ACBSP
Best Practices Best Practices for for
Quality Assurance ReportsQuality Assurance Reports
Presented by ACBSP Associate DegreePresented by ACBSP Associate DegreeCommissionCommission
Best Practices Best Practices for for
Quality Assurance ReportsQuality Assurance Reports
Presented by ACBSP Associate DegreePresented by ACBSP Associate DegreeCommissionCommission
ACBSP
Let’s take a closer Let’s take a closer look at the Quality look at the Quality Assurance Assurance
Report. Report.
Let’s take a closer Let’s take a closer look at the Quality look at the Quality Assurance Assurance
Report. Report.
ACBSP
ACBSP
AQ
Repor
t
Where do you begin?Where do you begin?
ATTITUDE
Any task facing us is NOT as important as our
attitude towards it, for that determines our success or
failure.Norman Vincent Peale
ATTITUDE
Any task facing us is NOT as important as our
attitude towards it, for that determines our success or
failure.Norman Vincent Peale
Quality Assurance ReportQuality Assurance Report Quality Assurance ReportQuality Assurance Report
ACBSP
Associate Degree Associate Degree Commission Commission
Accredited InstitutionsAccredited Institutions
Associate Degree Associate Degree Commission Commission
Accredited InstitutionsAccredited Institutions
(Rev. 2005)(Rev. 2005)(Rev. 2005)(Rev. 2005)
List ALL Accredited ProgramsList ALL Accredited Programs List ALL Accredited ProgramsList ALL Accredited Programs
• Accounting CareerAccounting Career• Business Administration TransferBusiness Administration Transfer• Business Administration Business Administration
ManagementManagement• Business Office Technology-Business Office Technology-
Administrative AssistantAdministrative Assistant• Hospitality Management – Hotel Hospitality Management – Hotel
Management OptionManagement Option• Hospitality Management – Hospitality Management –
Restaurant Management OptionRestaurant Management Option• Marketing Marketing
ACBSP
Items to be AddressedItems to be AddressedItems to be AddressedItems to be Addressed
A.A. Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition
B.B. CurriculumCurriculum
C.C. OrganizationOrganization
D.D. Conditions, Notes, Conditions, Notes, RecommendationsRecommendations
E.E. Performance ResultsPerformance Results
ACBSP
Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition
Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition
Do at least Do at least 50%50% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters and/or doctorate either a masters and/or doctorate degree to teach at the Associate degree to teach at the Associate Degree level? Degree level?
Do at least Do at least 90%90% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters, doctorate or are either a masters, doctorate or are professionally qualified to teach at professionally qualified to teach at the Associate Degree level?the Associate Degree level?
Do at least Do at least 50%50% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters and/or doctorate either a masters and/or doctorate degree to teach at the Associate degree to teach at the Associate Degree level? Degree level?
Do at least Do at least 90%90% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters, doctorate or are either a masters, doctorate or are professionally qualified to teach at professionally qualified to teach at the Associate Degree level?the Associate Degree level?
ACBSP
Complete the TablesComplete the TablesComplete the TablesComplete the Tables
1-A1-A Faculty Numbers and Faculty Numbers and Qualifications – Full-timeQualifications – Full-timeI-BI-B Faculty Numbers and Faculty Numbers and Qualifications – Part-timeQualifications – Part-time
I-CI-C Exceptions Exceptions
Table IITable II - FTE - FTE
ACBSP
StandardStandard:: Professional, qualified Professional, qualified faculty must teach all class sections faculty must teach all class sections taught within the business unit. taught within the business unit.
A professionally-qualified faculty A professionally-qualified faculty member is one who meets the criteria member is one who meets the criteria for:for: Masters Degree or Higher QualificationsMasters Degree or Higher Qualifications oror Professional Qualifications Professional Qualifications
StandardStandard:: Professional, qualified Professional, qualified faculty must teach all class sections faculty must teach all class sections taught within the business unit. taught within the business unit.
A professionally-qualified faculty A professionally-qualified faculty member is one who meets the criteria member is one who meets the criteria for:for: Masters Degree or Higher QualificationsMasters Degree or Higher Qualifications oror Professional Qualifications Professional Qualifications
ACBSP FACULTY QUALIFICATIONS
Very Important:Very Important:
All faculty qualifications must be All faculty qualifications must be validated with validated with originaloriginal transcripts, transcripts, certificates, or related written certificates, or related written documentation—which documentation—which clearlyclearly states the states the qualification.qualification.
Very Important:Very Important:
All faculty qualifications must be All faculty qualifications must be validated with validated with originaloriginal transcripts, transcripts, certificates, or related written certificates, or related written documentation—which documentation—which clearlyclearly states the states the qualification.qualification.
ACBSP FACULTY QUALIFICATIONS
ACBSP What is Masters Degree or Higher?What is Masters Degree or Higher?
•DoctorateDoctorate in teaching field in teaching field
•Juris DoctorateJuris Doctorate
•MBAMBA
•MastersMasters in teaching field in teaching field
•Out-of-field MastersOut-of-field Masters with 18/27 with 18/27 credit hours credit hours or or documentation indocumentation in 2 or more of the 5 professional 2 or more of the 5 professional areas listed in Standardareas listed in Standard
ACBSP Out of Field Masters-ExplainedOut of Field Masters-Explained
Must either have: Must either have: 18 semester/27 quarter credit hours18 semester/27 quarter credit hours or or equivalent of courses in field equivalent of courses in field beyondbeyond introductory principle(s) level. introductory principle(s) level. ororTwo or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Research and publicationResearch and publication• Relevant additional coursework Relevant additional coursework beyond bachelor’s degreebeyond bachelor’s degree
ACBSP Professional QualificationsProfessional Qualifications
BachelorsBachelors in in teaching fieldteaching field with with documentation in documentation in two or moretwo or more of the of the following areas:following areas:
• Professional certification Professional certification • In-field professionalIn-field professional• Teaching excellenceTeaching excellence• Research and publication Research and publication • Relevant additional coursework Relevant additional coursework
beyond bachelor’s degreebeyond bachelor’s degree
Recap:Recap: For For Masters Out of FieldMasters Out of Field (not (not having the 18/27 credit hours having the 18/27 credit hours beyond principles)beyond principles) and and Professional QualificationProfessional Qualification classifications you need to classifications you need to document two or more of the document two or more of the five areas listed in the five areas listed in the Standard…but what Standard…but what do they entail?do they entail?
Closer look at the Five Areas Closer look at the Five Areas ACBSP
Documentation in Documentation in twotwo or more of the or more of the following areas:following areas:Professional certificationProfessional certification (national, (national, regional, or state—institution must regional, or state—institution must provide documentation to validate the provide documentation to validate the certification certification In-field professional employment—In-field professional employment—institutioninstitution must provide a minimum of must provide a minimum of two years of documented experience two years of documented experience from employer including position from employer including position descriptiondescriptionTeaching excellence—Teaching excellence—institution institution must must provide documentationprovide documentation
Explanation of AreasExplanation of AreasACBSP
Research and publication—Research and publication—institutioninstitution must provide must provide documentationdocumentation
Relevant additional coursework Relevant additional coursework beyond bachelor’s degreebeyond bachelor’s degree equivalent to 18 semester/27 equivalent to 18 semester/27 quarter credit hours or equivalent quarter credit hours or equivalent subject matter coursework, CEU’s, subject matter coursework, CEU’s, military, vendor training, etc.—military, vendor training, etc.—institution must provide institution must provide documentationdocumentation
Explanation of AreasExplanation of AreasACBSP
Need to fill out tables I-A and I-Need to fill out tables I-A and I-B for ALL faculty with each QA B for ALL faculty with each QA report; not just new hiresreport; not just new hires
Use “highest” Use “highest” classification for classification for the course(s) taughtthe course(s) taught
Tables I-A and I-BTables I-A and I-BACBSP
Table I-ATable I-A
Tables I-A and I-BTables I-A and I-B
Faculty who do Faculty who do notnot meet the meet the criteria for Masters Degree or criteria for Masters Degree or Higher Qualifications or Higher Qualifications or Professional Qualifications—Professional Qualifications—institution should provide institution should provide explanationexplanationNOTE:NOTE: All faculty qualifications All faculty qualifications must be validated with original must be validated with original transcripts, certificates, or related transcripts, certificates, or related written documentation—which written documentation—which clearly states the qualification.clearly states the qualification.
*Exceptions**Exceptions*ACBSP
You have an exception You have an exception that goes in that goes in Table I-CTable I-C. .
ACBSP
If a faculty member doesn’t If a faculty member doesn’t meet the Masters or meet the Masters or
Higher, or Professional Higher, or Professional Qualifications criteria . . .Qualifications criteria . . .
Table I-CTable I-CTable I-CTable I-CACBSP
Degree:Degree: MBA MBATeach:Teach: Intro to Business Intro to Business
Supervision Techniques Supervision Techniques
Degree:Degree: MBA MBATeach:Teach: Intro to Business Intro to Business
Supervision Techniques Supervision Techniques
Masters Qualified:Masters Qualified: Why? Masters in Why? Masters in
FieldField
ACBSPMasters-Professional-ExceptionMasters-Professional-Exception
YOU MAKE THE CALLYOU MAKE THE CALL
Degree:Degree: Bachelor of Science Bachelor of ScienceTeach:Teach: Business Math and Business Math and KeyboardingKeyboarding
Degree:Degree: Bachelor of Science Bachelor of ScienceTeach:Teach: Business Math and Business Math and KeyboardingKeyboarding
EXCEPTION unless clarified :EXCEPTION unless clarified :Need to know if Bachelors is IN FIELD Need to know if Bachelors is IN FIELD andand
Need to document two or more of the following:Need to document two or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Relevant additional coursework beyond Relevant additional coursework beyond
bachelor’s degreebachelor’s degree
ACBSPMasters-Professional-ExceptionMasters-Professional-Exception
YOU MAKE THE CALLYOU MAKE THE CALL
Degree:Degree: Masters of Curriculum/InstructionMasters of Curriculum/Instruction
Teach:Teach: Computer Literacy and Intro to PCComputer Literacy and Intro to PC
Documentation:Documentation: A+ and MOS CertificationA+ and MOS Certification
Degree:Degree: Masters of Curriculum/InstructionMasters of Curriculum/Instruction
Teach:Teach: Computer Literacy and Intro to PCComputer Literacy and Intro to PC
Documentation:Documentation: A+ and MOS CertificationA+ and MOS Certification
EXCEPTION unless clarified :Since Masters is Out-of-field, you need documentation Since Masters is Out-of-field, you need documentation for 18/ 27 credit hours for 18/ 27 credit hours oror two or more of the following: two or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Relevant additional coursework beyond Relevant additional coursework beyond bachelor’s degreebachelor’s degree
ACBSPMasters-Professional-ExceptionMasters-Professional-Exception
YOU MAKE THE CALLYOU MAKE THE CALL
Degree:Degree: Masters of Arts in Education Masters of Arts in EducationTeach:Teach: Keyboarding, Office Procedures, Filing Keyboarding, Office Procedures, FilingDocumentation:Documentation: Letter from employer (5 yrs Letter from employer (5 yrs exp) Office Ed - Teacher of the Yearexp) Office Ed - Teacher of the Year
Degree:Degree: Masters of Arts in Education Masters of Arts in EducationTeach:Teach: Keyboarding, Office Procedures, Filing Keyboarding, Office Procedures, FilingDocumentation:Documentation: Letter from employer (5 yrs Letter from employer (5 yrs exp) Office Ed - Teacher of the Yearexp) Office Ed - Teacher of the Year
Masters QualifiedMasters Qualified
Masters is Out-of-field and has two (2) kinds of Masters is Out-of-field and has two (2) kinds of documentation:documentation:• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: BS – Business Education BS – Business Education
Teach:Teach: Keyboarding, Filing, Office PracticumKeyboarding, Filing, Office Practicum
Documentation:Documentation: NoneNone
Degree:Degree: BS – Business Education BS – Business Education
Teach:Teach: Keyboarding, Filing, Office PracticumKeyboarding, Filing, Office Practicum
Documentation:Documentation: NoneNone
PROFESSIONALLY QUALIFIEDThis is special!!!This is special!!! Because of the required work Because of the required work experience this vocational education experience this vocational education certification requires, Business Education certification requires, Business Education certification meets professionalcertification meets professional qualifications without further qualifications without further documentation. The Board has documentation. The Board has maintained this view for maintained this view for several years. several years.
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Ph.D. and Masters in MusicPh.D. and Masters in Music BS – Business Administration BS – Business Administration
Teach:Teach: Accounting I and IIAccounting I and II
Documentation:Documentation: 20 graduate semester hrs 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA officein Accounting; 5 yrs’ experience in CPA office
Degree:Degree: Ph.D. and Masters in MusicPh.D. and Masters in Music BS – Business Administration BS – Business Administration
Teach:Teach: Accounting I and IIAccounting I and II
Documentation:Documentation: 20 graduate semester hrs 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA officein Accounting; 5 yrs’ experience in CPA office
Masters Qualified:Why? Masters Out of Field with at least 18 Why? Masters Out of Field with at least 18 hours equivalent of courses in field beyond hours equivalent of courses in field beyond introductory principle(s) level. introductory principle(s) level.
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Ph.D. – Music; Masters; Ph.D. – Music; Masters; BS – Business Administration BS – Business Administration
Teach:Teach: Intro to BusinessIntro to Business
Documentation:Documentation: 20 graduate semester hrs 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA officein Accounting; 5 yrs’ experience in CPA office
Degree:Degree: Ph.D. – Music; Masters; Ph.D. – Music; Masters; BS – Business Administration BS – Business Administration
Teach:Teach: Intro to BusinessIntro to Business
Documentation:Documentation: 20 graduate semester hrs 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA officein Accounting; 5 yrs’ experience in CPA office
EXCEPTION unless clarified:EXCEPTION unless clarified:Not under Masters Out of Field now since Not under Masters Out of Field now since change course taught (from Accounting to change course taught (from Accounting to Business), so the graduate hours won’t help Business), so the graduate hours won’t help here.here.Try Try Professionally QualifiedProfessionally Qualified since have BS in since have BS in Business Administration would need to Business Administration would need to document at least two of the five areas: document at least two of the five areas: CPA CPA and work experience if relevant to Businessand work experience if relevant to Business
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: BS - AccountingBS - Accounting
Teach:Teach: Accounting; Business Math; andAccounting; Business Math; and Principles of Management Principles of Management
Documentation:Documentation: 5 yrs in retail5 yrs in retail 8 yrs as Pizza Hut manager 8 yrs as Pizza Hut manager
Degree:Degree: BS - AccountingBS - Accounting
Teach:Teach: Accounting; Business Math; andAccounting; Business Math; and Principles of Management Principles of Management
Documentation:Documentation: 5 yrs in retail5 yrs in retail 8 yrs as Pizza Hut manager 8 yrs as Pizza Hut manager
EXCEPTION unless clarified:EXCEPTION unless clarified:Bachelor’s in field and work experience BUT Bachelor’s in field and work experience BUT documentation is needed in a second area:documentation is needed in a second area:• Professional certificationProfessional certification• Teaching excellenceTeaching excellence• Research and publicationResearch and publication• Relevant additional coursework beyond Relevant additional coursework beyond
bachelor’s degreebachelor’s degree
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Juris Doctorate Juris Doctorate
Teach:Teach: Business Law I and II Business Law I and II
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Degree:Degree: Juris Doctorate Juris Doctorate
Teach:Teach: Business Law I and II Business Law I and II
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
MASTERS or HIGHER QUALIFIEDMASTERS or HIGHER QUALIFIEDWhy? JD degree and Why? JD degree and teaching law coursesteaching law courses
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Juris Doctorate Juris Doctorate Masters - Accounting Masters - Accounting
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Degree:Degree: Juris Doctorate Juris Doctorate Masters - Accounting Masters - Accounting
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
MASTERS QUALIFIEDMASTERS QUALIFIED
Why? Masters in FieldWhy? Masters in Field
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Juris Doctorate Juris Doctorate MBA MBA
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Degree:Degree: Juris Doctorate Juris Doctorate MBA MBA
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Masters Out of FieldMasters Out of FieldWhy? MBA not Masters of Accountancy Why? MBA not Masters of Accountancy with two or more of the five with two or more of the five areas: CPA and work areas: CPA and work relevant experience; both relevant experience; both must be documented must be documented
Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP
Degree:Degree: Juris Doctorate Juris Doctorate BS-Accounting BS-Accounting
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Degree:Degree: Juris Doctorate Juris Doctorate BS-Accounting BS-Accounting
Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting
Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law
Professionally Qualified:Professionally Qualified:Why? BS in field with two or more Why? BS in field with two or more of the five areas: CPA and of the five areas: CPA and work relevant experience; work relevant experience; both must be documented both must be documented
TABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONS
At least At least 50%50% of the full-time of the full-time equivalent (FTE) faculty should equivalent (FTE) faculty should hold either a masters and/or hold either a masters and/or doctorate degreedoctorate degree
At least At least 90%90% of the full-time of the full-time equivalent (FTE) faculty should equivalent (FTE) faculty should hold either a masters, doctorate or hold either a masters, doctorate or be professionally qualifiedbe professionally qualified
Exceptions should not exceed 10%Exceptions should not exceed 10%
ACBSP
Tables II FTE- CalculationsTables II FTE- CalculationsTables II FTE- CalculationsTables II FTE- CalculationsACBSP
Tables II FTE-CompositionTables II FTE-CompositionTables II FTE-CompositionTables II FTE-CompositionACBSP
CurriculumCurriculumCurriculumCurriculumAny revisions to existing Any revisions to existing programs, new programs or programs, new programs or terminated programs?terminated programs?
Comply with the 25% Comply with the 25% Standards on Professional Standards on Professional Component, Component, General Education, General Education, and Business and Business Major?Major?
Any revisions to existing Any revisions to existing programs, new programs or programs, new programs or terminated programs?terminated programs?
Comply with the 25% Comply with the 25% Standards on Professional Standards on Professional Component, Component, General Education, General Education, and Business and Business Major?Major?
ACBSP
Table IV –Curriculum SummaryTable IV –Curriculum Summary
Organization Organization Organization Organization
Has the organizational Has the organizational structure or administrative structure or administrative personnel within the personnel within the business unit changed?business unit changed?
ACBSP
Organization Organization Organization Organization
Has any new sites (off-Has any new sites (off-campus or on campus) campus or on campus) offerings or portions of offerings or portions of accredited business accredited business programs been added since programs been added since the last QA the last QA Report? Report?
ACBSP
Conditions, Notes, RecommendationsConditions, Notes, RecommendationsConditions, Notes, RecommendationsConditions, Notes, Recommendations
If granted If granted conditional accreditationconditional accreditation or or granted full accreditation withgranted full accreditation with notes/recommendationsnotes/recommendations, , or issue or issue notenote on previous QA. on previous QA.
•AddressAddress each each condition/note/recommendationcondition/note/recommendation
•ProvideProvide the necessary the necessary documentation/evidence.documentation/evidence.
ACBSP
Performance ResultsPerformance Results
How do you react How do you react when you hear when you hear ““performance performance
resultsresults” or ” or ““outcomes outcomes
assessmentassessment”?”?
ACBSP Let’s Let’s start with start with the facts.the facts.
Outcomes Outcomes AssessmentAssessment..
Why Outcomes?Why Outcomes?Why Outcomes?Why Outcomes?
•Help indicate the effectiveness Help indicate the effectiveness of your programs. of your programs.
•Help to improve/enhance your Help to improve/enhance your programs. programs.
•Provide documentation/ Provide documentation/ evidence evidence
ACBSP
??
Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures
•Have a Have a foundationfoundation in the in the institution’s mission, goals, and institution’s mission, goals, and objectives.objectives.
•Have Have supportsupport and and collaboration of faculty and collaboration of faculty and administration. administration.
ACBSP
Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures
•Involve Involve systematicsystematic use of use of quantitative and qualitative quantitative and qualitative measures. measures.
•Involve Involve realisticrealistic goals and goals and timetable, and supported by timetable, and supported by appropriate investment.appropriate investment.
ACBSP
One size doesn’t fit all!One size doesn’t fit all!One size doesn’t fit all!One size doesn’t fit all!
•No right or wrong measure or No right or wrong measure or outcome!outcome!
•What is appropriate for your What is appropriate for your program(s)?program(s)?
•Important:Important: Use results Use results to make improvements!to make improvements!
ACBSP
The 5 Performance AreasThe 5 Performance AreasThe 5 Performance AreasThe 5 Performance Areas
1.1.Student learning resultsStudent learning results
2.2.Student/stakeholder focused Student/stakeholder focused resultsresults
3.3.Budgetary, finance, market Budgetary, finance, market performance performance
4.4.Faculty/staff focused resultsFaculty/staff focused results
5.5.Organizational effectiveness results Organizational effectiveness results
ACBSP
Six Items to Report on for Each Six Items to Report on for Each Indicator in Each AreaIndicator in Each Area
Six Items to Report on for Each Six Items to Report on for Each Indicator in Each AreaIndicator in Each Area
1.1. Performance measure (define)Performance measure (define)
2.2. Description of measurement Description of measurement instrument instrument
3.3. Areas of successAreas of success4.4. Analysis and action takenAnalysis and action taken
5.5. Results of action taken (occurs in Results of action taken (occurs in following year)following year)
6.6. Graph of trends Graph of trends
ACBSP
Student Learning ResultsStudent Learning ResultsStudent Learning ResultsStudent Learning Results
Measures a specific Measures a specific competency attainment.competency attainment.
ACBSP
Student Learning ResultsStudent Learning ResultsStudent Learning ResultsStudent Learning Results
Examples:Examples: •Capstone performance Capstone performance •Third-party examinations Third-party examinations •Faculty-designed Faculty-designed examinations examinations •Professional performance Professional performance •Licensure examinationsLicensure examinations
ACBSP
Student/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused Results
Examines how well your Examines how well your organization satisfies organization satisfies students and stakeholders students and stakeholders key needs and expectations.key needs and expectations.
ACBSP
Student/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused Results
Examples:Examples:
•Satisfaction/dissatisfaction of Satisfaction/dissatisfaction of current and past students and current and past students and key stakeholders key stakeholders
•Perceived value, loyalty, Perceived value, loyalty, persistence persistence
•Other aspects of relationship Other aspects of relationship buildingbuilding
ACBSP
Budgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and Market
Examines (1) management Examines (1) management and use of financial and use of financial resources and (2) market resources and (2) market challenges and challenges and opportunities. opportunities.
ACBSP
Budgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and Market
Examples:Examples:
•Expenditures per student, Expenditures per student,
•Program expenditures as a % of Program expenditures as a % of budget budget
•Annual business unit budget Annual business unit budget increases or decreases increases or decreases
•Enrollment increase or decrease Enrollment increase or decrease
•Transfer in or out of studentsTransfer in or out of students
•Student credit hour productionStudent credit hour production
ACBSP
Faculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused Results
Faculty and staff-focused Faculty and staff-focused results examine how well the results examine how well the organization creates and organization creates and maintains a positive, maintains a positive, productive, learning-centered productive, learning-centered work environment work environment for business for business faculty and staff.faculty and staff.
ACBSP
Faculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused Results
Examples: Examples: •Satisfaction or dissatisfaction Satisfaction or dissatisfaction of faculty and staff of faculty and staff •Positive, productive, and Positive, productive, and learning-centered environment learning-centered environment •Safety Safety •Absenteeism turnover Absenteeism turnover •Complaints Complaints
ACBSP
Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results
Organizational effectiveness Organizational effectiveness results examine attainment results examine attainment of organizational goals.of organizational goals.
ACBSP
Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results
Examples:Examples:•Improvement in safety Improvement in safety •Hiring equity Hiring equity •Increased use of web-based Increased use of web-based technologies technologies •Use of facilities by community Use of facilities by community organizations organizations •Contributions to the Contributions to the community, or partnerships community, or partnerships
ACBSP
Let’s Take a Closer Look at the Report Let’s Take a Closer Look at the Report SectionsSections
Let’s Take a Closer Look at the Report Let’s Take a Closer Look at the Report SectionsSections
For each section let’s see how toFor each section let’s see how toresponse to each of the 6 parts! response to each of the 6 parts!
• Performance measure (define)Performance measure (define)
• Description of measurement Description of measurement instrument instrument
• Areas of SuccessAreas of Success• Analysis and action takenAnalysis and action taken• Results of action taken (occurs in Results of action taken (occurs in
following year)following year)• Graph of trends Graph of trends
ACBSP
Student Learning ResultsStudent Learning ResultsStudent Learning ResultsStudent Learning Results
Let’s start with student Let’s start with student learning results which learning results which measure a specific measure a specific competency attainment.competency attainment.
ACBSP
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.
For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.
For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.
Since the standard was successfully met, it will be increased to 75% for the 2006.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.
For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.
Since the standard was successfully met, it will be increased to 75% for the 2006.
Will continue to monitor the success rates and determine if any corrective action is required in the future.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
Analysis of Results
Performance Measure (Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.
College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.
For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.
Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.
None required- will continue to monitor the success rates.
Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.
Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.
For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.
Since the standard was successfully met, it will be increased to 75% for the 2006.
Will continue to monitor the success rates and determine if any corrective action is required in the future.
0%
20%
40%
60%
80%
100%
2001 2002 2003
% of Business Students Proficient
ACC
MGT
MKT
40%
50%
60%
70%
80%
90%
100%
SP05 Su05 F05
% of Students Demonstrating Proficiency
ACC 245
ACC 246
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.
For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.
For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.
Further analysis revealed that not only was the standard met overall, it was met each term as well.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.
For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.
Further analysis revealed that not only was the standard met overall, it was met each term as well.
Will continue to monitor the success rates and determine if any corrective action is required in the future.
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Analysis of Results
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate knowledge of the accounting cycle.
Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.
For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.
Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.
The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.
Accounting students will demonstrate effective business communication skills.
Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.
For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.
Further analysis revealed that not only was the standard met overall, it was met each term as well.
Will continue to monitor the success rates and determine if any corrective action is required in the future.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
% of Students Demonstrating Proficiency
20%
40%
60%
80%
100%
SP
05
Su
05 F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.
For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.
For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.
Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.
For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.
Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005.
Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken
(occurs in the following
year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.
Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.
For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.
Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .
The results in the next terms will be closely monitored to see if improvement has been made.
Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.
Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.
For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.
Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005.
Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
0%10%20%30%40%50%60%70%80%90%
100%
SP05 F05
% of Studetns Demonstrating Proficiency
0%
20%
40%
60%
80%
100%
SP
05
SU
05
F05
Ove
rall
% of Students Demonstrating Proficiency
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.
The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.
The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.
In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructors teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.
The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.
In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructor teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.
There was marked improvement in the writing portfolios as a result of this change. However, it is still below the 80% goal. Instructors teaching BUS 130 will meet to determine what additional learning resources can be offered to the students.
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.
Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.
In the areas of manage-ment and marketing, the standard was not only met but exceeded.
In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.
Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.
Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.
Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.
The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.
In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructor teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.
There was marked improvement in the writing portfolios as a result of this change. However, it is still below the 80% goal. Instructors teaching BUS 130 will meet to determine what additional learning resources can be offered to the students.
% Proficient
0%
20%
40%
60%
80%
100%
F03 SU04 SP05
Portfolio ResumePresentation
0%
10%20%
30%40%
50%60%
70%80%
90%100%
2003 2004 2005
Success Rate on Standardized Exams
ACC101 ACC 111
MGT 101 MKT 101
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.
Success is determined by students enrolled in MKT 270 successfully completing an on-line market research project. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the project.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.
Success is determined by students enrolled in MKT 270 successfully completing an on-line market research project. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the project.
Data collection was started in 2005. The results and analysis will be included on the next report.
Performance Measure (Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.
Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.
Success is determined by students enrolled in MKT 270 successfully completing an on-line market research project. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the project.
Data collection was started in 2005. The results and analysis will be included on the next report.
Not applicable Not applicable Not applicable
Student/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused Results
Next, let’s look at Next, let’s look at student/stakeholder focused results student/stakeholder focused results which examines how well your which examines how well your organization satisfies students and organization satisfies students and stakeholders key needs and stakeholders key needs and expectations.expectations.
ACBSP
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC accounting degree graduates.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC accounting degree graduates.
Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC accounting degree graduates.
Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.
Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC accounting degree graduates.
Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.
Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC accounting degree graduates.
Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.
Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Skills in Accounting Processing#2: Knowledge of GAAP#3: Use of Computerized Accounting Systems#4: General Business Knowledge
0
10
20
30
40
50
60
70
80
90
#1 #2 #3 #4
Proficiency
Employer Satisfaction: Accounting Graduates
BelowAverageAbove
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.
Survey of Business Advisory Committee members.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.
Survey of Business Advisory Committee members.
In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.
Survey of Business Advisory Committee members.
In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.
In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. including review
Survey of Business Advisory Committee members.
In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.
In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate.
14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
100% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.
Survey of employers of recent MTC management and marketing degree graduates.
Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.
The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.
Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs
90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.
Survey of Business Advisory Committee members.
In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.
In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate.
14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.
2005 Summarry of responses to all 9 areas
Agree
Disagree
N/A
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
#1 #2 #3 #4
Employer Satisfaction:Management and
MarketingGraduates
Below Average Above
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Alumni survey of accounting graduates and management and marketing graduates.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Alumni survey of accounting graduates and management and marketing graduates.
94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Alumni survey of accounting graduates and management and marketing graduates.
94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Alumni survey of accounting graduates and management and marketing graduates.
94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach
Trend Graph)
At least 90 percent of graduates will express satisfaction with their overall academic program.
Alumni survey of accounting graduates and management and marketing graduates.
94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle.
#1: Major program of study#2: Instruction in major program of study#3: General education#4: Instruction in general education
0
20
40
60
80
100
#1 #2 #3 #4
Management/MarketingAlumni Satisfaction
Satisfied
Dissatisfied
0
20
40
60
80
100
#1 #2 #3 #4
Accounting Alumni Satisfaction
Satisfied
Dissatisfied
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.
Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.
Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.
The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring 2005. Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.
Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.
The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring 2005. Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed.
Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated.
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a placement rate of 75% or greater.
Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.
In the three years of data collected, the benchmark was exceeded once.
Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.
Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.
Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.
Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.
Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.
The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring 2005. Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed.
Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated.
Note: The evaluation scale is from 1-5, with 5 the highest. 80% rating would be 4.
Course Evaluations
3
4
5
FA02 SP03 FA03 SP04 FA04 SP05
ACC MGT MKT
BAF BUS
0%
20%
40%
60%
80%
100%
2001 2002 2003
Placement Rate
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Survey of accounting graduates and management and marketing students.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Survey of accounting graduates and management and marketing students.
At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Survey of accounting graduates and management and marketing students.
At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Survey of accounting graduates and management and marketing students.
At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.
Survey of accounting graduates and management and marketing students.
At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.
Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.
Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle.
#1: Major program of study#2: Instruction in major program of study#3: General education#4: Instruction in general education
0
20
40
60
80
100
#1 #2 #3 #4
Accounting Student Satisfaction
Satisfied
Dissatisfied
0
20
40
60
80
100
#1 #2 #3 #4
Management/MarketingStudent Satisfaction
Satisfied
Dissatisfied
Budgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and Market
Let’s take a look at budgetary, Let’s take a look at budgetary, financial, and market which financial, and market which examines (1) management and examines (1) management and use of financial resources and use of financial resources and (2) market challenges and (2) market challenges and opportunities. opportunities.
ACBSP
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Annual budget-the expenditures per business student.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Annual budget-the expenditures per business student.
Business department expenditures per student have steadily increased resulting in a positive upward trend.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Annual budget-the expenditures per business student.
Business department expenditures per student have steadily increased resulting in a positive upward trend.
Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Annual budget-the expenditures per business student
Business department expenditures per student have steadily increased resulting in a positive upward trend.
Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced.
The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of
Measurement Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.
Annual budget-the amount of business department expenditures each academic year.
The business department has received adequate operating funds each academic year for the past five years.
Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%
The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Spending per business student will be sufficient to provide the necessary services.
Annual budget-the expenditures per business student.
Business department expenditures per student have steadily increased resulting in a positive upward trend.
Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced.
The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.
Expenditures per Busniess Student
$1,800$1,850$1,900
$1,950$2,000$2,050$2,100
$2,150$2,200$2,250
2002 2003 2004 2005 2006
Actual Average
Business Department Expenditures in millions
1.8
1.85
1.9
1.95
2
2.05
2.1
2.15
2.2
2002
2003
2004
2005
2006
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.
After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.
After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.
The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.
After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.
The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date.
Although the department can do little to overall economic conditions that effect enrollment, it can address the career development issue. The department is working with the Admissions Office to ensure that students who actually plan to take more than just a few courses for career development are correctly classified as business rather than career development.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend Graph)
The Business Department will strive to increase program enrollment.
The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.
After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.
The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date.
Although the department can do little to overall economic conditions that effect enrollment, it can address the career development issue. The department is working with the Admissions Office to ensure that students who actually plan to take more than just a few courses for career development are correctly classified as business rather than career development.
Headcount by Term
0
200
400
600
800
1000
1200
2002
2003
2004
2005
Fall Spring Summer
Faculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused Results
Let’s look at faculty and staff-Let’s look at faculty and staff-focused results which examine focused results which examine how well the organization how well the organization creates and maintains a creates and maintains a positive, productive, learning-positive, productive, learning-centered work environment centered work environment for business for business faculty and staff. faculty and staff.
ACBSP
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
Annual review of employment status of faculty and staff.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
Annual review of employment status of faculty and staff.
In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
Annual review of employment status of faculty and staff.
In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.
The department will continue to monitor the activity in this area to determine the reason for any turnover.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
Annual review of employment status of faculty and staff.
In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.
The department will continue to monitor the activity in this area to determine the reason for any turnover.
Note: The department anticipates that four faculty will be retiring in 2005-06 year. All four faculty members have over 30 years of service each. Because of this, the department plans to administer it own employee satisfaction survey starting in 2006.
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in
the following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.
Completed Student Evaluation of Instruction Surveys administered annually each fall term.
For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.
Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.
Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.
The evaluation scale is from 1-5, with 5 the highest.
As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.
Annual review of employment status of faculty and staff.
In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.
The department will continue to monitor the activity in this area to determine the reason for any turnover.
Note: The department anticipates that four faculty will be retiring in 2005-06 year. All four faculty members have over 30 years of service each. Because of this, the department plans to administer it own employee satisfaction survey starting in 2006. 0
2
4
6
8
10
12
14
2002 2003 2004 2005
Business Fulltime Faculty and Staff
Number offull-timefaculty andstaff
4.2
4.3
4.4
4.5
4.6
4.7
F99
F00
F01
F02
F03
F04
Faculty Evaluations
College-wide All Business
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
Annual FPMS and EPMS evaluation reports.
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
Annual FPMS and EPMS evaluation reports.
For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
Annual FPMS and EPMS evaluation reports.
For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.
Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.)
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
Annual FPMS and EPMS evaluation reports.
For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.
Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.)
Faculty were encouraged to apply for PD and curriculum development grants, serve on college committees, become more active in professional organizations outside the college.
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.
Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.
Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.
Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.
The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.
100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.
Annual FPMS and EPMS evaluation reports.
For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.
Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.)
Faculty were encouraged to apply for PD and curriculum development grants, serve on college committees, become more active in professional organizations outside the college.
0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
100.0%
2001
2002
2003
2004
2005
Performance Evaluations
Exceeds Satisfactory
0
1
2
3
4
5
200
2
200
3
200
4
200
5
Average PD Actvities per Person who Participated in PD
02468
101214
2002
2003
2004
2005
Number of Business Faculty Who Participated in PD
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).
The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).
The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.
The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).
The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.
The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered.
Further analysisrevealed that since the department’s average class size was below our benchmark, it directly impacted these results. As we attempt to move our average class size closer to the benchmark, the average student credit hours per section should also migrate closer to this benchmark.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the following yr)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department‘s average student credit hours per section will be 69 hours or less each semester.
The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).
The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.
The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered.
Further analysisrevealed that since the department’s average class size was below our benchmark, it directly impacted these results. As we attempt to move our average class size closer to the benchmark, the average student credit hours per section should also migrate closer to this benchmark.
0
10
20
30
40
50
60
70
2000
F
2001
S
2002
SP
2002
F
2003
S
2004
SP
2004
F
Average student credit hours per section
Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results
Now let’s look at Now let’s look at organizational effectiveness organizational effectiveness results which examine results which examine attainment of organizational attainment of organizational goals.goals.
ACBSP
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.
The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.
The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.
The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.
The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.
The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered.
Although students, on course evaluations, have not voiced any concerns about courses offered through alternative delivery modes, no survey of faculty teaching those courses has been conducted. Therefore this year, the department will survey the faculty to determine their satisfaction with these courses.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The Business Department programs will have a retention rate of 50% or greater.
Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.
In each of the three years of data collected so far, the benchmark was met or exceeded.
Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.
The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.
Enhance business course offerings via alternative delivery of to meet the needs of students.
Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.
The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.
The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered.
Although students, on course evaluations, have not voiced any concerns about courses offered through alternative delivery modes, no survey of faculty teaching those courses has been conducted. Therefore this year, the department will survey the faculty to determine their satisfaction with these courses.
Retention (by cohort)
47%48%49%50%51%52%53%54%55%56%
2002 2003 2004
Actual Benchmark
Alternative delivery business courses
05
1015202530
2002
2003
2004
2005
Number of alternate delivery courses
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
The college’s annual reporting of class size by program each Fall.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
The college’s annual reporting of class size by program each Fall.
Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
The college’s annual reporting of class size by program each Fall.
Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.
Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
The college’s annual reporting of class size by program each Fall.
Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.
Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students.
Faculty are developing a standardized two year class offering schedule for business courses by campus. Will continue to monitor the number of class offerings and make appropriate adjustments as needed. Will investigate the average class size by course and address questions such as what is the average class size of internet versus on campus and how does this impact the college cost efficiency.
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
Enhance overall business course offerings to meet the needs of students.
The college’s annual reporting of number of class sections offered each Fall.
Over the last four years the Business Department has increase the number of sections offered by 28%.
Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).
The department will continue to monitor the number of class offering and make appropriate adjustments as needed.
To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.
The college’s annual reporting of class size by program each Fall.
Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.
Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students.
Faculty are developing a standardized two year class offering schedule for business courses by campus. Will continue to monitor the number of class offerings and make appropriate adjustments as needed. Will investigate the average class size by course and address questions such as what is the average class size of internet versus on campus and how does this impact the college cost efficiency.
0
5
10
15
20
25
F0
1
F0
2
F0
3
F0
4
Average Class Size
# Business Classes
020406080
100120140160
F01 F02 F03 F04
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Annual security report filed by the College.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Annual security report filed by the College.
Over the past few years the college has a very low instance rate of crime.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Annual security report filed by the College.
Over the past few years the college has a very low instance rate of crime.
Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Annual security report filed by the College.
Over the past few years the college has a very low instance rate of crime.
Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved.
The shrubbery was removed and a new entry door and locks were installed. At this point the department does not feel that a separate survey is needed to determine if a safe environment is being provided.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
The business department will provide a safe and secure campus environment through the services of the College’s Operations department.
Annual security report filed by the College.
Over the past few years the college has a very low instance rate of crime.
Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved.
The shrubbery was removed and a new entry door and locks were installed. At this point the department does not feel that a separate survey is needed to determine if a safe environment is being provided.
0123456789
10
20
00
20
01
20
02
20
03
20
04
Number of Incidents Reported
Robbery BurglaryVehicle Theft Nonviolent
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
College’s annual graduation report by program.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
College’s annual graduation report by program.
In the last three years, the three business degree programs, each exceeded the benchmark.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
College’s annual graduation report by program.
In the last three years, the three business degree programs, each exceeded the benchmark.
Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
College’s annual graduation report by program.
In the last three years, the three business degree programs, each exceeded the benchmark.
Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market.
Although the benchmark was met, the department will continue to monitor the data results each year and take appropriate action when deemed necessary. Special attention will be placed on the marketing program to see whether the trend continues to decline.
Performance Measure
(Competency)
Description of Measurement
Instrument
Areas of Success
Analysis and Action Taken
Results of Action Taken (occurs in the
following year)
Attach Graph of Trends for 3-5 Years (Attach Trend
Graph)
All business programs will graduate at least 25 students per year.
College’s annual graduation report by program.
In the last three years, the three business degree programs, each exceeded the benchmark.
Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market.
Although the benchmark was met, the department will continue to monitor the data results each year and take appropriate action when deemed necessary. Special attention will be placed on the marketing program to see whether the trend continues to decline.
# of Graduates by Program
10
30
50
70
2003 2004 2005
ACC MGT MKT
Small Group ExerciseSmall Group ExerciseSmall Group ExerciseSmall Group ExerciseDevelop 2 to 3 measures and suggestDevelop 2 to 3 measures and suggestan instrument to collect teach measure.an instrument to collect teach measure.
Group 1:Group 1: Student learning results Student learning results
Group 2:Group 2: Student/stakeholder focused Student/stakeholder focused
Group 3:Group 3: Budgetary, finance, market Budgetary, finance, market performance performance
Group 4:Group 4: Faculty/staff focused results Faculty/staff focused results
Group 5:Group 5: Organizational effectiveness Organizational effectiveness
ACBSP
ACBSP
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