ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT

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1 ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT 1. Reporting School/College: College of Professional Studies 2. Program Reviewed: Hospitality Management BS SI 3. Date Submitted to Department/Division Chair: Overview: (Suggested limit 1 page) This section will focus the review for your reader. Please summarize your program s mission and its relationship to the mission of St. John s University, your Department and School/College Strategic Plan, and the University s Strategic Plan. Identify similar programs regionally and nationally and distinguish your program from them. Also summarize your findings as they relate to (1) market growth potential, (2) program quality, and (3) student learning. And, summarize any significant changes, achievements (by faculty and students and the program itself), and plans for the future. The purpose of the hospitality management program is to prepare students for leadership careers in hospitality and tourism management, both nationally and globally, emphasizing the integration of theory and practical applications to satisfy the diverse needs of the industry. The University mission suggests that academic programs have a commitment to academic excellence, global awareness, and a strong core curriculum. The hospitality management program reflects these ideals in that we have a curriculum based on standards set forth by the International Council on Hotel, Restaurant, and Institutional Education (CHRIE) and have developed courses that support the University s Study Abroad program at the Rome campus. The College of Professional Studies mission suggests that we commit to student-centeredness and design, develop, and deliver professionally oriented undergraduate programs. We align ourselves with these goals by offering thoughtful and comprehensive advisement of students by faculty, and by constantly updating and revising our course curriculum to conform to current industry norms. Hospitality Management programs come in various shapes and sizes, and have variety of curricular objectives. In the Northeast, the preeminent program is at Cornell University, long the gold standard in hospitality management education. As a highly competitive Ivy League institution, it is unrealistic to compare our program to theirs. Locally, New York University, New York City College of Technology, New York Institute of Technology, all offer hospitality management programs. We differentiate ourselves in that we (1) are a business and managerial based programs, (2) our location in the greater metropolitan area provides numerous internship opportunities for our students, and (3) the program s location in the College of Professional Studies permits students to take elective courses in other disciplines that can be useful in achieving their career goals. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 1

2 The viability of the Hospitality Management program on the Staten Island campus is questionable. Enrollment has never exceeded 27 students and it is not expected to grow in the near future. The small class sizes (anywhere from 6-20 in the most recent two academic years), though pedagogically desirable, drains valuable resources in a time of financial exigency. Without a dedicated program director, let alone one stationed at the Staten Island campus, the future of the program is cloudy. The program must either receive additional resources to try and grow enrollment, continue but inform incoming students that most of their elective courses will only be offered on the Queens or Manhattan campuses, or the program should be suspended. In the future, if the program on the Staten Island campus remains in place, the program and our faculty will strive to continue to achieve the strategic goals we have set for ourselves: 1. Continue to be responsive to the mission of the University and the College of Professional Studies. 2. Continue to provide thorough and thoughtful advisement for our students. 3. Expand internship options for our students, especially by developing contacts that will lead to internship opportunities outside the New York area and overseas. 4. Closely examine, and if necessary, adjust the hospitality management curriculum to better reflect industry trends and the demands of employers. 5. Recruit qualified industry professionals to serve as adjunct faculty. 6. Closely supervise adjunct faculty to ensure that their curriculum aligns with our current course syllabi and is rigorous. 7. Encourage faculty to engage in professional development, especially activities which can improve the quality of their teaching. 8. Expand our global course offerings beyond the Rome campus. 9. Expand online course offerings 10. Identify a new Program Director CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 2

3 Standard 1. The purpose of the program reflects and supports the strategic vision and mission of St. John s University and of its School/College. (When responding to this standard, please see Items for Reflection under this Standard.) 1a. Narrative: (Suggested limit 1 page) The purpose of the hospitality management program is to prepare students for leadership careers in hospitality and tourism management, both nationally and globally, emphasizing the integration of theory and practical applications to satisfy the diverse needs of the industry. The University mission suggests that academic programs have a commitment to academic excellence, global awareness, and a strong core curriculum. The hospitality management program reflects these ideals in that we have a curriculum based on standards set forth by the International Council on Hotel, Restaurant, and Institutional Education (CHRIE) and have developed courses that support the University s Study Abroad program at the Rome campus. The College of Professional Studies mission suggests that we commit to student-centeredness and design, develop, and deliver professionally oriented undergraduate programs. We align ourselves with these goals by offering thoughtful and comprehensive advisement of students by faculty, and by constantly updating and revising our course curriculum to conform to current industry norms. Hospitality Management programs come in various shapes and sizes, and have variety of curricular objectives. In the Northeast, the preeminent program is at Cornell University, long the gold standard in hospitality management education. As a highly competitive Ivy League institution, it is unrealistic to compare our program to theirs. Locally, New York University, New York City College of Technology, New York Institute of Technology, all offer hospitality management programs. We differentiate ourselves in that we (1) are a business and managerial based programs, (2) are located in the greater metropolitan area provides numerous internship opportunities for our students, and (3) are located in the College of Professional Studies which permits students to take elective courses in other disciplines that can be useful in achieving their career goals. Our current enrollment on the Staten Island campus is 27 students; it has remained essentially the same over the past three years (26, 24, 27). There probably still is potential to grow the program modestly, but without a dedicated faculty member on campus and without a program director, growth in enrollment is highly unlikely. In the future, the program and our faculty will strive to continue to achieve the strategic goals we have set for ourselves: 1. Continue to be responsive to the mission of the University and the College of Professional Studies. 2. Continue to provide thorough and thoughtful advisement for our students. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 3

4 3. Expand internship options for our students, especially by developing contacts that will lead to internship opportunities outside the New York area and overseas. 4. Closely examine, and if necessary, adjust the hospitality management curriculum to better reflect industry trends and the demands of employers. 5. Recruit qualified industry professionals to serve as adjunct faculty. 6. Closely supervise adjunct faculty to ensure that their curriculum aligns with our current course syllabi and is rigorous. 7. Encourage faculty to engage in professional development, especially activities which can improve the quality of their teaching. 8. Expand our global course offerings beyond the Rome campus. 9. Expand online course offerings 10. Identify a new Program Director 1b. What activities provide evidence that the program furthers the Catholic identity of St. John s University? (Suggested limit 1/3 page) The program furthers the Catholic identity of St. John s University though our emphasis on professional preparation and ethical decision-making. The hospitality industry requires professionals who are willing and able to deal with individuals from widely varying ethnicities, cultures, and socioeconomic status. Students interested in a career in travel and tourism are often deployed in other countries and must have an appreciation of local customs. An emphasis on sound morals, ethics, and respect for all persons is an important part of the curriculum, staring from the introductory course, and emphasized in the required course HMT 1007 (Hospitality Law and Ethics). 1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page) As noted in the answer to the previous question, our program emphasizes sound morals, ethical decision-making, and respect for all persons from the very hospitality management course. To date, none of our faculty has integrated service-learning into their courses, but there may be opportunities with local organizations that provide food and housing for economically disadvantaged individuals. 1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page) Many of our faculty invite guest speakers into their classes that provide invaluable information for our students. Most of these speakers work in the greater metropolitan area, so our students are exposed to leaders in the hospitality management field that are centered in New York. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 4

5 To date, most of our students that have chosen the internship option have completed their internship in the New York area. Our location in New York City and the partnerships that we have built over the past 10 years gives our students the opportunity to work with some of the best known hospitality organizations in the world, in the most recognized tourist destination in the world. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 5

6 Standard 2. The program engages in ongoing, systematic planning that is reflective of the University and School/College strategic direction and priorities. (When responding to this Standard, please see Items for Reflection under this Standard.) 2a. Narrative: (Suggested limit 1 page) The mission of the hospitality management program is to prepare students for leadership careers in hospitality and tourism management, both nationally and globally, emphasizing the integration of theory and practical applications to satisfy the diverse needs of the industry. Our mission will be achieved by paying close attention to the following strategic goals: 1. Continue to be responsive to the mission of the University and the College of Professional Studies. 2. Continue to provide thorough and thoughtful advisement for our students. 3. Expand internship options for our students, especially by developing contacts which will lead to internship opportunities outside the New York area and overseas. 4. Closely examine, and if necessary, adjust the hospitality management curriculum to better reflect industry trends and the demands of employers. 5. Recruit qualified industry professionals to serve as adjunct faculty. 6. Closely supervise adjunct faculty to ensure that their curriculum aligns with our current course syllabi and is rigorous. 7. Encourage faculty to engage in professional development, especially activities which can improve the quality of their teaching. 8. Expand our global course offerings beyond the Rome campus. 9. Expand online course offerings 10. Identify a new Program Director 2b. How does your program's strategic goals/objectives link to your School/College plan and the University s Strategic Plan, specifically related to Mission, Student Engagement, and Globalization. (Suggested limit 1 page) Our strategic goals link to the University mission in a number of ways. Our Catholic and Vincentian identity are best illustrated in a curriculum which emphasizes sound morals, ethical decision making, and respect for all persons from the very first hospitality management course. Our metropolitan identity is promoted via our widespread use of guest speakers, most who work in the greater metropolitan area, and the selective use of adjunct faculty who are employed in the industry in the New York area. Student engagement is achieved primarily through thorough and thoughtful advisement. All students with more than 60 credits are advised by our faculty, and those advisement sessions usually entail much more than just scheduling for next semester. Students are CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 6

7 eager to learn about career choices, internship opportunities, and what other steps they can take to improve their experience as a student. Globalization is being achieved in four ways. First, international hospitality issues are emphasized in each of our courses. Second, we have developed a course for the Rome study abroad program (International Tourism Management: An Italian Approach, HMT 2001A) that ran during Summer Session II, 2009, and is scheduled to run during the same semester this year. Third, Dr. Minea Cho, has arrived on campus as a visiting scholar from Korea to work on research projects with Dr. Heidi Sung. Finally, our desire to establish relationships with internship sponsors overseas will permit some of our students to experience a work/study experience that would be unparalleled. 2c. How does your program s strategic goals/objectives link to the University s institutional focus to transform the institutional culture to one in which the quality of how we serve our students both in and out of the classroom is exceptional. (Suggested limit ½ page) The Division strives to serve our students effectively in the classroom in a number of ways: By recruiting qualified industry professionals to serve as adjunct faculty. They will provide a perspective of doing it that nicely complements the academic perspective that our full-time faculty offers. By encouraging faculty to engage in professional development that enhances their teaching, students will be exposed to new and dynamic teaching techniques. An increase in the number of online courses will permit interested students to enroll in hospitality management courses without the natural limitations and boundaries of traditional face-to-face classes. Out of the classroom we offer our students thorough and thoughtful advisement, expanded internship options, and participation and leadership opportunities in the Hospitality Management Club. 2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page) The Chair has embarked on a quality control initiative, which began when he was appointed last July. To date, the following steps have been taken to ensure that our program does its best to achieve its strategic goals: 1. All adjunct faculty, both new and continuing, were subject to a classroom evaluation of performance by the Chair. Additionally, all course syllabi were reviewed. The results were (or will be) discussed with each faculty member, and suggestions for improvement (where warranted) were identified. The Chair has expressed to all adjunct faculty that expectations are high, and that the Division CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 7

8 expects our adjunct faculty to perform at a high level of both instructional delivery and rigor. 2. Approximately five potential adjunct faculty were identified and interviewed. Although we would rather see an increase in full-time faculty to teach these sections, the reality is that we are most likely going to have to rely on adjuncts more than ever before. 3. All course syllabi are currently under review by full-time faculty. Ideally, each course has been assigned a faculty leader who is in charge of evaluating the course content, and guiding any adjunct faculty that may be teaching the course. In reality, with only one full-time tenure-track faculty member as of Fall, 2010, this is an enormous burden to place on a single faculty member. Without additional faculty, syllabi review will have to happen a slower pace, which is not an optimal situation in an industry which changes rapidly. 4. Regular monthly meetings of the Division s full time faculty have been, and will continue to be held. It is important that all members of the Division get on board with these initiatives, and also feel comfortable offering input as to how the Division and the program can best meet their strategic goals. 2e. What activities undertaken by the program provide evidence of monitoring the external and internal environment, specifically, what are the strengths, weaknesses, opportunities and threats facing this program? How were these identified? What actions have been taken in response to these findings? What characteristics of the program suggest a competitive edge against other programs regionally and nationally? (Suggested limit ½ page) To date the program has not taken on any systematic SWOT analysis. At the present time, casual analysis identifies the following: Strengths: Thorough and thoughtful advisement Curriculum which has a business and managerial focus Innovative courses such as Cruise Management and Wine Appreciation New York location Ease in adding a business minor Weaknesses: Lack of a Program Director Only one full-time tenure-track faculty member (as of Fall 2010) Low full-time faculty/student ratio Increasing reliance on adjunct faculty Lack of resources for faculty travel and professional development and extracurricular activities for students No on-campus facilities such as a restaurant or a hotel Low and stagnant enrollment Lack of variety in elective course offerings due to low enrollment CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 8

9 Opportunities: Increased study abroad opportunities in Rome, Paris, and elsewhere Increased internship opportunities; working more closely and formalizing articulation agreements junior colleges offering hospitality management such as with LaGuardia CC and Kingsborough CC Forging relationships with high schools that offer hospitality management, such as the High School of Hospitality Management in Manhattan Threats: Continued competition from local schools offering hospitality management Overall economic conditions may continue to deteriorate University budget exigencies Uncertain future of the role of the Staten Island campus in the University s strategic plans Our competitive advantage against other hospitality management programs lies in two primary arenas: First is our emphasis on management. Students are required to take general business courses in accounting, business law, management, marketing and economics as well as hospitality-specific courses such as hospitality marketing and hospitality law and ethics. Many programs include hands-on cooking classes, bordering on a trade-school atmosphere which is not what our program is about. Second is our location in New York City. It is one of the most popular tourist destinations in the world, which allow us to tap industry professionals as adjunct faculty and guest lecturers, are offers internship opportunities with some of the top hospitality organizations in the world. 2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page) Enrollment in the program has remained remarkably constant over the past few years. It is currently at an all-time high but that represents just 27 students. It is the sense of the Hospitality Management faculty and the Chair that we cannot continue to offer the major on the Staten Island campus in its current form. One of three things need to happen: Plan 1: Allocate more resources to the program and attempt to grow enrollment. A program director needs to be identified and charged with growing enrollment on the Staten Island campus. During this phase, elective courses need to be offered and run with as few as five students. Plan 2: Continue the major, but with some changes. The major could be continued on Staten Island, but incoming students must be advised that most of their hospitality courses will only be offered on the Queens or Manhattan campus. Plan 3: Suspend the program on Staten Island. Currently enrolled students would be serviced by some course offerings, online courses, or courses offered on CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 9

10 the Manhattan campus. After two or three years there will not be any hospitality majors remaining on the Staten Island campus. Our desire would be Plan 1, but we understand that given the overall financial situation of the University and the uncertainty of the future of the Staten Island campus it is unlikely that additional resources will be forthcoming. The next-best option would be Plan 2, and if that proves to unsuccessful, it will be relatively easy to move to Plan 3. Standard 3. The program provides a high quality curriculum that emphasizes and assesses student learning and engagement. (When responding to this Standard, please see Items for Reflection under this Standard.) 3a. Please indicate how the program curriculum is in alignment with the following three items: (Suggested limit 1 page) 1. Disciplinary standards 2. The Strategic Plan areas of focus (Mission, Engagement, Globalization) 3. The University Core competencies In the field of hospitality management, the organization responsible for setting disciplinary standards is the International Council on Hotel, Restaurant, and Institutional Education (CHRIE). They oversee the accreditation of hospitality administration programs through the Accreditation Commission for Programs in Hospitality Administration (ACPHA). The ACPHA suggests that programs develop curriculum which provide a common body of knowledge in hospitality administration. The list below identifies 15 areas of common knowledge, along with the course that has content which meets the standard: 1. Historical overview of the hospitality industry and the profession. HMT 1000 (Orientation to the Hospitality Industry), HMT 1003 (Food and Beverage Service), and HMT 1005 (Travel and Tourism). 2. The marketing of hospitality goods and services. MKT 1001 (Principles of Marketing) and HMT 1030 (Hospitality Marketing). 3. The operations relative to the provision of hospitality goods and/or services, including foodservice management and/or lodging management and related services. HMT 1001 (Principles of Hotel Operations), HMT 1002 (Front Office Operations), HMT 1004 (Service Management), HMT 1020 (Restaurant Management), HMT 1061 (Event Management). 4. The study of decision making models for energy, maintenance, and engineering situations within the hospitality industry. HMT 1050 (Hospitality Facilities Management). 5. Accounting procedures/practices. HMT 1025 (Cost Controls), ACC 1007 (Fundamentals of Accounting I) and ACC 1008 (Fundamentals of Accounting II). CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 10

11 6. Financial management of hospitality goods and services. HMT 1025 and MGT 1003 (Financial Management). 7. The economic environment of profit and non-profit organizations. ECO 1001 ( Principles of Economics I), ECO 1002 (Principles of Economics II), MGT The legal environment of profit and non-profit organizations. BLW 1001 (Law and Business) and HMT 1007 (Hospitality Law and Ethics). 9. Ethical considerations and socio-political influences affecting organizations. PHI 1020 (Ethics), SOC 1001 (General Sociology), and HMT Quantitative methods. MTH 1021 (Introduction to Statistics), ECO 1001, ECO 1002, MGT Management information systems and technology including computer applications. CUS 1102 (Software Applications) and HMT 1075 (Hospitality Information Technology). 12. The planning for, the utilization of, and the management of human resources including the understanding of human behavior. MGT 1001 (Principles of Management) and HMT 1010 (Human Resource Management in Hospitality). 13. Organizational theory, foundations of management, leadership theory, strategic management, and exposure to critical thinking skills. MGT 1001 and HMT Effective communication including both oral and written form. SPE 1000C (Public Speaking), ENG 1000C (English Composition) and ENG 1006 (Effective Business Writing), 15. A provision of sufficient areas of specialization to allow students to develop a depth of knowledge and/or a broad exposure to the diverse segments of the industry. Elective courses such as International Cuisines (HMT 1040), Wine Appreciation and Management (HMT 1022), and Cruise Operations Management (HMT 1073) are just a few of the courses that students can take to specialize their curriculum. The curriculum aligns with the Strategic Plan areas of focus in several ways. First, many of our hospitality management courses continue discussions about ethical behavior, both as a citizen and as a manager, which began in PHI Specifically, HMT 1000, 1003, 1005 and 1007 include a number of case studies in which students are asked to place themselves in the position of an employee and are faced with an ethical dilemma. Second, an emphasis on group work, with close faculty guidance, is designed to enhance the levels of student engagement in the classroom. Finally, we have developed a course for the Rome study abroad program (International Tourism Management: An Italian Approach, HMT 2001A) that ran during Summer Session II, 2009, and is scheduled to run during the same semester this year. As above, the following required courses are aligned with the University s Core Competencies: 1. Demonstrate the ability to think critically. This is achieved first through virtually every course in the University core sequence, especially SCI 1000 (Scientific Inquiry) and PHI 1000 (Philosophy of the Human Person). In the CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 11

12 hospitality sequence, students are presented with several case studies in their hospitality management courses (HMT 1003, 1005, and 1007). 2. Demonstrate proficiency in information literacy. The business core for hospitality management students includes CUS 1102 (Software Applications). Throughout their hospitality management course sequence, students are required to do research for assignments and term papers, in which they will likely utilize common business-based retrieval systems (ProQuest, EBSCOhost, and ABI/Inform). There also is a required course, HMT 1075 (Hospitality Information Technology) in which students learn industry-specific information retrieval and database systems. 3. Demonstrate the ability to write skillfully. Beside the University core composition course (ENG 1000C), hospitality management students are also required to take ENG 1006 (Effective Business Writing). In their hospitality management sequence, writing assignments are stressed throughout, and students with difficulties are encouraged to seek out assistance from their instructor, peers, or the Writing Center. 4. Demonstrate skill in oral presentation. Besides the University core (SPE 1000C Public Speaking for the College Student), virtually every course in the hospitality management sequence requires students to prepare and present material in class. 5. Demonstrate the ability to use quantitative reasoning Students will be initially exposed to this in their Scientific Inquiry class (SCI 1000C), and then again in their social science courses in the distributed core (SOC 1001, General Sociology; and PSY 1001, General Psychology). The two general economics courses (ECO 1001 and ECO 1002) will also require the use of quantitative reasoning, as will the required statistics course, MTH 1021 (Introduction to Statistics). 3b. Please describe the comprehensive assessment model currently implemented for the academic year for the program through WeaveOnline. Be sure to include how many objectives have been indicated for each program, the number of objectives being measured with findings and action plans for this assessment cycle, and the time it will take in this model to complete assessment of all objectives. (Suggested limit ¾ page) The current assessment cycle has identified five goals and 26 objectives for our hospitality management students: 1. Demonstrate knowledge of the principles of the hospitality industry Objective 1: Understand the importance of knowledge to success in hospitality and management Objective 2: Demonstrate knowledge of cultural dimensions of hospitality management Objective 3: Explain the importance of knowledge of sociology for hospitality managers Objective 4; Discuss the social, political, and economic significance hospitality, travel and tourism has in society CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 12

13 Objective 5: Describe the multidisciplinary nature of the hospitality industry 2. Demonstrate competency in management and leadership dimensions of hospitality Objective 6: Differentiate between management and leadership, management as a process in hospitality organizations, and hospitality leader behavior Objective 7: Identify the characteristics than make up a leader Objective 8: Identify the administrative structure in hospitality organizations Objective 9: Differentiate between administrators and managers and explain the roles that managers play in hospitality organizations. Objective 10; Demonstrate the dynamics of the decision making process 3. Demonstrate knowledge of how economics, accounting, and finance affect the hospitality industry Objective 11: Identify basic principles & theories of economics and their relationship to all hospitality organizations Objective 12: Identify the development of economic trends in hospitality organizations from their inception to their current status Objective 13: Identify the foundations of financial management Objective 14: Demonstrate knowledge of finance in the hospitality industry Objective 15: Demonstrate knowledge of facility management Objective 16: Demonstrate the ability to use basic tools of financial management Objective 17: Demonstrate the ability to understand and interpret financial statements 4. Demonstrate knowledge of the diversity of, and synergy that may occur, between food service, travel, lodging, and tourism industries Objective 18: Identify business models of restaurants, hotels, resorts, and other hospitality enterprises Objective 19: Demonstrate knowledge of the history and evolution of the hospitality industry and hospitality organizations Objective 20: Identify and explain how new technologies have blurred the differences between food service, travel, lodging, and hospitality industries 5. Demonstrate knowledge of the legal issues affecting hospitality organizations and propose possible courses of action for the organization to take Objective 21: Identify ethical and legal issues affecting various hospitality organizations Objective 22: Describe situations that are ethically ambiguous and the actions one would undertake Objective 23: Identify local, national, and global current events and explain their ethical impact on hospitality 6. Apply the career planning process to personal development CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 13

14 Objective 24: Identify and develop skills and experiences relevant to achieving career goals, especially attitude toward professional preparation. Objective 25: Conduct an accurate self-assessment of ability, achievement, motivation, and work habits to calculate the most advantageous career path. Objective 26: Demonstrate the integration of hospitality management theory into practical application during the internship experience. 3c. From the Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page) There were no action plans planned, on-hold, or terminated from the Assessment Plan. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 14

15 Standard 4. The program has the faculty resources required to meet its mission and goals. (When responding to this Standard, please see Items for Reflection under this Standard and complete the following chart(s).) 4a. Narrative: (Suggested limit 1 page) At the present time, the viability of the Hospitality Management major on the Staten Island campus is extremely questionable. Enrollment has remained constant over the past few years, and there is unlikely to be any growth spurt around the corner. Classes have been offered with as few as 6 students, far below the typical minimum of 15. Fiscally, it is a disaster for the Division because as faculty resources are siphoned to Staten Island, they might be more effectively used on the Queens campus. Overall, we have become more reliant on adjunct faculty to teach our courses. As our faculty has been cut from three to two, the time and energy spend on student advisement (both curriculum and career) has expanded to take up much of the faculty s time. If we are to achieve our mission as a program, College, and University, we must strive to continue to provide hands-on guidance for our students. This is becoming harder and harder to do given our teaching workloads. Our program would benefit greatly from the addition of at least one more tenure-track faculty member, preferably two which would simply bring us back to our staffing level of There is no reason why this faculty member could not be brought in under the Industry Professional tenure-track of CPS. Doctorally-qualified candidates in hospitality management are not in great supply. If the Staten Island program is to survive, one of those faculty would be assigned the task of promoting the program and increasing enrollment in a last-ditch effort to save it. According to the ACPHA standard, The faculty is numerically sufficient to achieve the objectives of the program and to perform the responsibilities assigned to it: Instruction, advisement, academic planning, curricular development, and program direction (ACPHA Guide to Accreditation, 2008). As of right now, that is not the case with our program. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 15

16 4b. What is the student to full-time faculty ratio based on number of majors and minors in the program and the number of full-time faculty assigned to the program? For full-time faculty assigned to the program, please provide the most recent year and previous years if available. The number of majors and minors can be found below. Full-time faculty by program is only available through departmental records. Please complete the table below and provide additional information in 4e if that may help to explain the pattern of this ratio. # Majors/ FT Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Faculty FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total Majors Minors Majors & Minors Combined # of FTE Students (Majors & Minors) # of FTE Faculty assigned to the program FTE Student/ FTE Faculty Ratio # of FTE faculty assigned to the program FTE Student/FTE Faculty Ration Fall 2010 Fall 2011 Fall 2012 Fall 2013 CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 16

17 Fall 2010 Fall 2011 Fall 2012 Fall 2013 F Total F P Total F P Total F P Total Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors MAJORS Fall 2010 Fall 2011 Fall 2012 Fall 2013 F Total F P Total F P Total F P Total FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE Total FTE MAJORS Important Notes: FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3) This methodology is used by STJ for all external reporting. The figure for majors includes first and any second majors. If your department provides service instruction to support the core curriculum, please explain in the context of student credit hours taught, 4c, and courses taught, 4d, and 4e below. 4c. How many credit hours has the department delivered by full-time faculty? How many credit hours has the department delivered by part-time faculty (including administrators)? What percent of the total credit hours consumed were by non-majors? Credit Hours Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # % % % % % % FT Faculty PT Faculty % % % % % Total % % % % % % consumed by Non-Majors 21% 21% 18% 19% 13% CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 17

18 4d. How many courses has the department delivered by full-time faculty? How many courses has the department delivered by part-time faculty (including administrators)? Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # % 28 74% 30 71% 31 65% 29 62% FT Faculty 27 75% PT Faculty 9 25% 10 26% 12 29% 17 35% 18 38% Total % % % % % 4e. Narrative: Provide any additional information about the student (majors & minors)/full-time faculty ratio, credit hours delivered and courses taught by full-time and part-time faulty that may be helpful to understand the noted trends above. (Suggested limit ½ page). The aggregated nature of the data above does not accurately reflect the situation on the Staten Island campus. Enrollment has been relatively constant over the past three years, but has never exceeded 27 students. It is questionable whether the program can continue to be a viable offering on the campus unless enrollment grows significantly. Without a full-time faculty member dedicated to the campus, someone out there pounding the pavement to help market the program, it is likely that enrollment will remain about the same. This presents a number of problems, the most important of which is the small class size. Although it may be desirable pedagogically, the fiscal realities suggest that running classes with 6,7,8,9 students (which has occurred quite often over the past five years) is not sustainable It is possible that expanding online offerings may ease the problem somewhat, but the long-run viability of this program, and the Staten Island campus in general, have led the faculty of the Division to come to the conclusion that the best course of action is to suspend the Hospitality Management major indefinitely. Existing students will be serviced through selective offerings on-campus as well as offerings on the Manhattan campus and online. 4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page) The table below represents aggregated data for both sport management and hospitality. This narrative will consider only hospitality management faculty. One of our full-time faculty is an Asian female, the other a white male. They are both tenured. Given the small sample size, there seems to be little reason to engage in a discussion of the extent of our faculty diversity. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 18

19 Departmental Data FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total # % # % # % # % # % # % # % # % # % # % Gender Male 6 75% 6 86% % 5 71% % 3 75% % 7 78% % 7 70% 12 Female 2 25% 1 14% % 2 29% % 1 25% % 2 22% % 3 30% 6 Total 8 100% 7 100% % 7 100% % 4 100% % 9 100% % % 18 Ethnicity Black 1 13% 0 0% % 0 0% 1 0 0% 0 0% % 2 22% % 2 20% 3 Hispanic 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 Asian 1 13% 0 0% % 0 0% % 0 0% % 0 0% % 0 0% 1 White 5 63% 7 100% % 7 100% % 4 100% % 6 67% % 7 70% 12 Unknown 1 13% 0 0% 1 0 0% 0 0% % 0 0% % 1 11% % 1 10% 2 Total 8 100% 7 100% % 7 100% % 4 100% % 9 100% % % 18 Tenure Status Tenured 2 25% % % % % 5 Tenure-Track 3 38% % % % % 2 Not Applicable 3 38% % % % % 1 Total 8 100% % % % % 8 CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 19

20 FT PT T FT PT T FT PT T FT PT T # % # % # % # % # % # % # % # % Gender Male 4 57% 7 54% % 12 67% % % % 9 90% 13 Female 3 43% 6 46% % 6 33% % 0% % 1 10% 4 Total Ethnicity Black 1 14% 1 8% % 2 11% % 1 9% 2 0% 1 10% 1 Hispanic 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 Asian 1 14% 0% % 0% 1 0% 0% 0 0% 0% 0 American Indian/Alaskan Native 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 White 5 71% 12 92% % 16 89% % 10 91% % 9 90% 16 2 or More Races Native Hawaiian/Pacific Islander Unknown 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 Total Tenure Status Tenured 4 57% % % % 3 Tenure-Track 3 43% % % % 4 Not Applicable 0% % % 1 0% 0 Total CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 20

21 4g. What evidence exists that the program s faculty have engaged in research and scholarship on teaching or learning in the program s field of study? (Suggested limit ½ page) Dr. Heidi Sung has been actively involved in academic research. Below is a sample of her recent activities: O Brien, K. M. & Sung, H. H. Destination image as a tool for marketing and promoting tourism destinations. Working paper. Jackson, F. H. & Sung, H. H. Employee turnover in the U. S. lodging industry: A survey approach. Working paper. Sung, H. H., Hsu, C. H. C. (2009). The effects of traveler an trip characteristics on trip purposes: Classifying international travelers to Hong Kong. Submitted to Tourism Management. Sung, H. H., Chon, K. S., & Lee, J. (2009). Traveler geographic origin and market segmentation: Classification models for international visitors to Hong Kong. Submitted to Cornell Hotel and Restaurant Administration Quarterly. Sung, H. H., Hsu, C. H. C., & Lee, J. (2009). Classification models for international visitors by travel arrangement: Full package, partial package, or no package tours. Submitted to Journal of Travel Research. Han, K. S., Sung, H. H., Seo, K. M., & Min, J. E. (2009). An ethnic cuisine across cultures: Application of diffusion of innovation theories. Proceedings of the Asia- Pacific Council on Hotel, Restaurant, and Institutional Education 2009 Annual Conference, Singapore. Han, K. S. & Sung, H. H. (2008). Ethnic cuisines in the global marketplace: An analysis process of Korean food from cross cultural perspectives. Proceedings of the 2008 ISTTE Conference, Dublin, Ireland. Sung, H. H. (2008). Field trips and hands-on training in tourism and hospitality education: Risk management and liability issues. Proceedings of the 2008 ISTTE Conference, Dublin, Ireland. 4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page) Other than encouraging faculty to take advantage of workshops offered by the Center for Teaching and Learning and the E-Studio, a lack of travel funds has stifled any opportunities for faculty to attend and participate in regional or national conferences, workshops, or seminars. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 21

22 4i. The table below shows the amount of external funding received by the department. External Funding $ Amount Program Fiscal Year 04/05 05/06 06/07 07/08 08/ $ Amount Department External Fiscal Year Funding 09/10 10/11 11/12 12/13 $ Amount Program $ Amount Department - 1, If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are only available through departmental records.) Comments (Suggested limit ½ page) The type of faculty that we attract to our program has a lot to do with the lack of funding. Active researchers are discouraged from joining our faculty when they find out that the typical teaching load is 12 credits per semester AND expected to do advisement, AND that opportunities for research reductions are few and far between. Given the fact that most semesters faculty will have three, if not four preparations, our faculty are required to put an inordinate amount of energy towards their teaching load. The first area which will suffer is their research program. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 22

23 Standard 5: The program attracts, retains, and graduates high quality students. (When responding to this Standard, please see Items for Reflection under this Standard.) 5a. Narrative: (Suggested limit 1 page) As noted in the previous section, enrollment in the hospitality management program on the Staten Island campus has remained stable over the last three years. We see nothing in the macro environment that is likely to cause that to change. The academic profile, retention rates, and graduation rates published below mean very little given the sample size. For example, in 2008 we had two very bright freshmen (97 HS average and 1180 boards) and they both returned. We should draw no conclusions from that or any of the other data. Without any compelling evidence one way or another, the sense of the Division is that our retention and graduation rates are probably in line with College and University averages. The following may be factors: Thorough and thoughtful advisement. All students with more than 60 credits are advised by our faculty, and those advisement sessions usually entail much more than just scheduling for next semester. Students are eager to learn about career choices, internship opportunities, and what other steps they can take to improve their experience as a student. We have offered hospitality management courses as part of the University s study abroad program in Rome during Summer Session I. A growing internship program. While not required, more and more students are taking the internship path to satisfy their elective requirements. 5b. Undergraduate SAT and High School Average SAT High School Average Program School/ College University Freshmen SAT Scores Fall 2011 Fall 2013 Computed Computed hospitality management 940 1,200 CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 23

24 Freshmen High School Average Fall 2011 Fall 2013 High School High School hospitality management SAT Scores High School Average School/ College - SI Total University Intended college major for 2012 college-bound seniors SAT Test-Takers Mean Scores Intended College Major Number Percent (%) Critical Reading Mathematics Writing Business Management, 14, % Marketing, and Related Support Services * For further information, please visit 5c. Undergraduate 1 st Year Retention Rates Fall * ** # Fresh # Ret % Program 50% 100% 100% 67% % School/ College 81% 82% 77% 87% 85% % University 78% 78% 78% 79% 76% % Note* The % of students started in Fall 2004 and returned to the program in Fall 2005 ** The % of students started in Fall 2008 and returned to the program in Fall 2009 Tot al H MT Return Tot Return DN Tot Return DN Tot Return DN ed DNR al ed R al ed R al ed R # % # % # % # % # % # % # % # % % 2 % 1 1 % CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 24

25 Fall ** # Fresh # Ret % School/ College - SI 78% 85% 86% % Total University 78% 78% 76% % * The % of students started in Fall 2012 and returned to the program in Fall d. Undergraduate 6 Year Graduation Rate Fall Program 100% 100% 0% 100% 25% School/ College Average Rate 69% 63% 78% 76% 65% University 64% 59% 61% 61% 58% Fall School/College Average Rate - SI 56% 58% 63% 65% Total University 58% 58% 59% 55% Total Graduated Total Graduated Total Graduated Total Graduated # % # % # % # % HMT % % % 5e. Graduate Standardized Test Scores Not applicable. 5f. Narrative: Please describe how your program compares with your peer and aspirational institutions. (Suggested limit ½ page) Without retention and graduation data from our peer institutions, it is unclear how a meaningful comparison can be made. CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 25

26 5g. If applicable, describe your program s student performance over the past 5 years on licensure or professional certifications exams relative to regional and national standards. (Suggested limit ¼ page) Not applicable. 5h. Number of majors and minors enrolled over the past five years? Please complete the table below. Number of Students Majors Minors Total Fall Fall 2010 Fall 2011 Fall 2012 Fall 2013 Majors Majors Majors Majors MAJORS HMT BS i. Number of degrees granted during the past five years. Please complete the table below. Degrees Academic Year Granted 04/05 05/06 06/07 07/08 08/09 Undergraduate /11 11/12 12/13 Degrees Degrees Degrees Conferred Conferred Conferred CPS-UG-SI HMT Hospitality Management BS CPS_HTSM_HOSP.MGMT_BS_SI Self-Study Template page 26