Accreditation Council for Business Schools and Programs (ACBSP)

Transcription

1 Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance Report,

2 Accreditation Council for Business Schools and Programs (ACBSP) Associate Degree Commission Accredited Institutions Quality Assurance (QA) Report (Rev H December 2009) Institution Name: Roane State Community College Date December 7, 2010 Address: 276 Patton Lane, Harriman, TN Year Accredited/Reaffirmed: 2004 This Report Covers Years: List All Accredited Programs (as they appear in your catalog): 1. A.A.S. Business Management Technology Program Accounting Option Business Administration Option Business Management Option Computer Science Option E-Commerce Option General Business Option Office Administration Option (Terminated, Effective Fall 2010) 2. A.A.S. Contemporary Management Program Quality Assurance Report, Review Page 2

3 List all campuses that a student can earn a business degree from your institution: o Roane County (Main campus), Oak Ridge Branch Campus, Campbell County Center, Cumberland County Center, Fentress County Center, Loudon County Center, Morgan County Center, and Scott County Center. * Though not all classes are offered on-ground at each of Roane State s campuses/centers, students are able to supplement the on-ground courses with courses taught via distant education. Person completing report: Mrs. Gloria Drake, Chairperson of Business Department Phone: (865) Ext address: drakega@roanestate.edu ACBSP Champion name: Dr. Diane Ward, Dean of Social Science, Business, and Education Department ACBSP Co-Champion name: Mrs. Gloria Drake, Chairperson of Business Department A. Faculty Qualifications 1. Complete the following tables for new full-time and part-time faculty members only since last Report: o TABLE VI New Full-time and Part-time Faculty Qualifications. During this QAR reporting period ( ), 99.48% of the full-time equivalent (FTE) faculty were Master's or Doctorate degree qualified. Only.52% of the FTE faculty was considered Master's or Doctorate degree Exception; thus, remaining within the 10% exception rate allowed. B. Curriculum 1. List any existing accredited associate degree programs/curricula that have been substantially revised since your last report and attach a Table VII Curriculum Summary for each program. o None. Existing programs have not been substantially revised since our last QAR. 2. List any new degree programs that have been developed and attach a Table VII Curriculum Summary for each new program since your last report. o AAS Business Management Technology General Business Option -- The General Business option was approved by Roane State s Academic Council during the Spring 2009 semester and became effective Fall The curriculum for this new option is shown in Table VII and complies with the 25% standard on the professional component, general education, and business major. Quality Assurance Report, Review Page 3

4 3. List any accredited programs that have been terminated since your last report. o AAS Business Management Technology Office Administration Option Due to low enrollment, the Office Administration option was approved for termination by Roane State s Academic Council and the Tennessee Board of Regents during the Spring 2010 semester with a phase-out period ending Spring Because this termination was approved during the academic years for this QAR ( ), it is noted here. Students who are currently enrolled in this option are being assisted by the Office Administration instructor to plan a schedule for completion. However, any student who may not complete this degree option prior to the end of this phase-out period will be encouraged to follow the new General Business option which will accept up to 30 previous credit hours from the OAD program in addition to the common core classes already in place for both options. This will eliminate the loss of credit hours toward the same Business Management Technology degree. Each student will be assisted by an advisor within the Business Department to help make this transition seamless. In addition, if a student wishes to pursue additional Office Administration courses, he or she may choose to attend one of our local Tennessee Technology Centers. C. Organization 1. List any organizational or administrative personnel changes within the business unit since your last report. o Dr. Diane Ward, Dean of Social Science, Business, and Education Department: Since our last QAR, we have undergone an internal administrative change which we feel will have a positive effect on faculty and staff within the Department as well as on ACBSP. Our previous dean, Dr. Chris Whaley, was promoted internally to Vice President of Student Learning, a key position for faculty, staff, and student support. Dr. Diane Ward, previously a program director and the assistant dean within our current division, was then promoted internally to become our dean. Both Dr. Ward and Dr. Whaley are very supportive of ACBSP and realize the positive impact accreditation has on our programs. They are both true assets to our department and we foresee no negative implications with this internal change in personnel. In addition, the makeup of the business department itself remains unchanged. The Chairperson of the Business Department since January 2001, Mrs. Gloria Drake, continues to guide the business unit. (Appendix A: Organizational Chart, pg 50) 2. List all new sites where students can earn an accredited business degree (off-campus or on campus, online) that have been added since your last report? o None. No new sites have not been added since our last QAR. Quality Assurance Report, Review Page 4

5 D. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed (Either for accreditation or from feedback by commissioners for the Quality Assurance Report) Please explain and provide the necessary documentation/evidence for addressing each condition/note/ofi since your last report. o Based on the last QAR submitted in 2008, there were three comments and/or Opportunities for Improvement. Each is addressed below: 1. Commissioner s Comment: Major organizational changes but not effective during this reporting cycle. Business Department dissolved. Now they are called the Social Science, Business, and Education Department. What implications might this have for their future support for ACBSP? As indicated above, since our last QAR, we have undergone an internal administrative change which we feel will have a positive effect on faculty and staff within the Department as well as on ACBSP. Our previous dean, Dr. Chris Whaley, was promoted internally to Vice President of Student Learning, a key position for faculty, staff, and student support. Dr. Diane Ward, previously a program director and the assistant dean within our current division, was then promoted internally to become our dean. Both Dr. Ward and Dr. Whaley are very supportive of ACBSP and realize the positive impact accreditation has on our programs. They are both true assets to our department and we foresee no negative implications with this internal change in personnel. In addition, the makeup of the business department itself remains unchanged. The Chairperson of the Business Department since January 2001, Mrs. Gloria Drake, continues to guide the business unit. 2. Commissioner s Comment: While there are Performance Measures for Business Management Technology as stated on p. 9 of the QA report, the five areas of concentration (Accounting, Business Administration, Business Management, Computer Technology, and Office Administration) lack specific performance measures. While the five stated are perhaps core program outcomes, to determine assessment of student learning within the five concentrations, performance measures would provide valuable data to improve the teaching/learning process. Since receiving this OFI, we have further developed our overall Business Management Technology program outcomes to include student learning outcomes specific to each option (area of concentration) including Accounting, Business Administration, Business Management, Computer Science, E- Commerce, and General Business. The chart on the following pages includes common program outcomes as well as outcomes specific to the individual program options (concentrations). Quality Assurance Report, Review Page 5

6 3. Commissioner s Comment: Manning and Standridge are listed as exceptions. Does this put Roane State over the 10% allowed for exceptions? Having both Mrs. Glenna Manning and Mr. Jamie Standridge listed as an exception calculated to 4.6% of the allotted 10% exception rate, thus, not going over the allowed range. However, since the submission of the last QAR, we learned from Dr. Larry Zachrich of ACBSP that an MBA serves as Master s Qualified for all business-related courses. Following that understanding, we had only a 3.5 percent exception rate. Quality Assurance Report, Review Page 6

7 E. Program Outcomes: List program outcomes for each accredited program. The following chart indicates both common program outcomes as well as outcomes specific to individual program options (concentrations). Accounting Option Business Admin Option A.A.S. Business Management Technology Program Business Mgt Option Computer Science Option E-Commerce Option General Business Option A.A.S. Contemporary Management Program Communicate Communicate effectively in business effectively in business situations through situations through physical or virtual physical or virtual presence in writing, presence in writing, speaking, listening, speaking, listening, and electronic media and electronic media Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Communicate effectively in business situations through physical or virtual presence in writing, speaking, listening, and electronic media Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Communicate effectively in business situations through physical or virtual presence in writing, speaking, listening, and electronic media Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Communicate effectively in business situations through physical or virtual presence in writing, speaking, listening, and electronic media Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Communicate effectively in business situations through physical or virtual presence in writing, speaking, listening, and electronic media Achieve the core educational knowledge and skills to succeed in the 21st century. Develop skills of critical thinking for identifying problems and selecting appropriate means for problem solutions. Communicate effectively in business situations through physical or virtual presence in writing, speaking, listening, and electronic media. Achieve the core educational knowledge and skills including critical thinking to succeed in the 21st century. Demonstrate the knowledge and skills needed to function as a manager/supervisor in a business environment. Quality Assurance Report, Review Page 7

8 Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Lead by using team competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical building skills and behavior, and points of view needed for employment in marketing, management, behavior, and points of view needed for employment in marketing, management, behavior, and points of view needed for employment in marketing, management, behavior, and points of view needed for employment in marketing, management, behavior, and points of view needed for employment in marketing, management, behavior, and points of view needed for employment in marketing, management, facilitating collaborative behaviors in the accomplishment of group goals and accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer objectives. science, or office administration. science, or office administration. science, or office administration. science, or office administration. science, or office administration. science, or office administration. Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Demonstrate a working knowledge of terminology common to the accounting environment. Accounting students will demonstrate knowledge of the accounting cycle. Accounting students will demonstrate proficiency in use of commercial computer accounting systems. Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Demonstrate a working knowledge of terminology common to the small business environment. Demonstrate the knowledge and skills necessary to operate and manage a small business. Demonstrate the knowledge and skills of the selling process Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Demonstrate a working knowledge of terminology common to the business management environment. Demonstrate the knowledge and skills of managerial functions. Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Demonstrate a working knowledge of terminology common to the business technology environment. Demonstrate the ability to apply computer software to create business documents, spreadsheets, databases, and presentations. Demonstrate the Demonstrate the ability to apply ability to apply business ethics theory appropriate new to real-world business technologies to scenarios. business problems. Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Demonstrate a working knowledge of terminology common to the e-commerce environment. Demonstrate the skills necessary to build and manage websites for commerce. Demonstrate the knowledge and skills of the selling process related to e- commerce. Use and adapt current industry standard technologies that are applicable to the student's specific area of study. Interpret and analyze accounting information for internal control, planning, performance evaluation, and coordination to continuously improve business processes. Recognize and evaluate potentials of entrepreneurial opportunities for new business ventures Quality Assurance Report, Review Page 8

9 F. Performance Results Table I Student Learning Results (Required for each accredited program) Performance Indicator 1. Student Learning Results (Required for each accredited program) Definition A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). To help students succeed, community colleges must both assess skills and remediate deficiencies before students take more than 25 percent of the credits in business programs. Add these to the description of the measurement instrument in column two: Formative An assessment conducted during the student s education. Summative An assessment conducted at the end of the student s education. Internal An assessment instrument that was developed within the business unit. External An assessment instrument that was developed outside the business unit. Comparative Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. Analysis of Results Performance Measure (Competency) 1. The average score for graduates Description of Measurement Instrument to include Formative, summative, internal, external, or comparative. All graduates of the Business Management Areas of Success Though the benchmark was met Analysis and Action Taken Each year, the faculty review the results of Results of Action Taken (occurs in the following year) The faculty will continue to track scores for specific Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) Quality Assurance Report, Review Page 9

10 taking the Business Graduate Exam (Major Field Test) will be 70 percent or higher. Source: Momentum BGE Technology and the Contemporary Management programs take the Business Graduate Exam (BGE). The 100 question summative examination was developed by business faculty and is based on the core business courses. For BMT majors, the core includes "Introduction to Business" (Bus 101), "Principles of Accounting I" (Bus 221), Business Math" (Bus 111), "Management and Supervision" (Bus 281) and "Technology Essentials" (COLL 1020).Comparable classes are taken in the Contemporary Management program. Summative and Internal. during the Fall 2008 semester, the scores declined slightly over the next two semesters. (Graph 1.01: BGE Class Averages) In comparison to the previous semesters, the scores are consistent. An analysis of the test results for each of the five core business courses are shown in Graphs 1.02, 1.03, 1.04, 1.05, and *Note: The data from Fall 2009 became corrupted upon export. Data not available. the BGE, identifying specific areas in which a concerning percentage of students may be struggling. Data is reported for each core area as well as each question within each area so faculty can clearly see the number of students who missed particular questions. Appendix B (pages 51-52) indentifies questions in which 50% or more of the students missed, using Fall 2008 as the baseline for missed questions. Faculty are asked to focus on objectives to improve retention in the identified questions to determine if additional improvements can be made in the wording or in the construction of questions, while still addressing the same subject matter. Since currently there is no incentive or repercussion for students to do well on this exit test, faculty are considering developing a capstone course for all majors in which the BGE will be administered as part of the student's grade. Quality Assurance Report, Review Page 10

11 areas. Based on the findings, in Fall 2010, the business faculty determined that because Contemporary Management majors are not required to take the Business Math (BUS 111) course, those questions would be removed from the exam, changing less than 20 percent of the overall test. Quality Assurance Report, Review Page 11

12 2. Based on results from the ETS Proficiency Profile (College general education exam), business graduates will demonstrate proficiency in the General Education core competencies established by the College and the Tennessee Board of Regents Source: Office of Institutional Research& Effectiveness All RSCC graduates are required to complete the Proficiency Profile (previously named MAPP Measure of Academic Progress and Proficiency) which measures the competencies of the General Education core. Summative, External, Comparative For the past four academic years, 100 percent of RSCC graduates surpassed the national norms for the total score on the Proficiency Profile. (Graph 1.07) When comparing scores in specific areas of the Proficiency Profile, the business students scored very close to that of all RSCC students. (Graph 1.08) Because the AAS degrees have fewer general education courses in the curriculums, it would be a normal consequence that the scores would be lower. However, the faculty will continue to monitor the student success rate, particularly in the areas of critical thinking, reading, writing, and math and will take appropriate action as needed. No significant action is required at this time but faculty will continue to monitor. Quality Assurance Report, Review Page 12

13 3. The average score for the BMT students taking the comprehensive posttest at the end of BUS 101 (Introduction to Business) will be 70% or higher. Source: Faculty and Momentum Faculty teaching Bus 101 established a pre/ post test to assess student learning based on the learning outcomes set for this course. Every student completing the course must complete this test. Formative, Internal For academic years , the students exceeded the benchmark with an average overall student score of 80%. (Graph 1.09) During the previous years, the average overall score was 84%, indicating a slight decrease in overall scores for The Bus 101 faculty completed a test item analysis, revealing some areas of item difficulty. These questions were modified to improve quality of the assessment and to improve the index of difficulty. Though the result of the overall scores did not significantly improve, the average was 80%, exceeding the benchmark. The faculty will continue to analyze individual competency areas for improvements in student understanding. In addition, in Fall 2010, the faculty agreed to use a consistent percentage of a student s overall grade for this posttest. Quality Assurance Report, Review Page 13

14 4. The average score for the BMT students taking the comprehensive posttest at the end of BUS 111 (Business Math) will be 70% or higher. Source: Faculty and Momentum Faculty teaching Bus 111 established a pre/ post test to assess student learning based on the learning outcomes set for this course. Every student completing the course must complete this test. Formative, Internal For the academic years Fall, 2008 through Spring, 2010, the students averaged 74% on the posttest which is lower than the 79% for the previous two years. (Graph 1.11) One possible reason for a decrease in posttest scores could be the increase in the number of students who wish to take Business Math as a web course. Though the learning outcomes are the same, many students struggle with this subject. Grade comparisons of on-ground classes to web classes will be monitored and analyzed. The faculty will continue to focus attention on key areas in which students show less than desirable success. In addition, faculty will continue to tweak test questions for improved wordings to enhance students understanding. Quality Assurance Report, Review Page 14

15 5. The average score for the BMT students taking the comprehensive posttest at the end of BUS 221 (Principles of Accounting) will be 70% or higher Source: Faculty and Momentum Faculty teaching Bus 221 established a pre/ post test to assess student learning based on the learning outcomes set for this course. Every student completing the course must complete this test. Formative, Internal The average posttest score for the past two years was 68.25% which is below the 70% benchmark. However, this is up from 67.25% for the previous reporting period. (Graph 1.13) The overall averages for varied only slightly from the previous reporting period, The faculty analyzed each question in which a significant number of students missed. These questions were minimally "tweaked" to improve wording and/or student understanding. The faculty will continue to analyze individual questions to determine which areas need more coverage in class to improve student understanding. In addition, in Fall 2010, the faculty agreed to use a consistent percentage of a student s overall grade for this posttest. Quality Assurance Report, Review Page 15

16 6. The average score for the BMT students taking the comprehensive posttest at the end of BUS 281 (Management and Supervision) will be 70% or higher Source: Faculty and Momentum Faculty teaching Bus 282 established a pre/ post test to assess student learning based on the learning outcomes set for this course. Every student completing the course must complete this test. Formative, Internal For the past several years, posttest scores have consistently exceeded the benchmark. (Graph 1.15) However, during the reporting period, the average scores decreased slightly from to The faculty reviewed each question on the posttest, focusing special attention on the questions in which a significant number of students missed. There were two questions selected for additional study both in the area of improved wording and emphasis in class. Both of these questions related to management theories (Theory Y and Equity Theory). The faculty will continue to analyze individual questions to determine which areas need more coverage in class to improve student understanding. In addition, in Fall 2010, the faculty agreed to use a consistent percentage of a student s overall grade for this posttest. Quality Assurance Report, Review Page 16

17 7. The average score for students completing a project on "Investing" in BUS 101 (Introduction to Business) will be 80% or higher. Source: Faculty This project includes investing and the study of financial markets using an imaginary $100,000 to invest in the global stock markets over a 14 week semester. This project grade is not based on the students profits; it is based on their activity in investing. The students profit range changes each semester based on the economy and investing choices. The average grade for the past two years was 81, which exceed the benchmark set. (Graph 1.18) Faculty will provide additional support to assist students with quality investment choices.. Instructors will continue to expand this project to give the students even more insight into global economies. Formative, Internal Quality Assurance Report, Review Page 17

18 8. The average score for students completing a Business Plan will be 80% or higher. Source: Faculty This comprehensive business plan is completed as a team project and covers areas such product, price, place, and promotion in addition to many other elements of business. All students enrolled in BUS 278 (Entrepreneurs hip) and MGT 200 (Foundations of Business) complete this project. For the past two years, the average score was for BUS 278 students was 82.25%, exceeding the benchmark. For MGT 200 students, the average was 85.75, also exceeding the benchmark. When comparing scores in different classes, an anecdotal assumption was the higher overall average in MGT 200 was due in part to the large number of adult students taking that class who often have a broader sense of how a business operates. Faculty will continue to provide students with guidance while working both individually and in teams and continue to track data. Formative, Internal Quality Assurance Report, Review Page 18

19 9. The average grade for students completing a Negotiation Plan will be 80% or higher. Source: Faculty Each student enrolled in BUS 236 (Negotiations and Conflict Resolution) completes a negotiation plan and participates in a face-to-face negotiation scenario. The average student grade over the last four semesters was 84.25%, exceeding the benchmark set. Though the average student grades were good, faculty will continue to alter the scenarios as needed for variety and exposure to new situations. The faculty will continue to improve the negotiation cases to be assigned and the student's negotiation techniques. Formative and Internal Quality Assurance Report, Review Page 19

20 10. The average grade for students completing a Financial Analysis of a publicly traded company will be 80% or higher. Source: Faculty This comprehensive analysis is completed by all students enrolled in MGT 207 (Managerial Accounting). This project is done as a team. Over the past five semesters, students have demonstrated success with an average grade of 85.4%, exceeding the benchmark. Based on feedback from the students completing this project, faculty will make improvements as needed. The faculty will continue to provide support to students both individually and as a team. Formative, Internal Quality Assurance Report, Review Page 20

21 Table II Student and Stakeholder-Focused Results 2. Student- and Stakeholder- Focused Results Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Performance Measure (Competency ) 1. Current RSCC students will express satisfaction with their overall experience at RSCC with a rating of 80% or higher. Source: Office of Institutional Research & Effectiveness Description of Measurement Instrument The Community College Survey of Student Engagement (CCSSE) is used to conduct a survey of current students every three years. The last survey was conducted in Spring Periodic surveys should be made of graduates, transfer institutions, and/or employer s of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions.. Analysis of Results Areas of Success The students overall satisfaction rating was 3.2 out of 4 or 81.75% (Graph 2.01). This exceeds the satisfaction rating for the TN Consortium Colleges as well as our National Peers. Analysis and Action Taken Results for specific majors are not available. However, Appendix C (Graphs , pg. 53) indicates success rates for selected questions that would relate to BMT and CMGT subject areas. Results of Action Taken (occurs in the following year) Faculty will continue providing the support and assistance needed to students. Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) Quality Assurance Report, Review Page 21

22 2. At least 90% of Alumni graduates will express satisfaction with their overall academic program. Source: Office of Institutional Research & Effectiveness The Office of Institutional Research & Effectiveness conducts a survey of alumni on a three-year cycle. The last survey was conducted in Spring In Spring 2010, 96.2% of all RSCC alumni were "satisfied" to "very satisfied" with their Educational Experience (Graph 2.06). Alumni from the BMT and CMGT rated their experience as 100% satisfied to very satisfied. (Graph 2.07) In comparison to the state, RSCC alumni rated their satisfaction level the same as other TN public colleges (3.52 out of 4.0). (Graph 2.08) Additional success rates are indicated in Appendix D, pages 54-55) No specific action is needed at this time. Faculty will continue to monitor the results of future surveys. Quality Assurance Report, Review Page 22

23 3. At least 90% of the employers surveyed will express satisfaction with the work performance of graduates. In addition, a benchmark of 85% of the respondent employers would hire RSCC graduates in the future. Source: Office of Institutional Research & Effectiveness The Office of Institutional Research conducts a survey of area employers every five years. The survey was administered in the Spring, 2008 semester. The next survey will be conducted in Spring RSCC uses a 40% response rate as a benchmark for the Institution and 31.1% responded. Of the employers surveyed in Spring 2008, 83.4% expressed an overall satisfaction rating of "satisfied" to "very satisfied" which was below the benchmark of 90%. However, 91.1% of the employers that responded indicated they would hire future Roane State graduates which is higher than the benchmark. The survey did not break responses down by major. The chart to the right shows the top ten selected Competency Areas, the Rank of Importance by the Employer and the Employer s Ranking as to how well RSCC graduates met the Competency Area. For the complete listing, please see Appendix E, pg 56. Continue to monitor via surveys, advisory board and focus groups. Quality Assurance Report, Review Page 23

24 4. The placement rate of business graduates will be 85% or higher. Source: Office of Institutional Research & Effectiveness Graduate placement rates are gathered annually through direct contact with the graduates. Only graduates who are employed in work-related field or enrolled in a senior level institution are included. For the last four academic years, the average placement rate for Contemporary Management graduates was 93%, exceeding the benchmark. The average placement rate for BMT graduates was 85%, meeting the benchmark. Faculty will continue to assist the placement office in collecting accurate data of student placement. The faculty will continue to monitor the placement rates and assist students with employer contacts. Quality Assurance Report, Review Page 24

25 5. The average student rating of courses and instruction will meet or exceed the institutional and national norms based on the Individual Development and Educational Assessment (IDEA). Source: Office of Institutional Research & Effectiveness The IDEA Student ratings of instruction provide a measure of instructional effectiveness within the business department and at the College. Two main types of scores are reported: average scores (five-point rating scale) and converted scores. The diagnostic reports provide the following summative scores: 1) an overall summary evaluation score, 2) progress on relevant objectives, 3) overall course, and 4) instructor scores. The average scores have limitations as these do not control for course difficulty or student characteristics. The converted averages (reported right) Almost every semester, the business and management course evaluation average for the Summary items exceeded the institutional and national norms. (Graphs ) The faculty will continue to monitor the student evaluations to make improvements as needed in the individual courses. Workshops are conducted on a semester basis to assist faculty in understanding the detailed feedback analysis given by IDEA instrument. Quality Assurance Report, Review Page 25

26 compensate for inequality of average scores and provide normative comparisons. Converted normreference scores compare the ratings of all business courses taught here at the institution with all business courses evaluated nationally and with all evaluated at Roane State. Course evaluations are administered in individual classes by the College. The policy states the following as minimum evaluations per semester: 1) First-Year Faculty all classes. 2) Non-Tenured Faculty two classes. 3) Tenured Faculty one class. 4) Adjunct Faculty all classes. Quality Assurance Report, Review Page 26

27 6. Roane State will provide cocurricular resources to facilitate student learning. Source: Learning Resource Center The Learning Resource Center was established to assist students with additional help outside the traditional studentteacher relationship. The Learning Resource Center offers one-on-one tutoring in a variety of general education courses as well as business courses. Students also have free online tutoring from Smarthinking.com. Data supplied by the LRC indicated a high usage rate among students. Though individual participation was not tracked during this QAR period, a large number of writing/research assignments are required in the business and management programs which encourages use of the LRC. Because of the successful benefits to students offered by the Learning Center, the faculty will partner with the center on projects that will encourage even more participation by the students in individual classes. Quality Assurance Report, Review Page 27

28 7. An Advisory Committee will be utilized to give advice and counsel on programs within the Business Department. Source: Department's Advisory Committee Minutes Committee members were selected for their knowledge and expertise to represent the various areas within our programs. The committee meets two times each academic year with more frequent contact if needed. Some of the topics the committee discussed during were the proposal of a new Green Leadership course as well as a new technology course for all of our business majors. In addition, the committee discussed International Opportunities for students, reviewed the graduation rates of each program, and discussed the overall budget for the College and department Per the recommendation of the committee, a new course in green leadership and sustainability was successfully offered summer In addition, a new course in technology was approved and developed. The Business faculty will ask the Business Advisory Committee for assistance in recruitment and will continue to ask for their council and advice on opportunities to improve the subject areas in the programs. Faculty will continue to seek advice and counsel from the Advisory Committee members. In addition, faculty will continue to keep members involved in the programs by serving as a guest speaker in our classrooms. Appendix F-- Members of the Advisory Committee (pg 57) Quality Assurance Report, Review Page 28

29 9. The business faculty will encourage practical experience for students through summer employment and cooperative education opportunities (Co-Op). Source: Faculty The faculty of the Business Department will seek internships and co-op opportunities for students in areas relating to business and management. Greater emphasis has been placed on assisting students with gaining work experience as well as academic knowledge. The faculty will utilize the Advisory Committees, the Placement Office, and outside contacts to help students secure positions. Some of the projects completed by business students include: building exercises to improve employee productivity and working relationships; researching approval process for state purchase orders; creating a database to include members of the Roane County Employers Association. The faculty will continue to advise students on selected learning projects. Graph not applicable. Quality Assurance Report, Review Page 29

30 10. The Department will partner with outside organizations to provide assistance in the continuance of business education. Source: FBLA Representative and Advisor The Future Business Leaders of America is a national organization to promote and encourage business education for high school students. The Business Department will host competitions for high school students participating in FBLA. Over 250 high school students participated in the various competitions. Some of these competitions include: accounting, computer applications, job interview, marketing, entrepreneurship, and ethics. Business faculty assisted in judging competitions in business. RSCC will continue to host the competitions for the Future Business Leaders of America as requested. In addition, faculty will continue to assist in the judging of these competitions as needed. Graph not applicable. Quality Assurance Report, Review Page 30

31 11. The Business Department will participate in activities organized by Roane State to benefit high school students. Source: Alumni Relations, Academic Festival Representative Roane State offers an Academic Festival for area high school students to compete in a variety of subjects, including business areas. Within the past two years, the average number of students served in these competitions was 2,878 overall. On average, 94 of those students participated in business-related competitions. The business faculty led competitions in keyboarding, word processing, bookkeeping, and web searches. During this QAR period, The Department will continue to be actively involved with various aspects of the Academic Festival activities. Graph not applicable. Quality Assurance Report, Review Page 31

32 Table III Budgetary, Financial, and Market Results 3. Budgetary, Financial, and Market Performance Results Budgetary, financial, and market performance results examine (1) management and use of financial resources and (2) market challenges and opportunities. Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted for and allocated to business units should be adequate to fund the necessary technology and training to allow students to develop the requisite competencies for business environments. Performance Measure (Competency) 1. Compare RSCC Business Department with Kansas Cost Study results in area of Full- Time Equivalent (FTE) Student per Full-Time Equivalent Faculty. Source: Office of Institutional Research & Effectiveness Description of Measurement Instrument Kansas Cost Study results by discipline using the comparison of FTE Student per FTE Faculty Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business students, student credit hour production, or comparative data. Analysis of Results Areas of Success The Business Department had a lower number of FTE students per FTE faculty than our TN Peers, Non- TN Peers and the National Mean. (Graph 3.01) Analysis and Action Taken The lower ratio is partially due to the increase in interactive and web classes. Having classes taught interactively permits sections with low enrollment to make. In addition, web classes have a lower-thantraditional class enrollment cap. Results of Action Taken (occurs in the following year) Continue monitoring the Kansas Cost Study for comparative data. Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) Quality Assurance Report, Review Page 32

33 2. Compare RSCC Business Department s Instructional Costs per Student Credit Hour (SCH) with Kansas Cost Study results by discipline. Source: Office of Institutional Research & Effectiveness Kansas Cost Study results by discipline in comparison of Instructional Costs per SCH. The Business Department had a higher instructional cost per student credit hour as compared to our TN Peers, Non-TN Peers and the National Mean. (Graph 3.02) This higher comparative ratio is a result of the number of long-time, highly qualified, fulltime tenured faculty in the department. Continue monitoring the Kansas Cost Study for comparative data. Quality Assurance Report, Review Page 33

34 3. Compare RSCC Business Department Percentage SCH taught by FT Faculty with Kansas Cost Study results by discipline. Source: Office of Institutional Research & Effectiveness Kansas Cost Study results by discipline in comparison to the Percentage SCH taught by FTE faculty Business Department has seen a drop in the percentage of SCH taught by FTE faculty from to The percentage is lower than those for the National Mean, TN Peers, and Non-TN Peers. (Graph 3.03) Because two full time faculty retired but are participating in the Post Retirement program, the number of full time faculty available decreased. Once this postretirement ends, additional fulltime faculty will be hired as budget permits. In addition, an increase in enrollment has led to the necessity of hiring more adjuncts to teach added sections of some courses. Continue monitoring the Kansas Cost Study for comparative data. Quality Assurance Report, Review Page 34

35 4. Compare business department s financial budget to previous years. Source: Financial Services Business Department budget from based on the percent of entire RSCC budget and percent of department budget used for instruction. Business Department has experienced a modest reduction in percent of the overall budget of RSCC which directly affects the percentage provided for instruction. (Graph 3.04) Budget reductions were across the board for all departments due to a reduction in state appropriations. This reduction is contributed to the economic downturn across the nation. RSCC will continue internal efforts to become more cost effective and continue to track budget. Quality Assurance Report, Review Page 35

36 Table IV Faculty- and Staff-Focused Results 4. Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff. Performance Measure (Competency) % of the business faculty will participate in two or more professional development activities per year. Source: Faculty Description of Measureme nt Instrument Faculty and Staff MBO's and evaluations from Deans. Roane State encourages faculty and staff to participate in professional activities of various types. Key indicators may include: satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism turnover, or complaints. Analysis of Results Areas of Success Roane State offers in-house professional development activities several times each year. The Center for Teaching Arts and Technology (CTAT) offered extensive training in the Desire to Learn (Momentum), program used in all online classes, pre/post testing, as well as to supplement on-ground classes. In addition, workshops were conducted on various topics Analysis and Action Taken A number of faculty have utilized this training as well as individual help with special projects to aid in classroom instruction. Faculty participation has been 100% over the assessment period. Additionally, faculty have been involved in conferences, workshops, and training given by other organizations. Results of Action Taken (occurs in the following year) Because of budget constraints for the next academic year, the faculty will utilize in-house training more extensively as well as online training and webinars. The State of Tennessee offers free or reduced tuition for employees to take additional coursework. This source will also be encouraged. There will be a professional Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) Appendix G -- Professional Development Activities (pg 58) Quality Assurance Report, Review Page 36

37 including podcasting, Skype, Camtasia, course design, Web 2.0 and Web 3.0, retention and motivation of students, Google apps, and jazzing up PowerPoints. development component in the College's upcoming Quality Enhancement Program (QEP) and the Department faculty will be engaged in implementation of this project to enhance student learning through increased us of learning strategies and learning styles. Quality Assurance Report, Review Page 37

38 2. Employee turnover rate within the business department will reflect a high level of employee job satisfaction and commitment to the college. Source: Department Chair Annual review of employment status of faculty and staff within the Business Department. During the past two years, one instructor has retired and is now serving on a Post Retirement teaching contract through December No other changes in employment status were made during this period. A budget request has been submitted to RSCC Executives requesting the hiring of an additional fulltime faculty member to replace the one who retired. Due to budget restraints, hiring a new full-time faculty has been postponed. However, RSCC is fortunate in having quality and qualified adjuncts to fill the void until a full-time person is hired. Graph not applicable. Quality Assurance Report, Review Page 38

39 3. 100% of the Business Department faculty will earn a minimum of "satisfactory" on their individual performance evaluation each year. Source: Division Dean Annual evaluation from Division Dean. All full-time faculty members within the Business Department received a minimum of a satisfactory on the individual performance evaluation conducted by the Dean. Based on the evaluations, the business department encompasses quality and caring instructors. Any suggested areas of improvement are discussed with the academic dean and/or mentors and improvement plans are created. Strive for continued improvement each year. Graph not applicable. Quality Assurance Report, Review Page 39

40 Table V Organizational Performance Results 5. Organizational Effectiveness Results Performance Measure (Competenc y) 1. Increase the number of graduates by five percent from the previous year in the A.A.S. Business Management Technology and A.A.S. Contemporary Management programs. Source: Office of Office of Institutional Research & Effectiveness Description of Measureme nt Instrument Data is collected by the Office of Institutional Research & Effectiveness and reported to the Tennessee Board of Regents using the terms Summer, Fall, Spring to represent a reporting year. Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance. Key indicators may include: improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, graduation and retention rates by program, and what you report to governing boards and administrative units. Analysis of Results Areas of Success In , the graduation rate of the BMT program increased 75 percent from the previous year. This increase is partly due to the new General Business option being added to the program. (Graph 5.01) In , the graduation rate Analysis and Action Taken Retention efforts at Roane State through student contact, advising and counseling are done on an on-going basis. Results of Action Taken (occurs in the following year) The faculty will strive to continue their diligence in supporting students from entry into the programs to graduation. Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) Quality Assurance Report, Review Page 40

41 of the CMGT program increased its graduation rate by 28 percent from the previous year. (Graph 5.01) As indicated in Graph 5.02, the number of graduates of each option under the Business Management Technology program increased, with the exception of the accounting option. Quality Assurance Report, Review Page 41

42 2. Increase the number of courses offered using alternative delivery methods and/or varied start times by five percent to better accommodate today s student needs. Source: Office of Office of Institutional Research & Effectiveness Courses offered via distance education including web, interactive, and hybrid as well as courses offered with various start dates within a semester. When comparing Fall semesters, the business department increased the number of sections offered via interactive delivery as well as web delivery. However, due to altering these offerings, the number of hybrid sections decreased. When comparing spring semesters, each of the delivery method offerings significantly increased. (Graph 5.03) By increasing our offerings in the interactive format, we are able to reach those students in the outer lying areas of our service district who do not wish to take web courses. In addition, in the Spring 2010, the Contemporary Management program piloted teaching the core classes as a hybrid model. This increase is depicted in (Graph 5.03) The faculty will continue to use the data provided by the Institutional Research & Effectiveness Office as well as other sources to schedule classes that meets student needs. Beginning fall 2010, the business department will offer at least one 10- week web course that will begin five weeks after the start of the semester. If proven successful, more will be added in the future. Quality Assurance Report, Review Page 42

43 3. The Business Department will equal or surpass enrollment in line with the college growth. Source: Office of Institutional Research & Effectiveness Data gathered from the Office of Office of Institutional Research & Effectiveness Enrollment Synopsis. The headcount for BMT majors shows an increase consistent with the overall growth at RSCC for Fall 2009, though that number declined by percent the following spring semester. (Graph 5.04 and Graph 5.05). Though this decline is consistent with previous spring semesters, it is not consistent with the overall enrollment increase at RSCC. The business faculty is offering multiple formats of classes both in the BMT program as well as the CMGT program. Though it is difficult to determine if the alternative delivery options were the sole reason for increased enrollment in the BMT program, the feedback from the students is positive. The Department faculty as well as Roane State s administration are actively involved in plans to increase the enrollment in both the BMT and the CMGT programs by way of promotional booklets, face-to-face recruiting, and increasing program knowledge of others within the College. Quality Assurance Report, Review Page 43

44 4. The Business Department to will strive to maintain at least an 80 percent student pass rate and an minimum overall GPA of 2.5. Source: Office of Institutional Research & Effectiveness Data tracked by the Office of Institutional Research. The overall percentage pass rate of students majoring in BMT was in line with RSCC as a whole each semester. The two-year average for RSCC as a whole was 86%, for BMT was 87% and the average for CMGT was 94%. (Graph 5.06) The overall GPA was also consistent with RSCC as a whole. When comparing GPAs, the average for RSCC as a whole was 2.78, for BMT was 2.67, and the average GPA for CMGT was The pass rate and the GPA calculations exceeded the goals set for each program. The consistent high scores from the Contemporary Management program is credited to the high frequency of adult learners. The faculty will continue to maintain vigilance in monitoring the Pass Rates and the GPA of students in their respective majors Quality Assurance Report, Review Page 44

45 TABLE VI Faculty Qualifications During this QAR reporting period ( ), 99.48% of the full-time equivalent (FTE) faculty were Master's or Doctorate degree qualified. Only.52% of the FTE faculty was considered a Master's or Doctorate degree Exception; thus, remaining within the 10% exception rate allowed. TABLE VI NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS NAME (List alphabetically by Last Name) MAJOR TEACHING FIELD COURSES TAUGHT (List the Courses Taught During the Reporting Period, Do Not Duplicate Listing) Branam, Darrell Management MGT 203 Human Resource Mgt (1) MGT 207 Managerial Acctg & Finance (1) Campbell, Karen Business and Management BUS 101 Intro to Business (1) BUS 261 Psy Aspects of Mgt (1) BUS 281 Mgt & Supervision (1) MGT 200 Foundations of Business (1) LIST ALL EARNED DEGREES (State Degree as Documented on Transcript, Must Include Major Field) MS Business Administration BS Mechanical Engineering MBA BS Organizational Mgt DOCUMENT OTHER PROFESSIONAL CERTIFICATION CRITIERA 18 Graduate Cr. Hrs in Field Two Years Work Experience Teaching Excellence Publications Professional Certifications Special Achievement Award Member Prof. Education of TN Member Assoc of American Education 4+ yrs Trainer for Employee Assistant Program at Cariten Healthcare ACBSP QUALIFICATION 1. Master 2. Doctorate 3. Professional 4. Exception Master Master Quality Assurance Report, Review Page 45

46 Cecil, Justin Management MGT 206 Applied Economics (2) Dials, Bill Business BUS 101 Intro to Business (2) Heys, David Business BUS 273 Prin of Marketing (1) BUS 215 Business Ethics (1) Kluss, Geoffrey Business BUS 101 Intro to Business (2) BUS 111 Bus Math (2) BUS 273 Prin of Marketing (2) BUS 281 Mgt & Supervision (3) MBA BS Organizational Management Juris Doctor MS MBA MA Psychology ML Liberal Arts BA Psychology MBA BA Economics MBA BS Business Administration 11+ yrs President & Cofounder of My Union Journal Certificate of Training, Tech. Instructor Course Master Master Master Master Laman, Michael Business BUS 111- Business Math (1) Ph.D Higher Ed Administration (minor Adult Education) MS in Education BS Cardiopulmonary Sciences 24 yrs. Teaching/ Administrative Experience Exception (Does not exceed the 10% allowed exception rate) Quality Assurance Report, Review Page 46

47 TABLE VII -- Curriculum Summary for new option under the Business Management Technology program Quality Assurance Report, Review Page 47

48 Legend for Table VII EXHIBIT L P R O F E S S I O N A L C O M P O N E N T Standard III Curriculum Standard: At least 25 percent of the business curriculum must consist of a professional component including four of the following areas of study: a. Accounting b. Computer information applications c. Quantitative methods of analysis d. Principles of economics e. Business in society - the international environment, legal/political environment, and ethical business behavior f. Marketing g. Entrepreneurship/free enterprise h. Finance i. Management EXHIBIT M G E N E R A L E D U C A T I O N R E Q U I R E M E N T Standard III Curriculum Standard: Excellence in business education requires a foundation in general education. For accreditation, therefore, general education must include no fewer than 25 percent of the credits required for the associate degree and must consist of courses which contribute to the following educational goals: a. Written, interpretive, and oral facility with the English language. b. An historical perspective. c. An understanding of the role of the humanities in human experience. d. A personal ethical foundation. e. An understanding of social institutions and the obligations of citizenship. f. Knowledge of science and its applications. g. An understanding of contemporary technology. h. An understanding of the principles as well as the investigative strategies of the social sciences. i. An appreciation of the fine and performing arts. j. A global perspective. Quality Assurance Report, Review Page 48

49 APPENDIX Appendix A Organizational Chart Appendix B Business Graduate Exam, Section Analysis Appendix C CCSSE Results of Business Related Questions Appendix D Alumni Survey Results Appendix E Employer Survey Results Appendix F Business Advisory Committee Members Appendix G Professional Development Activities Quality Assurance Report, Review Page 49

50 Appendix A -- Organizational Chart Social Science, Business, and Education Division Organizational Chart * OAD Option Terminated, effective Fall 2010 Quality Assurance Report, Review Page 50

51 APPENDIX B -- Business Graduate Exam, section analysis (referenced in Table 1.1) The following information identifies questions by section in which 50% or more of the students missed on the Business Graduate Exam. Faculty will review each of these questions for possible edits to the question s wording while maintaining the same content. Quality Assurance Report, Review Page 51

52 Appendix B continued. Quality Assurance Report, Review Page 52

53 APPENDIX C CCSSE Results of Business Related Questions (referenced in Table 2.1) Quality Assurance Report, Review Page 53

54 APPENDIX D Alumni Survey, Spring 2010 (referenced in Table 2.2) The following graphs indicate the success rates for additional questions on the Alumni Survey that was conducted in Spring, Quality Assurance Report, Review Page 54

55 Appendix D continued Quality Assurance Report, Review Page 55