minimum

12% goal

Added

additional

exercises

related to

Balance

Scorecard in

both the

graduate

Finance and

Accounting

courses. (FIN

501 and ACC

501) starting

fall 2009

These

changes

resulted in

significant

improvement

in learning

outcomes for

graduating

MBA

students as

evidence by

the increase

scores in this

report.

18

5645

66

10152025303540455055606570

07-08 08-09 09-10 10-11

COMP-XM Balnace Score Card

07-08

08-09

09-10

10-11

18

5645

66

10152025303540455055606570

07-08 08-09 09-10 10-11

COMP-XM Balnace Score Card

07-08

08-09

09-10

10-11


Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

( Current

Results)

Analysis of

Results and

action taken

(What did you

learn from the

results)

Results of

Action Taken

(Occurs in

the following

year, what is

your next

step)



One hundred

percent (100%)

of the students

in the senior

capstone

course will rank

in the 50th

percentile or

higher

nationally, on

average, in

each business

knowledge

(Bus. Fin. Mar.

Combined)area

of the Learning

Assurance

Report using

Business

Strategy Game

(BSG)

Business

Strategy Game

(BSG)

Students,

performa

nce

improved

in both

Operation

Managem

ent and

Financial

Managem

ent to

above 50

percentile

in spring

and fall

2010

Faculty in the

School of

Business need

reviewed the

curriculum,

course content,

and course

delivery to

improve

students’

performance to

a higher level

These

changes

resulted in

improvement

in learning

outcomes for

students as

evidence by

the increase

scores in this

report


4350

41

58 56

10152025303540455055606570

f 08 sp 09 f 09 sp 10 f 10

BSG MEAN NATIONAL PERCENTILE OVER TIME

Operation Management Financial Management

4350

41

58 56

10152025303540455055606570

f 08 sp 09 f 09 sp 10 f 10

BSG MEAN NATIONAL PERCENTILE OVER TIME

Operation Management

Financial Manegment

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

( Current

Results)

Analysis of

Results and

action taken

(What did you

learn from the

results

Results of

Action Taken

(Occurs in

the following

year, what is

your next

step



One hundred

percent (100%)

of the students

in the senior

capstone

course perform

50% or higher

in the Internal

Exit Exam

Internal

Business Exam

developed by

the faculty

Students,

performa

nce was

not

satisfacto

ry in

Accountin

g but it

was

above

50% in

Managem

ent,

Finance,

Marketin

g and

Economic

s.

Faculty in the

School of

Business need

to review the

curriculum,

course content,

and course

delivery to

improve

students’

performance in

the subject

covered in the

business

curriculum

specially

Accounting.

Faculty need

to review and

revise the

Internal Exit

Exam. The

School of

Business will

also conduct

ETS business

exam in

spring 2012.

05

101520253035404550556065707580859095

100

F 08 Sp 09 F 09 Sp 10 F 10

Internal Exam Assessment

Mng

Fin

Acct

MKT

Eco

05

101520253035404550556065707580859095

100

F 08 Sp 09 F 09 Sp 10 F 10

Internal Exam Assessment

Mng

Fin

Acct

MKT

Eco

Standard #5 Faculty and Staff Focus



Removing Condition on Standard 5: Criterion 5.1: Human Resource Planning-

Although the faculty employment/selection process is described, it is not evident exactly what process is used to develop the Human Resource

Plan in the aggregate, or how the Human Resources Plan is deployed.

Response:

The Office of the Institutional Research annually provides data and information on Enrollment, Major Productivity, Students Headcount Trends,

(at least the last three years), Student Distribution by Classification (Freshman, Sophomore, Junior, Senior), Course Credit Hours for the School

of Business. The data is analyzed by the Dean and the faculty of the School of Business to develop the School of Business Human Resource Plan

and needs. The needs extracted from the Plan will be part of the School of Business short term Strategic Plan reported to the Office of the

Academic Affairs of the University.

Human Resource Deployment Plan, Recruitment and Appointment (From the Faculty Handbook, March 12, 2002)

The President of the University is responsible for the appointment of all persons to the faculty at Florida Memorial University. The Executive

Vice-President and Provost has the responsibility for recommending to the President candidates for appointment to the faculty. The

Chairpersons/Deans and their faculty are responsible for recruiting and recommending to the Vice-President candidates for appointment to the

faculty.

Guidelines for the Selection of Faculty are:

1. Prospective faculty members must provide evidence of competence in the field(s) for which they are to be employed. A master’s degree from a regionally accredited institution and 18 graduate credits in the subject area(s) are the minimum qualifications for a regular appointment to the faculty.

2. The personal and academic qualifications of prospective faculty must be consonant with the mission of Florida Memorial University and with the academic needs of the students served by the institution;

3. Prospective faculty must manifest a commitment to continuous professional development; 4. Nepotism – No individual shall be employed in a division or other unit under the direct supervision of a husband, wife, parent, child,

brother, or sister, who may have direct effect on that individual’s progress or performance. No faculty member, division chairperson/dean, director or other administrative officer shall vote upon, make recommendations, or in any way participate in decisions pertaining to any matter which may directly affect the appointment, promotion, salary, or other status or interest of a relative, as defined above.

Place Note on Standard 5, Criterion 5.4: Faculty Size and Load-

Given the addition of the MBA program and scheduling challenges, it is not evident how the college demonstrates that faculty/staff are of

sufficient numbers to ensure performance of essential faculty responsibilities.

Response:

The School of Business has added a secretary for the MBA Program. Dr. Barbara Edwards, Associate of Management has also joined the faculty

in fall 2011. The School of Business, however, needs additional faculty in Finance and Accounting. The School of Business has informed

Academic Affairs of these deficiencies. It is hoped that as the economy improves, the School of Business will be able to hire additional faculty.

General Notes:

* Faculty Satisfaction Benchmarking

The University, through its Faculty Development Office, conducted the 2010-2011 Higher Education Research Institute (HERI) Faculty Survey.

The survey is done by the Higher Education Research Institute at the University of California at Los Angeles. The comparison includes four (4)

year Catholic Colleges (comparison group 1), and Nonsectarian, Catholic, Other Religions four year colleges (comparison group 2). The Higher

Education Research Institute Faculty Survey answers questions such as: How do faculty perceive institutional priorities? How do faculty spend

their time inside and outside the classroom? What kinds of goals and expectations do faculty have for students? What pedagogical strategies

do faculty employ to engage students and what are the biggest sources of stress and satisfaction among faculty? In addition, the survey will

provide aggregate comparison data from peer institutions. This allows Florida Memorial University to more fully address the competitive

advantage of educational excellence and the movement from good to great (differentiation). The HERI survey not only enhances faculty

development programming, it provides for evidence based approaches to improve the student learning experience. The following tables provide

three examples of the HERI survey (comprehensive survey information is available upon request).

Standard 5 - Faculty- and Staff-Focused Results

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next

step?

Insert Graphs or Tables of Resulting Trends

(3-5 data points preferred)

Learning center

environment:

Thirty percent

(30%) of the faculty

use high student-

centered teaching

methods in their

course instruction

Higher Education

Research

Institute (HERI)

Faculty Survey,

(benchmarking),

Comp1: Catholic

Colleges

Comp 2:

Nonsectarian,

Catholic, Other

Religions four

year colleges

Forty one

percent

(41%) of

faculty at

FMU use

high

student-

centered

teaching

methods

Faculty at

FMU are

more caring

about

teaching

students

than the

benched

mark

instructions

Maintain the

culture that

encourages

faculty to use

high student-

centered

teaching

methods in their

course

instruction

Survey items and estimation 'weights': In how many of the courses that you teach do you use each of the following?

* Cooperative learning (small groups) (2.30) * Reflective writing/journaling (1.37)

* Student presentations (1.85) * Experiential learning/Field studies (1.30)

* Group projects (1.82) * Using student inquiry to drive learning (1.26)

* Class discussions (1.70) * Student-selected topics for course content (1.21)

* Student evaluations of each others’ work (1.53)

Low Student-Centered

Pedagogy, FMU, 33.3%


Pedagogy, Comp 1,

28.1%


Pedagogy, Comp 2,

24.6%

Average Student-Centered



Pedagogy, Comp 1,

44.5%


Pedagogy, Comp 2,

46.3%

High Student-Centered



Pedagogy, Comp 1,

27.4%


Pedagogy, Comp 2,

29.1%

Student-Centered Pedagogy

High Student-Centered Pedagogy

Average Student-Centered Pedagogy

Low Student-Centered Pedagogy


Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next

step?



Career related

stress:

Less than thirty one

percent (31%) of

the FMU faculty

have high career

related stress

Higher Education

Research

Institute (HERI)

Faculty Survey,

(benchmarking),

Comp1:

Catholic Colleges

Comp 2:

Nonsectarian,

Catholic, Other

Religions four

year colleges

More than

seventy

percent

(70%) have

average

and low

career

related

stress and

twenty

nine

percent

(29%) have

high career

related

stress.

Help faculty

meeting to

discuss issues

raised on

surveys

Maintain the

culture that

encourages a low

stress teaching

environment

Survey items and estimation 'weights': Please indicate the extent to which each of the following has been a source of stress for you during the last two years:

* Lack of personal time (1.52) * Colleagues (1.14)

* Teaching load (1.38) * Research or publishing demands (1.13)

* Committee work (1.25) * Self-imposed high expectations (1.09)

* Institutional procedures/red tape (1.17) * Students (1.08)

Low Career Related Stress,

FMU, 31.3%


Comp 1, 21.8%


Comp 2, 21.2%

Average Career Related Stress,

FMU, 39.6%


Comp 1, 47.1%


Comp 2, 47.4%

High Career Related Stress,

FMU, 29.2%


Comp 1, 31.1%


Comp 2, 31.4%

Career Related Stress


Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate

length of

cycle)

Current Results

What are your

current results?

Analysis

of Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next

step?



Faculty Personal

Development:

More than seventy

percent (70%) of

faculty at FMU are

highly satisfied with

their personal

development

Higher

Education

Research

Institute (HERI)

Faculty Survey,

(benchmarking

),

Comp1:

Catholic

Colleges

Comp 2:

Nonsectarian,

Catholic, Other

Religions four

year colleges

More than

seventy percent

(70%) of faculty

at FMU are

highly satisfied

with their

personal

development

than thirty five

percent (35%) of

the benched

mark

institutions

Help

faculty

meeting

to discuss

issues

raised on

surveys

Maintain and

improve the

faculty Personal

Development

culture by

providing more

professional

development

resources for

faculty

Survey items and estimation 'weights':

Indicate the importance to you of each of the following education goals for undergraduate students:

* Help students develop personal values (4.92)

* Provide for students' emotional development (2.91)

* Develop moral character (2.87)

* Enhance students' self-understanding (2.65)

Low UG Ed Goal:

Personal Developme

nt, FMU, 10.4%

Low UG Ed Goal:

Personal Development, Comp 1,

22.7%

Low UG Ed Goal:


28.2%

Average UG Ed Goal: Personal

Development, FMU, 18.8%


Development, Comp 1,

41.9%


Development, Comp 2,

39.5%

High UG Ed Goal:

Personal Developme

nt, FMU, 70.8%

High UG Ed Goal:


35.4%

High UG Ed Goal:


32.3%

Personal Development


Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate

length of

cycle)

Current Results

What are your

current results?

Analysis

of Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next

step?



Faculty Evaluation:

Teaching, Scholarly

activities, Services

over time:

Faculty scores more

than 55 out of 60 in

teaching evaluation

by students, 15 out

of 20 in scholarly

activities, and 17

out of 20 in services

to the university

and community

Faculty annual

evaluation

instrument

Faculty scored

more than 56

out of 60 in

teaching, more

than 16 out of

20 in scholarly

activities, and

19 out of 20 in

services to the

University and

community

Faculty

exceeded

goal. The

trend

increase

in 2010-

2011. The

faculty

performa

nce in

above

stated

activities

was

satisfactor

y

Encourage and

provide

recourses to the

faculty to

maintain high

performance in

teaching,

scholarly

activities, and

services

Teaching, 2008-2009, 56

Teaching, 2009-2010, 56

Teaching, 2010-2011, 57

Scholarly activities,

2008-2009, 16.8


2009-2010, 16.9


2010-2011, 17.2

Services, 2008-2009, 19.7

Services, 2009-2010, 19.7

Services, 2010-2011, 19.3

Teaching Scholarly activities Services

Teaching, Scholarly activities, Services

Teaching, 2008-2009, 56

Teaching, 2009-2010, 56

Teaching, 2010-2011, 57


2008-2009, 16.8


2009-2010, 16.9


2010-2011, 17.2

Services, 2008-2009,

19.7


19.7


19.3

Teaching Scholarly activities Services

Teaching, Scholarly activities, Services

Faculty Qualifications

Complete the next two tables for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty

members previously reported.

Standard 5 - NEW FULL-TIME FACULTY QUALIFICATIONS

NAME

(List alphabetically

by Last Name)

MAJOR

TEACHING

FIELD

COURSES TAUGHT

(List the Courses

Taught

During the Reporting

Period,

Do Not Duplicate

Listing)

LIST ALL EARNED

DEGREES

(State Degree as

Documented on

Transcript, Must

Include Major Field)

DOCUMENT OTHER

PROFESSIONAL

CERTIFICATION CRITIERA

Five Years Work Experience

Teaching Excellence

Professional Certifications

ACBSP

QUALIFICATION

1. Doctorate 2. Professional 3. Exception

Edwards, B. Management Business

Organization &

Management,

Business Internship &

Seminar

Human Resource

Management,

DBA, Business

Administration

MBA

Vice-President of

Institutional Advancement,

Special Assistant to the

president

Doctorate

Forbes, R. Accounting Principles of

Accounting I, II,

Intermediate

Accounting, I, II,

Managerial

Accounting

DBA, Accounting

MBA, Accounting

CPA Doctorate

Standard 5 - NEW PART-TIME FACULTY QUALIFICATIONS

NAME

(List Alphabetically

By Last Name)

Major Teaching

Field

Courses Taught

(List the Courses

Taught During the

Reporting Period)

Do Not Duplicate

Listing)

List All Earned

Degrees

(State Degree as

Documented on

Transcript, Must

include Major Field)

Document Other

Professional

Certification Criteria

*Five Years Work

Experience

*Teaching Excellence

*Professional

Certifications

ACBSP Qualification

7. Doctorate

8. Professional

9. Exception

Anderson, C. Economics,

Quantitative

Business Statistics II

Ph.D. Higher

Education Leadership

and Administration

MA in Applied

Economics

MS in Agricultural

Business

Doctorate

Cezair, J. Accounting Principles of

Accounting II,

Intermediate

Accounting II

DBA in Accounting

MBA in Accounting

CPA Doctorate

Sippio-Smith, T. Business Law Business Law II JD

Doctorate

Worrell, K. Accounting Advanced

Accounting,

Auditing, Managerial

Accounting, Cost

Accounting

MBA in Business

Administration

CPA

Standard 5, Criterion 5.8

Scholarly and Professional Activities

Faculty

Member

Highest

Degree

Professional

Qualifications

Scholarly Activities Professional Activities

Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Entessari

Abbass

Ph.D.

F10-Sp11 D-1

C=1

D = 2

C=1

3 5 1

F09-Sp10 D=1 A = 1 3 6 1

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Edwards

Barbara

DBA

F10-Sp11 D = 1

C = 1

A = 1 2 2 1

F09-Sp10 A = 1 2 3 1

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Forbes

Renee

DBA CPA

F10-Sp11 A = 4 A = 1 4

F09-Sp10 C = 2 A = 4 A = 1

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Koyame-

Marsh,

M

Ph.D.

F10-Sp11 B = 1 B-1 B = 1 D = 4 C = 2 1 3

F09-Sp10 B = 1 B = 2 D= 2 C = 2 1 3

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Labadie

Robert

Ph.D.

F10-Sp11 C = 6

4

F09-Sp10 C = 6 3

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Lee

Cheulho

Ph.D.

F10-Sp11 C = 2 C = 3 B = 2 BD= 1 2 2

F09-Sp10 B = 3 2

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Lucky

William

Ph.D.

F10-Sp11 B=3 C=2

D=2

A=2

C = 1

B = 2

5 1 1

F09-Sp10 B = 2 C=2

D=2

A=2

C = 1

B = 2

D = 1

3 1 1

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Pellegrino

Kimberly

Ph.D.

F10-Sp11 B = 1 B-3 B = 7 1 1

F09-Sp10 B = 2 B = 2 B=2 B = 4 1 1 0

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Pellegrino

Robert

Ph.D.

F10-Sp11 B= 2 B = 1 B = 1 B = 3 1 1 2

F09-Sp10 B = 1

B = 1 B=1 B = 3

D = 2

1 1 2

Faculty

Member

Highest

Degree

Professional

Qualifications


Papers

Presented

Published

Articles/

Manuscripts/

Books

Unpublished

Articles/

Manuscripts/

Books

Consulting

Professional

Related Services

Professional

Conferences/

Workshops

Professional

Meetings

Professional

Memberships

Other

Perkins

Debra

DBA

F10-Sp11 D= 1 C = 1

C = 1 2

F09-Sp10 C = 1

A = 1 2

Codes to Use for Scholarly Activities:

A = Scholarship of Teaching

B = Scholarship of Discovery

C = Scholarship of Integration

D = Scholarship of Application

Standard #6 Educational and Business Process Management

a. Describe how you routinely provide reliable information to the public on your performance, including student achievement.

Response: The School of Business routinely provides reliable information to the public on its policies, procedures, and performances by the

followings:

* Florida Memorial Web page: FMU Latest News, Press Release, University’s Face book, Twitter

* Office of Institutional Advancement (includes Office of Public Affairs)

* University Catalog, the Catalog is available on the University Web Page

* Publications of the Office of the Institutional Effectiveness

* Office of the Alumni Affairs publications and multi-media releases

* School of Business section of the University Web page

* School of Business Newsletter

* School of Business Advisory Council activities

* School of Business Professional Development Week activities

b. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach a Table - Standard 6, Criterion 6.1.3 – Undergraduate CPC Coverage for each program.

Response: None

1. List any new degree programs that have been developed and attach a Table - Standard 6, Criterion 6.1.3 – Undergraduate CPC Coverage for each new program since your last report.

Response: None

2. List any accredited programs that have been terminated since your last report.

Response: None

Complete the following tables. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is

not necessary to provide results for every process.

Standard 6 - Budgetary, Financial, and Market Results

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next step



The School of

Business total

budget Increase

budget 5% each

year from 2007-

2008 to 2011-2012

School of

Business

approved budget

The budget

increased

above the

targeted

number

The budget

increased

due to the

requests

made by the

School of

Business and

improved

financial

status of the

University

Budget increased

but still does not

cover the School

of Business

request for hiring

additional faculty

and increasing

professional

development

activities by the

faculty

0

200000

400000

600000

800000

1000000

1200000

School of Business Budget

School od BusinessTotal Budget

0

500000

1000000

1500000

School of Business Budget

School odBusiness TotalBudget

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next step



The School of

Business

graduation

Increase 5% each

year from 2007 to

2011

Office of

Institutional

Effectiveness,

Statistical Profile

The

graduation

increase

goal has

been met

in the

School of

Business

The increase

is the results

of improved

student

advisement,

course

offering, and

low attrition

in the School

of Business

The School of

Business needs

to maintain

quality

advisement,

course offering,

and hiring of new

faculty

0

10

20

30

40

50

2007 2008 2009 2010

School of Business Graduation Total

School ofBusinessGraduation

0

10

20

30

40

50

2007 2008 2009 2010

School of Business Graduation Total

School ofBusinessGraduation

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or what

is your next step



The School of

Business total

student credit

hours Increase 5%

each year from

2007 to 2010

Office of

Institutional

Effectiveness,

Statistical Profile

The total

student

credit

hours in

creased

more than

5% from

2007 to

2009, and

declined in

2010.

The

decreased in

2010 is due

to lower

student

enrollment in

the School of

Business

The School of

Business needs

to improve its

recruitment of

students to the

School of

Business

0

500

1000

1500

2000

2500

2007 2008 2009 2010

Total Student Credit Hours

Total StudentCredit Hours

0

500

1000

1500

2000

2500

1007 2008 2009 2010

Total Student Credit Hours

Total StudentCredit Hours

Standard 6 - Organizational Performance Results

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or

what is your

next step?



Both enrollment

and graduation

increase by 5% in

the School of

Business

Office of

Institutional

Effectiveness,

Statistical Profile

The

enrollment

in the

School of

Business

declined

more than

5%, the

graduation,

however,

increased

more than

5%

The School of

Business

needs to

review and

analyze its

enrollment

trend. The

decline in

enrollment

may be the

result of

economic

downturn in

the country

and Florida

The School of

Business needs

to improve its

recruitment of

students to the

School of

Business

050

100150200250300350400

2007 2008 2009 201

School of Business Graduation and Enrollment

Enrrolment

Graduation

050

100150200250300350400

2007 2008 2009 2010

School of Business Graduation and Enrollment

Enrrolment

Graduation

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or

what is your

next step?



The on-line

registration in the

University

improves by 5%

from year to year

The data provide

by the

Information

Technology of the

University

The on-line

registration

steadily

improved

from 2006

to 2008.

The

improveme

nt was

more than

80% from

2009 to

2010.

The on-line

registration

will further

improve. The

increase

depends on

providing

improved

technology

and its

continual

availability to

students

School of

Business faculty

need to help the

University to

reach its goal of

maximum on-

line registration

0

500

1000

1500

2000

2500

2006 2007 2008 2009 2010

On-Line Registration

On-LineRegistration

0

500

1000

1500

2000

2500

2006 2007 2008 2009 2010

On-Line Registration

On-LineRegistration

Analysis of Results

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or

what is your

next step?



School of Business

attrition declines

10% from2009 to

2011

The data provide

by the Registrar

Office of the

University

The

Attrition

rate of the

School of

Business

has

declined

more than

10% from

2009 to

2011.

The School of

Business has

been very

successful of

retaining its

students

School of

Business faculty

need to

continue its

academic

supports of its

students.

Analysis of Results

0

5

10

15

School of Business Attrition

On-LineRegistration

0

5

10

15

2008-2009 2009-2010 2010-2011

School of Business Attrition

On-LineRegistration

Performance

Measure

Measurable goal

What is your goal?

What is your

measurement

instrument or

process?

(Indicate length

of cycle)

Current

Results

What are

your

current

results?

Analysis of

Results

What did

you learn

from the

results?

Action Taken or

Improvement

made

What did you

improve or

what is your

next step?



Faculty in the

School of Business

use web-

technology in their

instruction

The data provide

by the

Information

Technology of the

University

Majority of

the faculty

in the

School of

Business

use some

form of

web-

technology

in their

classes

There is

potential of

using more

web-

technology in

the class

room by

faculty.

The University is

upgrading its

web-technology.

This will

positively result

in more usage of

web-technology

in the class

room across the

discipline

WebCT Faculty Users

Standard 6, Criterion 6.1.3

2006

2007

2008

2009

2010

2011

2011

2010

2009

2008

2007

Core

Courses

a1

MKT

a2

FIN

a3

ACC

a4

MGT

b1

LAW

b2

ECO

b3

ETH

b4

GLO

c1

IS

c2

STAT

d

POL/COMP

Total

ACC 211 1.0 1.0 30.0 2.0 1.0

2.0 1.5 1.0 4.5

44.0

ACC 212 5.0 1.0 30.0 3 1.0

3.0 1.0 5.0

49.0

BUS 211

1.5

35 .5 1 1.5 1 .5

41.0

BUS 215

2.0

3.0

10.0 2.0 2.0 1.0 30.0 7.0 57.0

BUS 311

1.5

1.5 37.5

3.0

2.0 45.5

BUS 215

4.0

6.0 1.0 30.0 2.0 43.0

BUS 320 1.0 1.5 1.0 1.5

0.5

0.5 32.0

38.0

BUS 321 1.5 2.0 1.0 3.0

0.5

0.5 32.0

40.5

BUS 344 0.5 0.5 0.5 37.0 2.0 1.0 5.0 5.0 0.5

2.0 54.0

BUS 394 1.0 0.5 1.0 5.0 4.0 2.0 37.5 2.0 1.0

54.0

BUS 420

6.0

1.0

15.0

16.0

38.0

BUS 450 5.0 1.0

5.0 4.0

5.0 2.0

5.0

27.0

CSC 101

30.0

30.0

ECO 201

30.0

2.0 3.0 3.0 2.0 40.0

ECO 202

2.0

2.0 32.5 1.0

3.0 6.0 4.0 50.5

ECO 371 14.0

2.0 4.0 10.0 1.0 4.0 3.0 6.0 3.0 47.0

FIN 301

34.0 1.0 2.0 1.0 3 1.0 4.0 3.0

1.0 50.0

HRM 350 1.5

37.0 6.0 1.0 5.0 2.0 0.5

1.0 54.0

MAR 301 37.5

1.0 3.0 2.0 1.0

4.0 2.0

0.5 51.0

Total 54.5 60.5 67.5 150 65 91.5 67.5 37.0 71.0 149.0 40.0

APENDIX A

Student CRS Complaint/Grievance Form

Directions: Please fill out this form with as much detail as possible and leave it with the Administrative Assistant in the School of Business.

Name: ___________________________________

Date:

___________________________________

Student ID: ___________________________________

Email: ___________________________________

Address: ___________________________________

Phone: ___________________________________

Class Standing: Circle one: FR SO JR SR

Status: Full Time____ Part Time____

Major: ____________________________

Class about which you are registering a complaint/grievance: _____________________________________

Name of the professor: _____________________________________

Provide a description of the nature of the complaint, including the semester and year of the issue.

Semester and Year ______ _______________________________

Signature _______ _______________________________

Please describe the complaint.

Please describe what you have done to try to resolve the situation.

Findings of the BCC

Signature of BCC Members Date

Signature of the Dean Date

A PROMISE. A

FUTURE.

DR. ROBERT PELLEGRINO Associate Professor of

Marketing and

November 30, 2011

MS. SOPHRETTA BENJAMIN Administrative Assistant

DR. BARBARA EDWARDS Associate Professor of

Management

DR. WILLIAM LUCKY, JR. Director and

Assistant Professor of Marketing

BUSINESS ADMINISTRATION

DR. ROBERT LABADIE Professor of

Business Administration

DR. RITA KOYAME-MARSH Associate Professor of

Economics

DR. KIMBERLY PELLEGRINO Associate Professor of

Management

ACCOUNTING

DR. RENEE FORBES-WILLIAMS Associate Professor of Accounting

MARKETING

FINANCE

DR. CHEULHO LEE Director and

Associate Professor of Finance

MBA PROGRAM Director

DR. ABBASS ENTESSARI

DEAN and Professor of Economics

DR. DEBRA PERKINS Associate Professor of

Management

Ms. Paulette Elliott MBA Secretary

Accreditation Council for Business Schools and Programs (ACBSP ...

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Transcript of Accreditation Council for Business Schools and Programs (ACBSP ...