Submit your report as an attachment to on or before February 27th or September 30th.

Transcription

1 Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of February 2011 Overview (O)1. Complete all information requested. Submit your report as an attachment to on or before February 27th or September 30th. This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page numbers you can remove the ACBSP examples used in this report template to help you complete the report. O2. Institution Name: Embry-Riddle Aeronautical University Date September 15, 2011 Address: 600 S. Clyde Morris Blvd, Daytona Beach FL O3. Year Accredited/Reaffirmed: 1994 /2004 This Report Covers Years: O4. List All Accredited Programs (as they appear in your catalog): BS Business Administration with Majors in Management and Transportation Master of Business Administration with specializations in Airline Management, Aviation Human Resources, Aviation Systems Management, Finance. Master of Business Administration in Aviation Management (please note change in delivery format in 1B) O5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. None 6. List all campuses that a student can earn a business degree from your institution: 1

2 Prescott, Arizona and Worldwide Campus O7. Person completing report Name: Dawna L. Rhoades, PhD Phone: address: ACBSP Champion name: Dawna L. Rhoades ACBSP Co-Champion name: Daniel Petree, Dean (Note Change in 1A) Interim Dean Michael J. Williams O8. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed Please explain and provide the necessary documentation/evidence for addressing each condition/note/ofi since your last report. Are you requesting the Board of Commissioners to remove notes or conditions (attach appendix to QA report to justify the removal): None Pending Remove Note: Remove Condition: Do not remove note or condition. Explain the progress made in removing the note or condition: O9. The business unit must routinely provide reliable information to the public on their performance, including student achievement. Describe how you routinely provide reliable information to the public on your performance, including student achievement. Note: This requirement can be addressed in Standard #4, Criterion 4.5 and Standard #6, Criterion in

3 Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. Dr. Daniel Petree has left the University and his position as Dean of the College of Business effective June 1, Our interim Dean is Dr. Michael J. Williams. The ACBSP office has been notified of the change and will be apprised when a permanent Dean is in place. b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report? The College of Business at Daytona Beach has offered an online, technology mediated version of the MBA program since Summer of 2007, however, the decision has been made by our Graduate Programs committee to discontinue the online program due to low enrollments and convert the program to a residential-only named degree, MBA in Aviation Management. Based on feedback from our Director of International and Graduate Admissions, this new degree would be considered a specialized MBA in many regions of the world, notably the Middle East. As a specialized MBA, it would qualify for government sponsorship without possessing AACSB accreditation. Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA reports. 3

4 Standard #3 Student and Stakeholder Focus Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 3 - Student and Stakeholder-Focused Results 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. Performance Measure (Competency)+ Graduating Student Survey (GSS) UG (Overall)++ Description of Measurement Instrument Survey on Student Satisfaction with general skill preparation in 18 categories; % responding that skills stronger or much stronger Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Periodic surveys should be made of graduates, transfer institutions, and/or employers 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 4 Analysis and Action Taken Results of Action Taken (occurs in the following year) Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) % % % % GSS category 18 Knowledge of Category lowest %

5 Graduating Student Survey (GSS) UG Program Quality (Overall) Graduating Student Survey (GSS) MBA (Overall) Graduating Student Survey (GSS) MBA Program Quality (Overall) Alumni Survey UG (Overall) Alumni Survey UG Degree specific skills (Overall) Alumni Survey MBA (Overall) political and physical geography; % responding that skills are stronger or much stronger Survey of degree quality in five categories; % responding good to excellent Survey on Student Satisfaction with general skill preparation in 18 categories Survey of degree quality in five categories; % responding good to excellent Survey on the 18 student skills and satisfaction; % responding very high to high preparations Survey of satisfaction with degree specific preparation; % responding very high to high preparation Survey on the 18 student skills and First year programs advising (started ) improve satisfaction with staff interaction among 18. International Business section on geography to be added FA09 Efforts taken to conduct stratified sampling to insure small program representation Efforts taken to conduct stratified Number of respondents roughly doubles Number of respondents % % % % % % % % % % % % % % % (08) 62.5% 2005 (06) 51.6% 2004 (05) 59.6% (08) 70.8% 2005 (06) 62.44% 2004 (05) 65.7% (08) 54.6% 2005 (06) 58.9% 5

6 Alumni Survey MBA online (overall Alumni Survey MBA Degree specific skills (Overall) Alumni Survey MBA online Degree specific skills (Overall) satisfaction Survey on the 18 student skills and satisfaction Survey of satisfaction with degree specific preparation Survey of satisfaction with degree specific preparation sampling to insure small program representation Action to insure the inclusion of MBA online students in University surveys roughly doubles 2004 (05) 53.4% MBA online included with 2006 survey MBA online included with 2006 survey (08) 61.3% 2005 (06) 43.95% (08) 57.4% 2005 (06) 71.5% 2004 (05) 65.7% (08) 75% 2005 (06) 74% 6

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9 Alumni schedule changed beginning in to every other year, five years from graduation rather than every year, one year after. Results from 2010 ( graduates) administration not completed yet. 9

10 Standard #4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes List outcomes, by accredited program. Many of the program outcomes should be used as part of a student learning assessment plan and be measurable. BS in Business Administration outcome goals: 1 Applying management theory/concepts into a dynamic organizational environment 2. Applying accounting and financial information for decision making in a for-profit and not-for-profit entity 3. Integrate knowledge of macro- and micro-economics into managerial decision making 4. Applying statistical and/or quantitative techniques to problem solving in organizations 5. Integrate marketing concepts/practices into executing global market strategies 6. Formulate business decisions by incorporating ethical standards and principles 7. Access, analyze, and communicate information using multiple means/media MBA outcome goals 1. Apply key organizational concepts of group dynamics, leadership, conflict resolution, ethics, and motivation in implementing organizational goals 2. Apply the concepts and strategies involved in planning, implementing, and controlling a marketing plan with special emphasis on aviation/aerospace organizations 3. Analyze financial statements and utilize corporate finance concepts and techniques in decision making within organizations 4. Access, analyze, and communicate information using multiple means/media 5. Apply statistical and quantitative analysis to solve business problems 6. Integrate knowledge of macro- and micro-economic concepts to support aviation/aerospace operations 7. Formulate and execute strategies and policies required to achieve organizational goals in the competitive environment of airlines, airports, aerospace, manufacturing, and government 10

11 b. Performance Results It should be noted that that ACBSP and/or teams from that organization can assess University assessment efforts directly by following these instructions: 1. Go to 2. Click on the blue button, Log Onto ERPP 3. At the prompt, enter erau2 for the User Name and goeagles for the Password 4. At the welcome page that opens, click on the tab at the top, Assessment Planning 5. Assessment units are listed alphabetically -> look for BS Business Administration, DB and M Business Administration, DB 6. Select a year to view the corresponding assessment plan 7. Note: plans may be printed by scrolling to the bottom of the assessment plan screen where there is a print button Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate) Performance Indicator Definition Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might (Required for each accredited program) be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Analysis of Results Performance Description of Areas of Success Analysis and Results of Action Insert Graph of Measure Measurement Action Taken Taken (occurs in Resulting Trends (Competency) Instrument the following for 3-5 Years to include year) (please graph all Formative, available data up summative, internal, to five years) external, or comparative. Major Field Test Summative, Raised percentile Changes to finance Addition of (10) 35% 11

12 (MBA) Overall score Major Field Test (MBA) Subject Areas external, comparative Summative, external, comparative (Mkt) Summative, external, comparative (Mgt) Summative, external, comparative (Fin) Summative, external, comparative (Act) standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration courses made, specifically to add more investments Following 2008 drop, test incentives added (replace lowest grade)coverage Following 2008 drop, test incentives added (replace lowest grade). Following 2008 drop, test incentives added (replace lowest grade) Following 2008 drop, test incentives added (replace lowest grade) Following 2008 drop, test incentives added (replace lowest grade) incentives appears to have improved 2009 scores. Review underway for changes in 2010 Addition of incentives appears to have improved 2009 scores. Review underway for changes in 2010 Addition of incentives appears to have improved 2009 scores. Review underway for changes in Addition of incentives appears to have improved 2009 scores. Review underway for changes in 2010 Addition of incentives appears to have improved 2009 scores. Review underway for changes in (19) 75% (26) 60% (14) 80% (36) 50% (10) 25% (19) 80% (26) 50% (14) 95% (36) 55% (10) 30% (19) 90% (26) 50% (14) 80% (36) 55% (10) 35% (19) 90% (26) 75% (14) 95% (36) 55% (10) 20% (19) 90% (26) 90% (14) 90% (36) 50% 12

13 Major Field Test (UG) Overall score Major Field Test (UG) Subject Areas Summative, external, comparative (Strat) Summative, external, comparative Summative, external, comparative (Act) Summative, external, comparative (Econ) Summative, external, comparative (Mgt) Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Following 2008 drop, test incentives added (replace lowest grade) Following 2008 drop, test incentives added (replace lowest grade); Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to 2010 Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have (10) 30% (19) 75% (26) 55% (14) 90% (36) 45% (39) 35% (67) 60% (77) 40% (51) 55% (57) 60% (39) 5% (67) 50% (75) 30% (51) 50% (57) 50% (39) 1% (67) 90% (75) 50% (51) 75% (57) 90% (39) 25% (67) 85% (75) 40% (51) 60% (57) 85% 13

14 Summative, external, comparative (Quant) Summative, external, comparative (Fin) Summative, external, comparative (Mkt) Summative, external, comparative (L&SE) Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration Raised percentile standing from initial administration waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores. Review underway for changes in 2010 Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores (39) 70% (67) 65% (75) 45% (51) 55% (57) 55% (39) 1% (67) 80% (75) 35% (51) 70% (57) 60% (39)15% (67) 70% (75) 20% (51) 50% (57) 85% (39) 25% (67) 75% (75) 30% (51) 65% (57) 65% 14

15 Summative, external, comparative (Int l) Summative, external, comparative (IS) Raised percentile standing from initial administration the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Following 2008 drop, test incentives added (replace lowest grade). Decision to waive MBA prep if students scores in the 80% Percentile standing more than doubled for Addition of incentives appears to have improved 2009 scores Review underway for changes in (39) 1% (67) 95% (75) 40% (51) 65% (57) 90% (67) 65% (75) 65% (51) 80% (57) 20% 15

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20 Standard #5 Faculty and Staff Focus Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 5 - Faculty- and Staff-Focused Results Faculty and Staff Focused Faculty and staff-focused results examine how well the organization creates and maintains Results a positive, productive, learning-centered work environment for business faculty and staff. Performance Measure (Competency) Satisfaction or dissatisfaction of faculty and staff 1 Number of Advisees Student advisees are Description of Measurement Instrument University Climate Survey. Gathers opinions from faculty and staff regarding the University environment. An in-house survey instrument is utilized An effective advisement system denoted by equitable Key indicators may include: professional development, scholarly activities, community service, administrative duties, business and industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints. Analysis of Results Areas of Success Overall satisfaction is measured by results of question The University is a good place to work. Reduced advisee load per qualified advisor results Analysis and Action Taken Survey results are for the Daytona Beach Campus faculty and staff since individual college results are not available. Average number of students per qualified advisor 20 Results of Action Taken (occurs in the following year) Measured results show a consistent increase in percentage of Agree and Strongly Agree responses by faculty and staff on the Daytona Beach Campus Improved distribution of advisees and increased emphasis on advisor training. Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) % % % % %

21 assigned to faculty. Positive, productive and learningcentered environment Professional Development number of committees distribution of students among qualified advisors. Graduating student survey administered to all graduating students. Faculty attend professional and academic conferences and workshops. Faculty are assigned to committees in the College and campus/universi ty. in more personal attention per advisee. Overall satisfaction is measured by results of question If I could start over again, I would choose the same major. Multiple proceedings, were published disseminated from these conferences and workshops. Major changes in curriculum, research and service occurred based on recommendati has steadily decreased due to training of additional faculty advisors. Survey results are for Daytona Beach College of Business students. Faculty are encouraged to attend their related discipline professional and academic conferences and workshops. Need for more faculty involvement in committees. Measured results show a consistent increase in percentage of Agree and Strongly Agree responses by Daytona Beach Business Administration graduating seniors. Increase in the number of papers presented at academic and professional conferences. Increase in number of faculty per committee % % % Academic Presentations 2 : 05-06, , , , , 30 Professional presentations 2 : 05-06, , , , , 32 Average number of faculty per committee , , , , ,

22 Scholarly Activities Faculty engage in scholarly activities to stay current and enhance their class teaching materials. Column 4-7 for scholarly & Professional activities Table. ons from these committees. Faculty publish quality journal publications and books. Faculty scholarly activities are a major metric in faculty s evaluations. Their performances in this are discussed with them in their annual evaluations. The College provides graduate assistants to help faculty with their scholarly activities. Increase in the number of faculty scholarly activities. Increase in number of graduate assistants, each assistant working for 2 faculty 10 hours per week. Additional opportunities for students with faculty working on outside grants. Scholarly activities: 05-06, , , , , 123 Number of graduate assistants (hours of waiver): 04-05,5 (45) 05-06, 6 (54) 06-07, 8 (48) 07-08, 9 (54) 08-09, 10 (57) 09-10, 10 (57) Note: Final data not yet available for for survey information or faculty development. Fall faculty evaluations for are conducted in Fall 2011 semester with opportunities for faculty rebuttal to numbers, annual inclusion of material, etc 22

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25 Faculty Qualifications Complete the next two tables for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty members previously reported. *** C.V.s attached NAME (List alphabetically by Last Name) FULL TIME Curtis, Tamilla MAJOR TEACHING FIELD Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS COURSES LIST ALL EARNED DOCUMENT OTHER TAUGHT DEGREES PROFESSIONAL (List the Courses (State Degree as CERTIFICATION Taught Documented on CRITIERA During the Transcript, Must Five Years Reporting Period, Include Major Field) Work Do Not Duplicate Experience Listing) Teaching Marketing & Management Principles of Management Social (BA 201) Responsibility & Ethics (BA 325) DBA with marketing concentration MBA Excellence Professional Certifications ACBSP QUALIFICATION 1. Doctorate 2. Professional 3. Exception 1. Doctorate PART TIME Price, Irwin Economics Economic Survey (EC 200) PhD in Economics MBA 1. Doctorate 25

26 Faculty member Abdelghany, Ahmed Highest Degree Earned Ph.D. Professio nal Certificati on Papers Presen ted Published Articles/ Manuscripts/ Books Standard 5, Criterion 5.8 Scholarly and Professional Activities Scholarly Activities Unpublishe d Articles/ Manuscript s/ Books Consulti ng D=1 D=2 D=2 D = 1 Professiona l Related Service Professional Activities Profession al Conferenc es/ Workshop s Professional Meetings Professional Membership s 1 1 Other D = 1 D = D=2 C=1 D= D= D=2 D=3 D= D=1 D= Arnaud, Anke PhD D=2 B=1 D=3 B= B=2 B=2 B=3 B= B=1 B=2 B=1 B= B=1 B= B=3 B=1 B=2 1 3 Bazargan, PhD D=1 D=2 C=2 1 1 Massoud D=2 D=2 C= D=2 B=1 D= D= D=2 D= D=2 D=

27 Borrieci, MBA 1 1 Ronald C=3 C= C=4 C= C= C=4 C= C=1 C= Chadbourne, EdD 2 Bruce D= Cunningham MBA 1 Cheryl D= D=1 A= A=1 3 1 Curtis, DBA 2 Tamilla D=1 D=2 D=2 Fedorovich, MSM D-2 3 Shirley B=1 D= B=2 D= B=2 D=1 2 27

28 B=1 D=1 1 1 Guzhva, Vitaly PhD B=2 B=3 D=2 B= B=1 B= B=1 B=2 B=1 1 4 C= B=1 B=2 C= B=1 B=3 3 4 Hays, Lee DBA C= D=1 B=2 D= D=1 D= B= Kornecki, PhD B=4 B=6 B=2 B=2 1 Luci B=5 B=3 B=3 B= B=5 B=2 B= B=3 B-2 B= B=4 C=1 B= Ledgerwood, John MS Acct CPA CMA CFM CPA CMA CFM B=1 D=1 B=2 D=1 B=1 D=1 B=1 D=1 B= D=1 D= B=1 B=1 D=1 D= B=2 D=1 B=2 D=1 D=

29 D=1 D=1 D= Raghavan, Vedapuri PhD D=2 A=2 D=2 A=2 D= D-1 D=2 D D-3 D=2 D D-3 D=1 D D-3 D=1 D-1 D=1 D= Rhoades, PhD 1 1 Dawna D=1 C=3 D=1 C= C=2 C=4 C=3 B=1 2 1 D=1 D=14 D= C=2 C=6 C=1 B=1 1 1 D=2 D=18 D= C=7 C=5 D=2 B=1 1 1 D=2 D=17 D= C=6 C=6 D=2 B=1 2 1 D=2 D=16 D=3 Reynolds, PhD D=1 B=1 A=1 1 Rosemarie D=1 B=2 A=1 1 C= C=4 D= B=1 D=1 3 C= C=1 1 D=1 Tacker, PhD D-1 D=1 Thomas A=1 B= B= C=1 29

30 C=1 Tinoco, PhD D=2 B=3 D=3 D=2 2 2 Janet B=1 B=1 B=3 D= B=2 B=1 B=3 B=2 2 3 D= B=1 B=1 B= B=1 2 Vasigh, PhD D=3 D=1 D=2 D=5 1 Bijan D=4 D=4 D=2 D= D=3 D=1 D=1 D= D=4 D=3 D=2 D= D=4 D=1 D=1 D= Waguespack PhD D=1 C=1 1 3 Blaise D=1 D= D=1 D= D=2 D= D=3 A= D=2 Williams, PhD D=1 Michael D=1 D= D=2 D= A=1 D=

31 D=1 A=1 2 2 D=1 Yu, Chunyan PhD D=3 D= D=5 D=3 D=2 D=1 4 D= D=2 D=2 D=2 D=1 3 D= D=4 D=2 D=1 D=1 3 D= D=2 D=2 3 D=1 2 Zarb, Bert DBA CPA D=3 D=2 D= B=2 A= B= B=4 B=5 B= C=4 D= A=1 A=1 B= B=4 B=6 D= B=3 B=7 B= C=1 D=1 Zou, Li PhD D=4 D=3 D= D=1 D=1 C=1 D=1 1 3 D= D=2 D=1 D= D=3 D=3 D= D=2 D=1 1 Codes to Use for Scholarly Activities: A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application 31

32 Standard #6 Educational and Business Process Management a. Describe how you routinely provide reliable information to the public on your performance, including student achievement. b. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach a Table - Standard 6, Criterion Undergraduate CPC Coverage for each program. None. 2. List any new degree programs that have been developed and attach a Table - Standard 6, Criterion Undergraduate CPC Coverage for each new program since your last report. Note change cited above in 1b to the MBA in Aviation Management format from distance learning (online) to a residential program. 3. List any accredited programs that have been terminated since your last report. See above regarding online version of MBA program. 32

33 Complete the following tables. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 6 - Budgetary, Financial, and Market Results Budgetary, Financial, and Market Budgetary, financial, and market performance results examine (1) management and Performance Results use of financial resources and (2) market challenges and opportunities. Performance Measure (Competency) Budget per student credit hour Description of Measurement Instrument Allocation of direct resources to support core business Analysis of Results Areas of Success Analysis and Action Taken Overall budget per student credit hour delivered increased by 5.8% up to 2008 and declined with financial crisis cutbacks. The return of IT courses to computer science raised number. Student credit hours increased by 10% up until Intro IT courses were removed from College, returned to Computer Science. Since no budget attached to original transfers, the resources are divided by fewer hours for Results of Action Taken (occurs in the following year) Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years) 2005/06: $ /07: $ /08: $ /09: $ /10: $

34 Standard 6 - Organizational Performance Results Organizational Effectiveness Results 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. Performance Measure (Competency) Retention Rate Enrollment Rate Enrollment Rate Description of Measurement Instrument % of students returning after first year Number of students matriculating each Fall (UG) Number of students matriculating each Fall (GR) Graduation Rate % remaining after 4 years Analysis of Results Areas of Success Analysis and Action Taken Residential enrollment held steady over the period 70 with increase in 08. Online new enrollment stopped in 04 due to organizational (campus) issues 34 Revision to website begun in 08. College tracked inquiries for online to make the case for restart. Revised courses and delivery methods (Voiceover-ppt to replace tapes. Add campaign started 07 targeting MBA Results of Action Taken (occurs in the following year) Online restart approved for SU07 new students. Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years)) % % % % % (65) (55) (61) (65) (54) % %

35 % % % Graduation Rate # remaining after 4 years Graduated-Same Program Attrition Rate % graduated-same program after 4 years Withdrew, suspended or dismissed after 4 years % % % % % % % % % % 35

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38 Appendix I Spring 2011 Climate Survey Overall, the University is a good place to work. Daytona Beach Campus Faculty and Staff Strongly Agree Neutral Disagree Strongly Total Agree Disagree 49% 40% 8% 1% 0% 100% Retention, Graduation, and Attrition Rates: First-time, Full-time, Bachelor's Degree-Seeking Students By Number of Years Since Entry and Entry Term DAYTONA BEACH College of Business Business Administration 2007 cohort 2008 cohort 2009 cohort TOTAL TOTAL # % Still at ERAU - same program # % Returned Still at ERAU - different program # % TOTAL # % After 1 year Withdrew voluntarily # % Attrited Suspended or dismissed # % TOTAL # % % % 3 8.3% % % 1 2.8% % % % % % % 1 3.1% % % % % % % 2 6.9% % % % % % % 4 4.1% % 38

39 DAYTONA BEACH College of Business Business Administration 2004 cohort 2005 cohort 2006 cohort TOTAL Retention, Graduation, and Attrition Rates: First-time, Full-time, Bachelor's Degree-Seeking Students By Number of Years Since Entry and Entry Term TOTAL # % Still at ERAU - same program # % Returned Still at ERAU - different program # % TOTAL # % Graduated - same program # % After 4 years Graduated Graduated - different program # % TOTAL # % Withdrew voluntarily # % Suspended or dismissed # % TOTAL # % % % 1 3.0% % % 1 3.0% % % 1 3.0% % % 2 5.6% 1 2.8% 3 8.3% % 2 5.6% % % 3 8.3% % % % 1 2.7% % % % % % % % 3 2.8% % % 3 2.8% % % 4 3.8% % Attrited DAYTONA BEACH Program-specific Skills: Rate your current ability level: BSBA Total # of Business Admin Respondents Very High Ability High Ability Moderate Ability Little Ability Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Applying management theory/concepts into a dynamic organizational environment 25.0% 58.3% 8.3% 8.3% 100.0% 12 Applying accounting and financial information for decision making in a for-profit and not-for-profit 8.3% 41.7% 50.0% 100.0% 12 entity Integrate knowledge of macro- and microeconomics into managerial decision making 66.7% 25.0% 8.3% 100.0% 12 Applying statistical and/or quantitative techniques to problem solving in organizations 8.3% 58.3% 25.0% 8.3% 100.0% 12 Integrate marketing concepts/practices into executing global market strategies 25.0% 25.0% 16.7% 33.3% 100.0% 12 Formulate business decisions by incorporating ethical standards and principles 50.0% 33.3% 8.3% 8.3% 100.0% 12 Access, analyze, and communicate information using multiple means/media 66.7% 8.3% 16.7% 8.3% 100.0% 12 39

40 Understands the nature of business ethics and the role of social responsibility 75.0% 16.7% 8.3% 100.0% 12 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH Program-specific Skills: Rate usefulness to current job or goal Total # of Business Admin Respondents Very Useful Useful Not Very Useful Not At All Useful Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Applying management theory/concepts into a dynamic organizational environment 25.0% 50.0% 25.0% 100.0% 12 Applying accounting and financial information for decision making in a for-profit and not-for-profit 25.0% 33.3% 41.7% 100.0% 12 entity Integrate knowledge of macro- and microeconomics into managerial decision making 16.7% 41.7% 33.3% 8.3% 100.0% 12 Applying statistical and/or quantitative techniques to problem solving in organizations 25.0% 50.0% 16.7% 8.3% 100.0% 12 Integrate marketing concepts/practices into executing global market strategies 16.7% 25.0% 50.0% 8.3% 100.0% 12 Formulate business decisions by incorporating ethical standards and principles 33.3% 66.7% 100.0% 12 Access, analyze, and communicate information using multiple means/media 50.0% 33.3% 16.7% 100.0% 12 Understands the nature of business ethics and the role of social responsibility 58.3% 33.3% 8.3% 100.0% 12 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH Program-specific Skills: Rate ERAU's preparation Very High Preparation 40 High Preparation Business Admin Moderate Preparation Little Preparation Total # of Respondents Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Applying management theory/concepts into a dynamic organizational environment 33.3% 25.0% 41.7% 100.0% 12 Applying accounting and financial information for decision making in a for-profit and not-for-profit entity 41.7% 33.3% 25.0% 100.0% 12

41 Integrate knowledge of macro- and microeconomics into managerial decision making 33.3% 41.7% 16.7% 8.3% 100.0% 12 Applying statistical and/or quantitative techniques to problem solving in organizations 8.3% 66.7% 16.7% 8.3% 100.0% 12 Integrate marketing concepts/practices into executing global market strategies 33.3% 25.0% 33.3% 8.3% 100.0% 12 Formulate business decisions by incorporating ethical standards and principles 33.3% 41.7% 16.7% 8.3% 100.0% 12 Access, analyze, and communicate information using multiple means/media 41.7% 33.3% 8.3% 16.7% 100.0% 12 Understands the nature of business ethics and the role of social responsibility 33.3% 41.7% 25.0% 100.0% 12 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH General Skills: Rate your current ability level Total # of Respondents # of Business Admin Respondents Very High Ability High Ability Moderate Ability Low Ability Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Quantitative/Mathematics 35.7% 50.0% 14.3% 100.0% 14 Basic PC software (word processing, spreadsheets, etc.) 64.3% 28.6% 7.1% 100.0% 14 Writing skills (non-technical) 42.9% 50.0% 7.1% 100.0% 14 Technical writing 28.6% 42.9% 21.4% 7.1% 100.0% 14 Speaking before an audience 21.4% 35.7% 42.9% 100.0% 14 Applied research (information gathering and analysis) 42.9% 35.7% 21.4% 100.0% 14 Critical thinking 35.7% 42.9% 21.4% 100.0% 14 Independent work 64.3% 35.7% 100.0% 14 Planning, scheduling, and carrying out projects 64.3% 28.6% 7.1% 100.0% 14 Defining and solving problems 50.0% 35.7% 14.3% 100.0% 14 Working in groups/teams 57.1% 35.7% 7.1% 100.0% 14 Leading/guiding others 28.6% 50.0% 21.4% 100.0% 14 Responsible actions and decision making 64.3% 35.7% 100.0% 14 Understanding other people and other points of view 57.1% 28.6% 14.3% 100.0% 14 41

42 Recognize the need to continue professional development throughout one's career (life-long learning) 57.1% 35.7% 7.1% 100.0% 14 Environmental awareness 28.6% 42.9% 28.6% 100.0% 14 Political and economic awareness 35.7% 28.6% 35.7% 100.0% 14 Knowledge of political and physical geography 21.4% 28.6% 42.9% 7.1% 100.0% 14 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH General Skills: Rate usefulness to current job or goal Total # of Business Admin Respondents Very Useful Useful Not Very Useful Not At All Useful Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Quantitative/Mathematics 14.3% 42.9% 28.6% 14.3% 100.0% 14 Basic PC software (word processing, spreadsheets, etc.) 64.3% 28.6% 7.1% 100.0% 14 Writing skills (non-technical) 64.3% 28.6% 7.1% 100.0% 14 Technical writing 64.3% 7.1% 28.6% 100.0% 14 Speaking before an audience 42.9% 28.6% 28.6% 100.0% 14 Applied research (information gathering and analysis) 28.6% 57.1% 14.3% 100.0% 14 Critical thinking 71.4% 21.4% 7.1% 100.0% 14 Independent work 50.0% 35.7% 14.3% 100.0% 14 Planning, scheduling, and carrying out projects 71.4% 21.4% 7.1% 100.0% 14 Defining and solving problems 64.3% 28.6% 7.1% 100.0% 14 Working in groups/teams 57.1% 35.7% 7.1% 100.0% 14 Leading/guiding others 57.1% 35.7% 7.1% 100.0% 14 Responsible actions and decision making 71.4% 28.6% 100.0% 14 Understanding other people and other points of view 57.1% 42.9% 100.0% 14 Recognize the need to continue professional development throughout one's career (life-long learning) 38.5% 38.5% 15.4% 7.7% 100.0% 13 Environmental awareness 28.6% 42.9% 28.6% 100.0% 14 Political and economic awareness 35.7% 35.7% 28.6% 100.0% 14 Knowledge of political and physical geography 14.3% 57.1% 21.4% 7.1% 100.0% 14 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. 42

43 DAYTONA BEACH General Skills: Rate ERAU's preparation Very High Preparation High Preparation Business Admin Moderate Preparation Little Preparation Total # of Respondents Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Quantitative/Mathematics 16.7% 66.7% 16.7% 100.0% 12 Basic PC software (word processing, spreadsheets, etc.) 42.9% 42.9% 7.1% 7.1% 100.0% 14 Writing skills (non-technical) 14.3% 57.1% 21.4% 7.1% 100.0% 14 Technical writing 14.3% 57.1% 28.6% 100.0% 14 Speaking before an audience 35.7% 35.7% 28.6% 100.0% 14 Applied research (information gathering and analysis) 14.3% 35.7% 42.9% 7.1% 100.0% 14 Critical thinking 14.3% 28.6% 50.0% 7.1% 100.0% 14 Independent work 35.7% 35.7% 28.6% 100.0% 14 Planning, scheduling, and carrying out projects 21.4% 57.1% 21.4% 100.0% 14 Defining and solving problems 7.1% 78.6% 14.3% 100.0% 14 Working in groups/teams 35.7% 57.1% 7.1% 100.0% 14 Leading/guiding others 14.3% 28.6% 35.7% 21.4% 100.0% 14 Responsible actions and decision making 28.6% 42.9% 21.4% 7.1% 100.0% 14 Understanding other people and other points of view 21.4% 35.7% 35.7% 7.1% 100.0% 14 Recognize the need to continue professional development throughout one's career (life-long learning) 28.6% 28.6% 35.7% 7.1% 100.0% 14 Environmental awareness 14.3% 7.1% 71.4% 7.1% 100.0% 14 Political and economic awareness 21.4% 28.6% 35.7% 14.3% 100.0% 14 Knowledge of political and physical geography 7.1% 14.3% 57.1% 21.4% 100.0% 14 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. Program-specific Skills: Rate your current ability level Total # of Business Admin (M) Respondents Very High Ability High Ability Moderate Ability Little Ability Wtd % Unwtd # 43

44 DAYTONA BEACH Apply key organizational concepts of group dynamics, leadership, conflict resolution, ethics and motivation in implementing organizational goals Apply the concepts and strategies involved in planning, implementing and controlling, a marketing plan with special emphasis on aviation/aerospace organizations Analyze financial statements and utilize corporate finance concepts and techniques in decision making within organizations Wtd % Wtd % Wtd % Wtd % 50.0% 33.3% 16.7% 100.0% % 33.3% 16.7% 100.0% % 50.0% 16.7% 100.0% 6 Access, analyze, and communicate information using multiple means/media 66.7% 16.7% 16.7% 100.0% 6 Apply statistical and quantitative analysis to solve business problems 66.7% 33.3% 100.0% 6 Integrate knowledge of macro- and microeconomic concepts to support aviation/aerospace operations Formulate and execute strategies and policies required to achieve organizational goals in the competitive environment of airlines, airports, aerospace, manufacturing, and government 33.3% 50.0% 16.7% 100.0% % 33.3% 16.7% 100.0% 6 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH Apply key organizational concepts of group dynamics, leadership, conflict resolution, ethics and motivation in implementing organizational goals Apply the concepts and strategies involved in planning, implementing and controlling, a marketing plan with special emphasis on aviation/aerospace organizations Analyze financial statements and utilize corporate finance concepts and techniques in decision making within organizations Program-specific Skills: Rate usefulness to current job or goal Business Admin (M) Not At All Very Useful Useful Not Very Useful Useful Wtd % Wtd % Wtd % Wtd % Total # of Respondents Wtd % Unwtd # 33.3% 66.7% 100.0% % 33.3% 100.0% % 100.0% 6 44

45 Access, analyze, and communicate information using multiple means/media 83.3% 16.7% 100.0% 6 Apply statistical and quantitative analysis to solve business problems 100.0% 100.0% 6 Integrate knowledge of macro- and microeconomic concepts to support aviation/aerospace operations Formulate and execute strategies and policies required to achieve organizational goals in the competitive environment of airlines, airports, aerospace, manufacturing, and government 66.7% 16.7% 16.7% 100.0% % 33.3% 16.7% 100.0% 6 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH Apply key organizational concepts of group dynamics, leadership, conflict resolution, ethics and motivation in implementing organizational goals Apply the concepts and strategies involved in planning, implementing and controlling, a marketing plan with special emphasis on aviation/aerospace organizations Analyze financial statements and utilize corporate finance concepts and techniques in decision making within organizations Program-specific Skills: Rate ERAU's preparation: MBA Very High Preparation Business Admin (M) High Preparation Moderate Preparation Little Preparation Wtd % Wtd % Wtd % Wtd % Total # of Respondents Wtd % Unwtd # 16.7% 33.3% 50.0% 100.0% % 16.7% 16.7% 33.3% 100.0% % 33.3% 33.3% 16.7% 100.0% 6 Access, analyze, and communicate information using multiple means/media 16.7% 66.7% 16.7% 100.0% 6 Apply statistical and quantitative analysis to solve business problems 66.7% 33.3% 100.0% 6 Integrate knowledge of macro- and microeconomic concepts to support aviation/aerospace operations Formulate and execute strategies and policies required to achieve organizational goals in the competitive environment of airlines, airports, aerospace, manufacturing, and government 50.0% 16.7% 33.3% 100.0% % 16.7% 33.3% 16.7% 100.0% 6 45

46 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH General Skills: Rate your current ability level Total # of Respondents # of Business Admin (M) Respondents Very High Ability High Ability Moderate Ability Low Ability Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Quantitative/Mathematics 50.0% 50.0% 100.0% 6 Basic PC software (word processing, spreadsheets, etc.) 83.3% 16.7% 100.0% 6 Writing skills (non-technical) 50.0% 16.7% 33.3% 100.0% 6 Technical writing 60.0% 40.0% 100.0% 5 Speaking before an audience 33.3% 33.3% 33.3% 100.0% 6 Applied research (information gathering and analysis) 66.7% 33.3% 100.0% 6 Critical thinking 66.7% 33.3% 100.0% 6 Independent work 50.0% 33.3% 16.7% 100.0% 6 Planning, scheduling, and carrying out projects 66.7% 33.3% 100.0% 6 Defining and solving problems 50.0% 33.3% 16.7% 100.0% 6 Working in groups/teams 66.7% 33.3% 100.0% 6 Leading/guiding others 50.0% 50.0% 100.0% 6 Responsible actions and decision making 50.0% 50.0% 100.0% 6 Understanding other people and other points of view 16.7% 66.7% 16.7% 100.0% 6 Recognize the need to continue professional development throughout one's career (life-long learning) 66.7% 33.3% 100.0% 6 Environmental awareness 16.7% 50.0% 33.3% 100.0% 6 Political and economic awareness 66.7% 33.3% 100.0% 6 Knowledge of political and physical geography 50.0% 33.3% 16.7% 100.0% 6 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. General Skills: Rate usefulness to current job or goal Business Admin (M) Not At All Very Useful Useful Not Very Useful Useful Wtd % Wtd % Wtd % Wtd % 46 Total # of Respondents Wtd % Unwtd #

47 DAYTONA BEACH Quantitative/Mathematics 50.0% 50.0% 100.0% 6 Basic PC software (word processing, spreadsheets, etc.) 83.3% 16.7% 100.0% 6 Writing skills (non-technical) 66.7% 16.7% 16.7% 100.0% 6 Technical writing 66.7% 33.3% 100.0% 6 Speaking before an audience 83.3% 16.7% 100.0% 6 Applied research (information gathering and analysis) 50.0% 50.0% 100.0% 6 Critical thinking 83.3% 16.7% 100.0% 6 Independent work 50.0% 33.3% 16.7% 100.0% 6 Planning, scheduling, and carrying out projects 83.3% 16.7% 100.0% 6 Defining and solving problems 83.3% 16.7% 100.0% 6 Working in groups/teams 83.3% 16.7% 100.0% 6 Leading/guiding others 83.3% 16.7% 100.0% 6 Responsible actions and decision making 83.3% 16.7% 100.0% 6 Understanding other people and other points of view 50.0% 50.0% 100.0% 6 Recognize the need to continue professional development throughout one's career (life-long learning) 50.0% 33.3% 16.7% 100.0% 6 Environmental awareness 33.3% 16.7% 16.7% 33.3% 100.0% 6 Political and economic awareness 66.7% 33.3% 100.0% 6 Knowledge of political and physical geography 50.0% 33.3% 16.7% 100.0% 6 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH General Skills: Rate ERAU's preparation Very High Preparation Business Admin (M) High Preparation Moderate Preparation Little Preparation Total # of Respondents Wtd % Wtd % Wtd % Wtd % Wtd % Unwtd # Quantitative/Mathematics 33.3% 33.3% 33.3% 100.0% 6 Basic PC software (word processing, spreadsheets, etc.) 50.0% 33.3% 16.7% 100.0% 6 Writing skills (non-technical) 50.0% 50.0% 100.0% 6 Technical writing 50.0% 50.0% 100.0% 6 Speaking before an audience 50.0% 33.3% 16.7% 100.0% 6 Applied research (information gathering and analysis) 33.3% 50.0% 16.7% 100.0% 6 47

48 Critical thinking 33.3% 33.3% 16.7% 16.7% 100.0% 6 Independent work 16.7% 16.7% 66.7% 100.0% 6 Planning, scheduling, and carrying out projects 33.3% 33.3% 33.3% 100.0% 6 Defining and solving problems 50.0% 33.3% 16.7% 100.0% 6 Working in groups/teams 50.0% 50.0% 100.0% 6 Leading/guiding others 33.3% 16.7% 33.3% 16.7% 100.0% 6 Responsible actions and decision making 33.3% 16.7% 33.3% 16.7% 100.0% 6 Understanding other people and other points of view 33.3% 16.7% 33.3% 16.7% 100.0% 6 Recognize the need to continue professional development throughout one's career (life-long learning) 16.7% 50.0% 16.7% 16.7% 100.0% 6 Environmental awareness 16.7% 66.7% 16.7% 100.0% 6 Political and economic awareness 16.7% 16.7% 33.3% 33.3% 100.0% 6 Knowledge of political and physical geography 16.7% 33.3% 50.0% 100.0% 6 %'s are weighted to correct for disproportionate response rates. Unwtd'=unweighted, 'Wtd'=weighted. Source: Alumni Survey, Classes of (~5 yrs later). Institutional Research, 11/09. DAYTONA BEACH Apply key organizational concepts of group dynamics, leadership, conflict resolution, ethics and motivation in implementing organizational goals Apply the concepts and strategies involved in planning, implementing and controlling, a marketing plan with special emphasis on aviation/aerospace organizations Analyze financial statements and utilize corporate finance concepts and techniques in decision making within organizations Program-specific Skills: Rate your current ability level Business Admin - Av Mgmt (online) (M) Very High Ability High Ability Moderate Ability Little Ability Wtd % Wtd % Wtd % Wtd % 48 Total # of Respondents Wtd % Unwtd # 55.6% 33.3% 11.1% 100.0% % 33.3% 22.2% 100.0% % 22.2% 22.2% 100.0% 9 Access, analyze, and communicate information using multiple means/media 66.7% 11.1% 22.2% 100.0% 9 Apply statistical and quantitative analysis to solve business problems 55.6% 44.4% 100.0% 9 Integrate knowledge of macro- and microeconomic concepts to support 33.3% 33.3% 33.3% 100.0% 9