Maryland Independent College and University Association Cultural Diversity Survey

Transcription

1 Maryland Independent College and University Association Cultural Diversity Survey Due Date: April 15, 2009 Name of person completing survey: Pamela Cranston (with assistance from numerous CBS colleagues) Title of person completing survey: Vice Dean for Operations & Vice Provost for International Programs Institution: Carey Business School General institutional questions 1. Describe efforts the institution has made in the past two years to create an environment of support for underrepresented ethnic groups. In responding to this question, you may include some of the following examples: Activities / events taking place at the institution that enhance cultural diversity; a. Patrick Madsen, Director of Professional Career Services, participates in the CBS new student orientation program that provides special attention to incoming international students in order to provide them with specific skills for understanding American business culture, career development in the US, and how to integrate more effectively with their American student colleagues. b. The Carey Business School is a national leader in the educational preparation and development of advancing minority leaders and professionals in business, government and nonprofit leaders through its Leadership Development Program (LDP) for Minority Managers that will soon begin its 20th Anniversary year. To date there are more than 700 African American, African, Asian and Latino LDP graduate. The LDP is the nation s first graduate-level program specifically developed to enhance leadership and decisionmaking skills for beginning to mid-level minority managers with demonstrated potential for further advancement. Activities include a graduate-level certificate program, alumnistudent networking programs, and annual fundraising gala. c. Ads in Hispanic newspaper (in Spanish) to recruit students to LDP ran in fall d. Beginning in summer 2007, the Carey School established a partnership with University of Augsburg, Germany. Students and faculty from both institutions interact and collaborate on MBA program-related projects, engaging in academic and social/cultural international exchange. e. Beginning in fall of 2007, the Carey School established a collaborative partnership with the Environmental Design and Graphic Design Departments of the Maryland Institute College of Art (MICA) to develop a joint course to provide immersion into the design world for CBS marketing students, and immersion into the business world for MICA

2 design students. Students work collaboratively in consulting teams on a capstone project for a company/organization in Baltimore. f. For the past several years, the Carey School has participated as an instructional partner in America's Health Insurance Plans (AHIP) Minority Management Development Program, which offers a unique professional development opportunity to employees of diverse ethnic backgrounds, early in their middle-management careers in the health insurance industry. This innovative program enables employees to expand their knowledge of the health insurance industry and develop leadership skills to help advance the industry. Both AHIP and the Johns Hopkins Carey Business School share a commitment to diverse employee representation in leadership and management roles. g. In , the Carey School explored developing a partnership to create a Music Administration program as a joint venture between the Peabody Institute and the Carey Business School. As an interim step in this process, business faculty served as guest lecturers for the Music Administration course. h. With its annual Entrepreneur Conference, initiated 2007, the Johns Hopkins Carey Business School brings representatives of diverse small businesses to campus to discuss business experiences, objectives, and practices with students. i. The school participated in National Society of Hispanic MBAs (NSHMBA) in 2007 (academic sponsor) and The Washington, DC chapter regularly uses the Carey School s facilities in Washington, DC for its meetings and conferences. Interim Dean Pam Cranston was keynote speaker at their annual conference in j. The Johns Hopkins Carey Business School Career Services Office, in conjunction with JHU CBS International Services, hosted an International Week in November 2007, bringing various speakers/activities to DC and Baltimore. k. The Carey School participates in JHU s annual diversity conference. l. School personnel and financial support of the club activities of the International Business Club, Korean Student Association and Association of Greater China. m. Visibility and promotion of all clubs at new student orientations. n. Faculty and staff Diversity Training o. CBS Committee on Diversity and Inclusion (CODI) meetings, surveys, and promotion of diversity in all areas of the school. The CODI provides advice, internal research and strategies for creating and sustaining a climate where faculty, staff and students can contribute their ideas and talents to build the Carey Business School into a leading 2

3 workplace and environment for learning. CODI participates in the constructing of annual diversity and inclusion goals for the Carey Business School for the Office of Institutional Equity. CODI is beginning to extend its reach into the external Baltimore community beyond the confines of CBS. This future activity and engagement will be entered into strategically. Inclusion of cultural diversity in the institution s mission statement or other written policies; a. Mission Statement: The Johns Hopkins University Carey Business School, a premier humanistic learning community, develops global business leaders and transforms organizations, communities and society through discovery, education, entrepreneurship, and engagement. b. Our five values are: Humanity: We believe excellence is achieved by creating an open environment that promotes integrity, compassion and humility. We are committed to sustaining a trusting and supportive environment that respects and celebrates diversity in all forms. Optimism: We approach challenges with a commitment to making a difference. Creativity: We encourage creativity, innovation and intellectual flexibility among all our students, faculty and staff. Accountability: We hold our faculty, staff, students and other members of the Carey community accountable for their behavior. Similarly, the Carey Business School, as an entity, is accountable for its actions. Service: We are committed to serving regional, national and global communities and to solving societal problems. c. Our positioning statement expresses a commitment to and appreciation for diversity: At the Johns Hopkins University Carey Business School, we are committed to transforming business education through a uniquely humanistic, integrated approach to instruction and research. Our philosophy is rooted in a strong sense of optimism, our belief that innovation begins with critical thinking and creativity, and our unflinching desire to make a difference in the world. By uniting pivotal societal issues including health, poverty, education, and environmental sustainability with business education, we endeavor to improve lives on a global scale with humility, flexibility, and a deeply entrepreneurial spirit. The Johns Hopkins Carey Business School. Where business is taught with humanity in mind. d. Diversity of thought and opinion are promoted and protected in both the course syllabus and school Honor Code. Community outreach programs that bring underrepresented groups to campus and/or that bring college personnel to community groups (i.e., schools, youth groups, community or civic associations, nonprofit organizations, etc.); 3

4 a. Every year, except this one, Maria Izquierdo-Whitaker (Associate Director of Financial Aid) and one staff member volunteer to participate in the local tri-state You Can Afford College Sunday to help Maryland residents and their parents complete the FAFSA. Merci also staffed early intervention events for the Hispanicspeaking population. These are not new: they are a continuation of a successful strategy. Michele Bowser, our new Associate Director, will take over this function next spring. b. For some years, Laura Donnelly, Director of Financial Aid, taught a workshop on Financing your Higher Education for JHU s Career Mgmt Program for Faculty and Staff twice a year. c. JHU CBS Career Services is currently partnering with the National Society of Hispanic MBAs on a number of workshops and seminars relating to career development to provide our current students and members of NSHMBA with relevant and up-to-date strategies for job searching and preparing themselves professionally. d. JHU CBS Career Services also attends the National Black MBA Association conference and career fair to assist our students on the ground in preparing for their interactions with potential employers and others. Patrick Madsen, Director, regularly presents to culturally diverse groups of high school students and college students about the college experience and understanding their career development. e. The Carey School hosted Baltimore City Girl Scouts Cookie Conference in August 2007, focusing on leadership and business skills. f. In 2007 and 2008, Carey Business School faculty taught finance as part of the Save Baltimore and Stocks in the Future programs in area public schools. This year the School is participating in the Baltimore City Youthworks Program which provides high school students age 15 and over the opportunity to gain work experience and exposure to the Johns Hopkins Institutions through a Summer Jobs program. Two departments within the School will be hiring and mentoring four individuals during the month-long program. g. In the fall and during the holidays, each Campus Center collects school supplies, food stuffs and clothing for needy area residents. h. We have an ad hoc staff committee which will soon be staffed full-time that organized Carey volunteers to serve breakfast at the Ronald McDonald House. Publications that reflect diversity; 4

5 a. CBS marketing publications and the Web site reflect diversity by including photographs of students, alumni, and faculty that span ethnic, racial, national, and age, and gender groups. b. CBS marketing publications contain statements that encourage and reflect diversity. For example: This interdisciplinary program reflects our conviction that explicitly linking business skills and social awareness in a global context enables firms to be successful while creating enduring value for society. c marketing brochures contain this commitment to cultural diversity: At the heart of a Johns Hopkins Carey Business School education is the conviction that businesses are successful and sustainable when they operate in vibrant, prosperous communities and that every business leader has a responsibility to society at large. Our graduates are equipped to assume leadership positions in the financial, industrial, scientific, health care, nonprofit, and technological sectors, with the understanding that every business leader must think creatively, manage ethically, and embrace diversity. d. The school s publications include a statement on the university s commitment to diversity: Johns Hopkins University is committed to recruiting, supporting, and fostering a diverse community of outstanding faculty, staff, and students. As such, Johns Hopkins does not discriminate on the basis of gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, religion, sexual orientation, gender identity or expression, veteran status, or other legally protected characteristic in any student program or activity administered by the University or with regard to admission or employment. Defense Department discrimination in ROTC programs on the basis of sexual orientation conflicts with this University policy. The University continues its ROTC program, but encourages change in the Defense Department Policy. Institutional diversity goals. The school s strategic plan makes a strong commitment to diversity. Describe how the institution assesses its performance in promoting cultural diversity. a. CBS conducts a climate survey in the years opposite the university s climate survey. Results are analyzed and action plans developed for the school and the school s CODI. The CODI has also participated in the development and framing of the 2008 Johns Hopkins University Student Climate Survey and in the development and implementation of the recently concluded 2009 Johns Hopkins University Climate Survey. CODI works 5

6 jointly with the Johns Hopkins Diversity Leadership Council and with other diversity and inclusion councils at johns Hopkins. b. The CBS has begun to incorporate an assessment system that focuses on outcomes and a rising spiral of continuous improvement for both academic programs and administrative units. Central to this is the School s mission and its corresponding five core values of the School, one of which is humanity. Within each administrative unit, goals and strategies are developed to address the School s mission and values. In addition the academic programs have five key learning goals - including embrace and function in diverse business contexts and create business solutions that address social problems and are developing learning outcomes, experiences and assessments to ensure that inclusion and diversity are components in the effort to address the goals and reflect the values of the School. As this system unfolds each of the academic programs and the administrative units will collect and analyze data related to cultural diversity, including underrepresented groups and use the results to inform resource and support needs. 2. What program would you like to implement to enhance cultural diversity if resources were available? a. [From Dr. Toni Ungaretti, Assistant Dean and Director of the Office of Learning] An experiential program that places faculty, staff, and students in a different cultural context so that they can (1) grow in their appreciation for the value of different perspectives and (2) develop a greater sensitivity to those who are from underrepresented groups. Such learning took place among our students when they were the underrepresented with language and cultural differences than their colleagues and clients. b. [From Barbara Wallace, Director of Marketing, Communications, and Public Affairs] I would like to see the faculty, students and alumni lead a forum on cultural diversity inviting business leaders and representatives from other business schools to examine the roles and responsibilities of the business school and the business organization in fostering diversity and to explore the benefits to businesses and society at large in seeking and maintaining a multicultural workforce. c. [From Jennifer Dotzenrod, Director of Student Services] (1) Ongoing training for staff and faculty around diversity issues; (2) Leadership training for student leaders with an emphasis on the diversity; (3) Ongoing cultural programs for students aimed at broadening understanding of different cultures and their economic systems. Questions specific to students 6

7 1. Describe efforts the institution has made in the past two years to recruit a diverse student population? In responding to this question, you may include some of the following examples: The MBA program offers continues to sponsor and support events associated with the National Black MBA Association and the National Hispanic MBA Association. Most recently, we attended the National Black MBA education fair in Richmond, Va. In addition, our Leadership Development Program is for minority managers and serves as a pipeline for all our MBA and MS programs. Financial aid or scholarships to promote cultural diversity; a. Two years ago, Financial Aid standardized and made available all our aid information 24/7/365; it was that change that resulted in the explosion of the aid applicant/recipient population from the s in the mid-nineties to the 2000 applicants/ recipients we have today. It started with our fulfillment section (Adrian) mailing the Financial Aid Fact sheet to every prospect regardless of whether their inquiry mentioned financial aid. Then, when we put everything on-line, the volume shot thru the roof. Whether this increase increased the overall percentage of culturally diverse students someone from IT would have to calculate. b. Because of Title IX, CBS does not have any scholarships which are restricted to minority or culturally diverse students. However, all of the scholarship review committees now take financial need into account in awarding, and there is traditionally a high correlation between economic hardship and minority status. c. LDP has a series of scholarships including the Nathan Sanders scholarship and QVC scholarships. College preparation and intervention programs targeted for culturally diverse students; and a. Sondra Smith, Director of Admissions, attended grad fair at Bowie State University- Historically Black College and University (HBCU) b. Sondra Smith sponsored National Society of Hispanic MBA DC chapter event for prospective graduate students of Hispanic descent workshop on getting an MBA including panel discussion by admissions directors in the Washington DC area, MBA students and alumni c. Sondra Smith attended National Society of Black MBA Association College Fair day in Richmond VA 7

8 d. English Language writing and conversations classes e. Improved International New Student Orientation and services to provide better information regarding housing, transportation and more events for our International students. f. Special programs on obtaining an H-1 Visa and OPT. Student orientation policies that incorporate cultural diversity. a. The Carey CODI participates in new student orientation. b. International students attend New Student Orientation as well as International Student Orientation. c. Discussion of Honor Code during orientation d. Because of our current part time status, we do not assign work groups, housing, or cohorts where policies of inclusion and diversity can be highlighted. How involved are students of color in campus leadership? What is the institution doing to encourage students to become involved in leadership? Currently the school offers minimal opportunities for leadership roles. However, of our current club presidents, approximately 40% are students of color. Questions specific to faculty Describe efforts the institution has made in the past two years to recruit a diverse faculty. In responding to this question, you may include some of the following examples: The School has been active and successful in recruiting diverse faculty by strongly encouraging women and minorities to apply for our openings, and by advertising in national journals/websites such as: The Hispanic Outlook in Higher Education, Women in Higher Education, The Journal of Blacks in Higher Education, The Chronicles of Higher Education, and others within specific subject areas. In addition, current School faculty networked and solicited applications from women and minority candidates within their professional areas, and individual s were sent to women and minority faculty throughout JHU requesting their support in finding qualified faculty. Questions specific to administrators (Deans, VPs, etc.) How is cultural diversity reflected in the institution s leadership? In responding to this question, you may include some of the following examples: 8

9 With the hiring of a diverse faculty, the school has additionally appointed three of the new minority faculty members to administrator roles; two to Vice-Dean positions and one to an Associate Dean position. PLEASE SUBMIT SURVEY RESPONSES BY April 15, 2009, TO: Maryland Independent College and University Association 60 West Street, Suite 201 Annapolis, MD Or electronically to Diane Hampton: (dhampton@micua.org) 9