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 September 12, 2012 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. O 2. Institution Name: Morris College Date September 10, 2012 Address: 100 West College Street Sumter, SC O 3. Year Accredited/Reaffirmed: 2006 / This Report Covers Years: O 4. List All Accredited Programs (as they appear in your catalog): Bachelor of Science with majors in Business Administration and Organizational Management. O 5. 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. N/A 1

2 O 6. List all campuses that a student can earn a business degree from your institution: N/A O 7. Person completing report Name: Richard Smith, Division of Business Administration Chairman Phone: address: smithri@morris.edu ACBSP Champion name: Richard Smith ACBSP Co-Champion name: James Ibe O 8. 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): N/A Remove Note: N/A Remove Condition: N/A Do not remove note or condition. Explain the progress made in removing the note or condition: N/A O 9. 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: Many business programs place a link on their website to this QA report to meet this requirement. Information to the public, concerning our programs and our students is available from a variety of sources, starting with the Morris College Web Site, A recruiting view book, which presents all of the College s programs and campus activities, is updated annually at the beginning of each academic year. Brochures for each program are updated annually and distributed throughout the year. The annual Morris College Catalog provides updated enrollment information about the majors and the students. The Update, published each semester, summarizes and highlights information about our students, the programs, and the College. Current information is available weekly in the College s Campus Report. Information highlighting Morris College students and events are made public weekly by the Sumter Daily Item in the Education Section of the Sunday edition. Also, information is disseminated by recruiters at career fairs and related promotional activities throughout the year. 2

3 Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. N/A 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? N/A 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. Provide 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 Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Stakeholder- Performance measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, Focused persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Results Measurement instrument or processes may include end of course surveys, alumni surveys, Internship feedback, etc. Performance Measure Measurable goal What is your goal? 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 succ ess of business programs in preparing students to compete successfully for entry-level positions. Analysis of Results What is your measurement instrument or process? (Indicate length of cycle) Current Results What are your current results? Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) A. Student Instructional Survey (SIR II) Major areas assessed by the Student Instructional Report II (SIR II) Survey will score averages of 3.50 or above and 4.00 or better for the overall evaluation. Survey instrument from ETS, external, summative, comparative. All six areas assessed, , averaged scores above Overall evaluations increased for Business Administration while Organizational Management generally remained the same with a slight drop in 11/ The surveys served as a guide for the instructors, indicating which areas of their teaching practices were successful and which areas needed improvement Teaching methodologies and resources were varied by the instructors to support more effective instructional strategies. A pattern of activities for program improvement is in place to better engage the faculty with the program. SIR II Survey Overall Evaluations Dates Bus. Adm. Org. Mgt. 3/ / / / /

5 Members AREA BA OM A B C D F G I More one-onone activities need to be in place to involve and motivate students with their course content SIR II Survey Overall Evaluations /8 10/8 11/9 11/10 11/11 BA OM B. Student Organizations Phi Beta Lambda (PBL) Student participation in PBL develops their leadership skills and their participation in community activities. Internal/External Documented oncampus and local community activities. A Course Organization and Planning B Communication C Faculty/Student Interaction D Assignments, Exams, and Grading F Course Outcomes G Student Effort and Involvement I Overall Evaluation PBL members participated in on- and off-campus activities, including Business/PBL Week which includes workshops, an assembly, and other professional development activities. Success: Fund-raising by PBL members supported the following activities: Adopt-a-highway March of Dimes campaign Adopt-a-Nursing Home Measles Initiative campaign Adopt-a-family American Red Cross Adopt-a-child Attendance at national and regional PBL conferences PBL provides students with many rewarding experiences throughout the school year Promotional activities are held each semester to inform students about the organization and to encourage them to become members PBL MEMBERSHIP Year Members 07-' ' ' '11 10 '11-'12 22 PBL Membership Year

6 MEMBERS Delta Mu Delta (DMD) Establish DMD organization Internal/External DMD Chapter installation ceremony and induction ceremony programs. A DMD Chapter, Lambda Omicron, was established at the College and the initial induction ceremony was held Spring, Twelve new members were inducted into DMD at the second induction ceremony, spring A calendar of events which includes fundraising activities is needed Maintain the DMD Charter guidelines. Utilize active DMD members to carry out organized DMD activities throughout the coming school year. DMD MEMBERSHIP Members Year 10-'11 '11-'12 Honorary 6 2 Alumni 18 1 Students 8 9 Total DMD MEMBERSHIP ' '11-'12 YEAR Honorary Alumni Students 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. State the learning objectives for each program (MBA, Ph.D., BBA, AA, etc.) accredited. A program is defined as follows: a plan of study is considered a program when it requires a minimum of 12 credit hours of coursework beyond the CPC and/or is recorded on a student s transcript (ex. Business Administration: major/concentration/option/specialization in Accounting, Finance, Marketing, etc.) Program Outcomes for the Business Administration and the Organizational Management Programs. 6

7 Each graduating student will be able to: 1. understand facts, concepts, theories, methodologies, and knowledge in the core business areas. 2. relate how management concepts fit into the global business environment. 3. use a variety of media to be effective communicators. 4. solve analytical/quantitative business problems. 5. resolve problematic scenarios and cases involving diverse areas of business. 6. demonstrate and explain what acceptable ethical and professional behavior is. 7. generate a sound business research report. 8. exhibit personal and professional leadership skills. 9. examine current issues and events that affect the business world. b. Performance Results Complete the following table. Provide 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 Definition Indicator Student Learning A student learning outcome is one that measures a specific competency attainment. Results 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). (Required for each Add these to the description of the measurement instrument in column two: accredited program) Direct - Assessing student performance by examining samples of student work Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. 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. 7

8 Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Analysis of Results Current Results What are your current results? Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) A. Graduates GPAs BUS. ADMIN. GPAs: Grads 60% of graduates of the Business programs will have a GPA of 2.8 or above. Direct, formative, summative, internal. Institution records: The GPAs for organizational management majors, 2010 to 2012, increased significantly. The GPAs for business administration majors, 2010 to 2012, declined significantly. The GPAs for other majors, 2010 to 2012, slightly decreased. Students generally maintain the same level of academic performance throughout their junior and senior year, with their GPAs at graduation being similar to their GPAs when they entered the Division. Intervention strategies are in place to identify and assist the students with poor academic performance. YEAR GRADS AVG ORG. MGT. GPAs: Grads YEAR GRADS AVG MORRIS COLLEGE GPAs: Grads* YEAR GRADS AVG *Less Bus. Adm. & Org. Mgt. 8

9 B. Major Field Test (MFT) Business students taking the MFT exam will increase the scores in each of the categories by at least 5 percentage points External, summative, comparative. Major Field Test for Business from ETS. The 2008 to 2012 overall MFT scores for business administration (BA) majors and organizational management (OM) majors increased slightly. BA majors performance in each sub-category summarized from Fall 2007 to Spring 2012 by the correct percentage were highest in: 1. Marketing 2. Management 3. Legal & Social Environment Students need additional activities to better prepare them for the MFT In-house Exit Exam established to determine areas to focus on for tutorial workshops. MFT scores are factored into the capstone course grade, forcing students to be more serious about their performance with the exam BUS. ADMIN. MFT SCORES '08 TO '12 YEAR MEAN 07-' ' ' ' ' ORG. MGT. For the OM majors: MFT SCORES '08 TO '12 1. Information Systems 2. Management 3. Legal & Social Environment The lowest areas for BA majors are: 1. Finance 2. Economics 9 YEAR MEAN 07-' ' ' ' '

10 3. Accounting The lowest areas for OM majors are: 1. Quan. Bus. Analysis 2. Accounting 3. Finance MFT SUBSCORE AVERAGES FALL SPRING 2012 AREA MAJOR BA OM Accounting Economics Management Quan. Bus. Analysis Finance Marketing Legal & Social Envir Information Systems International Issues

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12 C. Capstone Course Grades 75% of students in the 2012 business programs will successfully complete the capstone courses (BUS 495-Business Policy and ORM 409-Research Project Seminar II) with a score of 2.0 or greater. Internal summative. Capstone course grades: BUS 495- Business Policy and ORM 409- Research Project Seminar II. While business administration majors have consistently met the capstone course goal, organizational management majors have failed to meet this goal for the past three years, to Recent BUS 495 scores, and 11-12, increased after three years of decreasing scores BUS 497 Business Research, which originally was BUS 460 Business Research, is more practical to be the designated capstone course for Business Administration majors. Organizational management majors need more one-onone attention to improve their academic performance Based on student s catalog requirements, BUS 497 Business Research will be phased in and the student s performance assessed. Organizational management majors will receive more intensive assistance. BUS 495 Capstone Course Avg. GPAs Year % Success GPA Average 100% 2.59 Organizational Management ORM 409 Capstone Course Avg. Major Field Test: GPAs Sub-scores Year Area % Success AVG GPA % 1.88 Accounting % Economics % Management % 1.55 Quan.Bus Analysis % 2.00 Finance 31.9 Average 65% 2.01 Marketing 39.1 Legal & Social Envir

13 Information Systems 48.5 International Issues 38.2 Standard #5 Faculty and Staff Focus Complete the following table Provide 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 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. 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 13

14 Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Current Results What are your current results? Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) 14

15 Committee Assignments Internal, summative: to Annual Committee List. Generally, faculty members were assigned to three committees each year Faculty committee assignments support the mission of the College Continue to motivate faculty to serve as active contributing committee members. AVG. COMMITTEE ASSIGNMENTS '07-'08 -- '11-'12 '07-'08 '08-'09 '09-'10 '10-'11 '11-' B. Assigned Advisees Internal, summative: to Advisee Assignment List. Four-year (F 08-S 09 to F 11-12) average per BA instructor is 30 advisees; 25 advisees per OM Three year (F 09-S 10 to F 11-12) BA advisee assignments steadily increased while 2012 Maintain up-to-date, accurate records, and arrange timely appointments with students needing assistance. BUSINESS ADMINISTRATION Advisees: F'08-S'09 to F'11-S'12 YEAR TOT AVG F'08-S' F'09-S'

16 instructor. OM advisee assignments steadily decreased. F'10-S' F'11-S' AVERAGE 30 ORGANIZATIONAL MANAGEMENT Advisees: F'08-S'09 to F'11-S'12 YEAR TOT AVG F'08-S' F'09-S' F'10-S' F'11-S' AVERAGE 25 Faculty Qualifications 16

17 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. No new members. NAME (List alphabetically by Last Name) 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 Excellence Professional Certifications Standard 5, Criterion 5.8 Scholarly and Professional Activities ACBSP QUALIFICATION 1. Doctorate 2. Professional 3. Exception Codes to Use for Scholarly Activities: A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application Standard #6 Educational and Business Process Management a. Describe how you routinely provide reliable information to the public on your performance, including student achievement. Information to the public, concerning our programs and our students is available from a variety of sources, starting with the Morris College Web Site, A recruiting view book, which presents all of the College s programs and the campus activities, is updated annually at the beginning of each academic year. Brochures for each program are updated annually and distributed throughout the year. The annual Morris College Catalog provides updated enrollment information about the majors and the students. The Update, published each semester, summarizes and highlights information about our students, the programs, and the College. 17

18 Current information is available weekly in the College s Campus Report. Information highlighting Morris College students and events are made public weekly by the Sumter Daily Item in the Education Section of the Sunday edition. Also, information is disseminated by recruiters at career fairs and related promotional activities throughout the year. For the academic school-year, additional information to the public will include the following statement: Students successfully completing a minimum of 61 academic credit-hours in the General Education Program in the Division of General Studies are transferred into the Division of Business Administration as juniors. The Division of Business Administration has a seven-semester average student retention rate of 71% and a three-year average graduation rate of 71%. 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. N/A 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. N/A 3. List any accredited programs that have been terminated since your last report. N/A Complete the following tables. Provide 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 Budgetary, financial, and market performance results examine (1) management and use of financial Market Performance Results 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. 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 18

19 Performance Measure Measurable goal What is your goal? A. Budget Business Program expenditures align with the trends to the overall expenditures for academic divisions at Morris College. What is your measurement instrument or process? (Indicate length of cycle) Internal, comparative, summative: to Yearly budget reports from the Office of Financial Services: Total Unrestricted Expenditures for: 1. All Academic divisions 2. Business Administration decrease of business students, transfer in or out of business students, student credit hour production, or comparative data. Analysis of Results Current Results What are your current results? The Budget has increased for the Division of Business Administration programs: 1. Business Administration 2. Organizational Management Analysis of Results What did you learn from the results? Adequate funding is available relative to the other divisions for the period. During the years 2008 to 2010 the budget varied slightly while the Division and the Total budget increased more significantly for 2011 and Action Taken or Improvement made What did you improve or what is your next step? 2012 Submitted budgets recommendations reflect the anticipated needs of the division. Budgeting practices emphasize the need to make conservative requests for cost effective expenditures. The appropriate allocation of budgeted funds are continually monitored. Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) BUSINESS ADMINISTRATION ALLOCATED BUDGET: Year Total Bus. Adm. Percent 2008 $3,131,364 $358, % 2009 $3,483,915 $366, % 2010 $3,542,222 $373, % 2011 $4,121,935 $473, % 2012 $4,154,342 $511, % In spite of the current economic downturn the Business program has met all financial obligations. Standard 6 - Organizational Performance Results 19

20 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 Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) B. Enrollment Internal, summative: to Annual Enrollment Report. Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units. Current Results What are your current results? Business administration enrollment for F 11-S 12 was 114, higher than the previous four years. Organizational management enrolment for F 11-S 12 was 66, lower than the previous four years. Analysis of Results What did you learn from the results? Business administration enrollment (F 07- S 08 to F 11-12) is generally consistent, with the spring semester being slightly larger. Fall 2010 enrollment dipped while the spring 2012 enrollment was slightly higher. The Organizational Management evening adult program enrollment downward trend (F 07-S 08 to F 11-12) may be attributed to a variety of factors. 20 Action Taken or Improvement made What did you improve or what is your next step? 2012 Increased coordination between the Division of General Studies and the Division of Business Administration will identify more students that should be transferred into the Division of Business Administration. Increased public promotion of the Organizational Management program will bring more entrants into the program. Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) BUSINESS ADMINISTRATION Enrollment: Year Fall Spring Total '07-' '08-' '09-' '10-' '11-'

21 Potential adult students can be reluctant to enroll because of family obligations, work responsibilities, and the economic downturn. ORGANIZATIONAL MANAGEMENT Enrollment Trends: Year Fall Spring Total '07-' '08-' '09-' '10-' '11-'

22 C. Graduation Rates Internal, summative: spring 2010 to spring Institutional records. The spring 2012 graduation rate, based on the number of fall 2009 entrants into the Division of Business Administration was 88% for business administration majors and 68% for organizational management majors The 2012 graduation rate for business administration majors was 88%, up from the 2011 low of 56%. The 2012 graduation rate for Organizational Management majors was 68%, down from the 2011 high of 74%. The Organizational Management program was made more rigorous. The students required additional time to satisfactorily complete the program requirements Detailed attention is focused on students needs to improve their academic performance to meet graduation requirements. Provide quarterly activities similar to the mid-semester intervention program that requires all faculty members meet with each failing student to identify performance problems and to generate a productive strategy for them to pass their course. BUSINESS ADMINISTRATION GRADUATION RATE S'07-S'12 YEAR RATE* SPRING % SPRING % SPRING % *Six semesters ORGANIZATIONAL MANAGEMENT GRADUATION RATE S'07-S'12 YEAR RATE* SPRING % SPRING % SPRING % *Six semesters 22

23 D. Retention Internal, summative: fall 2008 to fall Student enrollment records. The fall 2011 retention rate for business administration majors is 71% and 83% for organization management majors The average fall 2008 to fall 2011 semester to semester retention rate for business administration majors is 71% and 85% for organizational management majors. The business administration average fall semester retention rates are 23% higher than the average spring retention rates. The organizational management spring semester retention rates are 9% higher than the average fall semester retention rates Conduct more effective dialogs with students to identify the best approach to motivate them to overcome their academic deficiencies. BUSINESS ADMINISTRATION RETENTION F'08 TO F'11 YEAR RATE F'08 98% S'09 42% F'09 92% S'10 66% F'10 73% S'11 66% F'11 60% Average 71%

24 Economic circumstances and poor academic performance greatly affected the student attrition rate. ORGANIZATIONAL MANAGEMENT RETENTION F'08 TO F'11 YEAR RATE F'08 75% S'09 92% F'09 64% S'10 88% F'10 100% S'11 90% F'11 83% Average 85% 24

25 Complete the following table if you have new programs or substantially changed an accredited program. N/A No change. Standard 6, Criterion Example of a Table of Undergraduate Common Professional Component (CPC) Compliance Note: In general, classes should not show total CPC contact hours of more than 150 percent of the course s total contact hours. Exceptions to this guideline would include an interdisciplinary capstone course. The substance of this requirement also applies to schools measuring coverage by percentage of a 3-hour course. 25