Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Business Programs

Transcription

1 Overview (O)1. Complete all information requested. Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Business Programs Current as of December 2011 Submit your report as an attachment to on or before February 27th or September 30th. O 2. 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 3. Institution Name: Stark State College Date: September 28, 2012 Address: 6200 Frank Ave. N.W., North Canton, OH O 4. Year Accredited/Reaffirmed: 2006 / This Report Covers Years: Fall 2010 Spring 2012 O 5. List All Accredited Programs (as they appear in your catalog): Accounting Administrative Office Professional Business Management Corporate Finance Entrepreneurship Financial Services Judicial Reporting & Captioning Legal Assisting Marketing Management Business Administration (Associate of Arts) Fashion Merchandising (Associate of Arts) O 6. 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. The Automotive and Transportation Department is part of the Business & Studies Division but its programs are not accredited by ACBSP. There is a page on the Stark State College website for each program that we offer. The programs that have achieved accredited status have the ACBSP Accredited logo displayed on the program page. 1

2 O 7. List all campuses that a student can earn a business degree from your institution: Main campus Alliance satellite center Barberton satellite center Carrollton satellite center Downtown Canton satellite center Massillon satellite center Navarre satellite center Plain satellite center Portage Lakes satellite center Uniontown/Hartville satellite center estarkstate (online) O 8. Person completing report Name: Margaret Atkinson, Pamela S. Benner, Sandra L. Fuline, Pamela Janson, Gloria Komer, Helen Mandalinich, Jonathan Mitchell, Michael Zerbe Phone: (330) address: gzink@starkstate.edu, pbenner@starkstate.edu ACBSP Champion name: Dr. Glenda Zink, Dean, Business and Studies Division ACBSP Co-Champion name: Pamela S. Benner, Assistant Professor/Programs Coordinator, Accounting & Finance Department O 9. 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): Remove Note: Remove Condition: Do not remove note or condition. Explain the progress made in removing the note or condition: The Quality Assurance Report that we submitted in 2010 received no Notes or Conditions. The Quality Assurance Report Review Form (dated November 11, 2010) contained one Opportunity for Improvement. As a result of this OFI, our business unit is continuously monitoring the performance measure used to assess our Student Learning Results. In addition, we are currently researching external assessment tools to supplement the internal tools that are already in place. O 10. 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. We routinely provide reliable information to the public on the college s performance (including student achievement) though our website: Once this Quality Assurance Report is approved, we will also place a link on our website to this report. Note: Many business programs place a link on their website to this QA report to meet this requirement. 2

3 Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. On June 2, 2010, the board of trustees of Stark State College of Technology approved a resolution authorizing a name change from Stark State College of Technology to Stark State College to better reflect the college s current mission and status, and submitted for the Ohio Board of Regents approval pursuant to section of the Ohio Revised Code a request to change its charter to Stark State College. On November 23, 2010, the Chancellor of the Ohio Board of Regents issued directive approving the request to change the name of the college to Stark State College. Dr. Para Jones became President of Stark State College effective January 31, Stark State College reorganized our academic divisions effective with the Fall 2011 semester. The Administrative Services and Office Applications (ASOA, formerly AOT) Department is now part of the Information Technology Division. As a result of this change, ASOA may not be a part of our ACBSP accreditation with our next Quality Assurance Report in 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. No new sites have been added since our last report. 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 Stakeholder-Focused Results Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Performance measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building. Measurement instrument or processes may include end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Current Results What are your current results? 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 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) 4

5 100% of the Business & Studies Division programs will hold an advisory board meeting annually to review current curriculum and solicit input into business needs as well as assess employment opportunities for our students. Division Administrative Assistant records the minutes of each meeting and logs each department s meeting dates. For the last five academic years, 100% of the Business & Studies Division programs have been holding an advisory board meeting annually. Desired results were achieved as all departments are meeting annually with advisory boards. All departments met with their advisory boards annually per the goal that was set. This practice will be continued and monitored. 100% 80% 60% 40% % of Programs Holding Advisory Board Meetings 100% 100% 100% 100% 100% 20% 0% 5

6 The Business and Studies Division will have a placement rate of 85% or higher of graduating students who responded to the annual graduation survey. Annual reporting of each year s graduates as determined by the college. Graduate placement is based on the official data gathered by the SSC Career Development Office. In the five years of data collection reported, an average of 86% of the Business and Studies Division students who responded to the survey were employed or continuing their education. The goal was increased to 85% beginning with the 2007 reporting data. In 2007 the new goal was not met and dipped slightly in 2010 to 84.2%, but was met in all other years. The standard will be kept at 85%. None required and we will continue to monitor placement rates. Stark State College has hired an Internship Coordinator and an Alumni Coordinator, as well as a new Director of Career Development. They are much more active in building relationships and communicating with employers to provide opportunities for our students. 100% 80% 60% 40% 20% 0% % of Graduate Placement 82.0% 89.0% 87.5% 84.2% 87.0%

7 80% of the courses taught by the Business faculty evaluated by students will receive an overall 1.5 or lower weighted average on the Student Evaluation of Instruction form. The rating scale for the evaluation questions are from 1 (being the best) to 4 (being the worst). Student Evaluation of Instruction surveys administered all fall and spring semesters. Over the past 9 semesters, in excess of 80% of the courses evaluated have successfully met the weighted average of 1.5 or lower. The standard has been met successfully. The Business and Studies Division will continue to monitor and analyze the overall evaluation results % of Faculty Scoring 1.5 or Lower on Evaluations F07 S08 F08 S09 F09 S10 F10 S11 F11 7

8 At least 70 percent of Business and Studies students will express satisfaction with their academic environment. In 2008 we had a goal of 90%, but the 2011 survey was conducted and analyzed to include neutral opinions from students making the results from 2008 to 2011 incomparable. Thus we have revised our goal in keeping with national norms to seek 70% satisfaction. Because the results are significantly different due to this change, 2008 survey results are not being presented for comparison. The ACT Student Opinion (Satisfaction) Survey was administered in both the Fall 2008 and Fall 2011 semesters to current SSC students. Data for Business and Studies students was extrapolated from the collegewide survey in twelve categories related to academic environment. Seventy percent (70%) or greater of the students expressed that they were satisfied or very satisfied in 9 of the 12 areas related to academic environment. The Business & Studies Division results equaled or exceeded the national norms in nine of 12 categories. Satisfaction with the outof-class availability of instructors (#4), availability of advisor (#9), and value of information from advisor (#10) were rated below national benchmark scores as was the case in 2008 s survey. The Dean of the Business and Studies division will continue working to address the satisfaction rating of below 70 percent in these areas. The ACT Student Opinion Survey will be administered again in the Fall 2014 semester, at which time comparisons will be made to the 2011 results. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% ACT Student Opinion Results for BES Students from 2011 Survey 86% 78% 76% 62% 80% 78% 82% 70% 55% 61% #1: Testing/grading system #2: Course content in major area #3: Quality of instruction in major area #4: Out of class availability of instructors #5: Attitude of teaching staff toward students #6: Variety of course offerings #7: Class size relative to course type #8: Flexibility to design own program #9: Availability of advisor #10: Value of information from advisor #11: Program challenge #12: Preparation for chosen occupation 78% 74%

9 Standard #4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes List outcomes, by accredited program - Program outcomes should be used as part of a student learning assessment plan and be measurable. Please See Pages

10 PROGRAM NAME: Associate of Arts DIVISION: Business and Studies Fashion Merchandising PROGRAM CHAIR/COORDINATOR: Dan Fuline, Jr. DATE REVISED: September 2012 Technical Competencies Organize multiple business operations, plan for and pursue expansion and make decisions using a team-based approach. Assessment Method(s) The student will be assessed by team-based projects, presentations and written assignments throughout the curricula. Demonstrate ability to effectively communicate ideas and concepts in a professional presentation format appropriate to the fashion industry. Analyze economic, sociological, and psychological factors and international supply chain issues affecting the fashion industry and incorporate elements from internal and external environments for goal and strategy development. Demonstrate ability to effectively manage, motivate and delegate resources in an ever-changing business environment. Demonstrate ability to analyze the fashion marketplace and industry opportunities using qualitative and quantitative measures. The student will demonstrate ability to effectively communicate through individual and group presentations utilizing PowerPoint, videotaping, and other visual techniques relevant to the fashion industry. The student will be evaluated by the various company analysis assignments throughout the curricula. The student will also be assessed through projects investigating the factors affecting contemporary fashions. The student will be assessed by their ability to manage and delegate tasks and responsibilities involved in the team-based projects throughout the curricula. The student will demonstrate ability to use and analyze appropriate quantitative tools (e.g., Excel) for measurement and analysis. The student will further be assessed on the on research and writing projects relating to the field. 10

11 PROGRAM NAME: Associate of Arts - DIVISION: Business and Studies Business Administration PROGRAM CHAIR/COORDINATOR: Dan Fuline, Jr. DATE REVISED: September 2012 Technical Competencies Organize multiple business operations and make decisions using a team-based approach. Assessment Method(s) The student will be assessed by team-based projects, presentations and written assignments throughout the curricula. Demonstrate ability to effectively communicate ideas and concepts in a professional presentation format. Analyze and incorporate elements from internal and external environments for goal and strategy development. Demonstrate ability to effectively manage, motivate and delegate resources in an ever-changing business environment. Demonstrate ability to utilize and analyze quantitative measures efficiently. The student will demonstrate ability to effectively communicate through individual and group presentations utilizing PowerPoint, videotaping, etc. The student is further assessed by the completion of a capstone individual business simulation project related to managing multiple business operations in a changing environment. The student will be evaluated by the various company analysis assignments throughout the curricula. The student is further assessed by the development of effective strategic business plans implemented in the capstone course. The student will be assessed by their ability to manage and delegate tasks and responsibilities involved in the team-based projects throughout the curricula. The student will demonstrate ability to use and analyze appropriate quantitative measures for annual financial reporting. The student will further be assessed on the utilization of Excel and other management software applications. 11

12 PROGRAM NAME: Accounting DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Donald Mullen DATE REVISED: September 2012 Technical Competencies Prepare and analyze the various types of financial information essential for internal and external recordkeeping, reporting and decision making in both the private and not-for-profit environments. Interpret and apply applicable laws and regulations for the purpose of various types of tax reporting, compliance and planning. Apply appropriate mathematical and statistical concepts, such as probability and the time value of money, to business models. Assessment Method(s) The student will successfully prepare and analyze financial statements in Financial Accounting along with successful completion of tests and outside projects. In Business Finance, the capstone course, the student will successfully complete the capstone project. In Government and Not-for-Profit, the student will successfully perform financial reporting and analysis of budgets. The student will gain a basic understanding of tax law and the related tax forms for businesses and individuals. The student will successfully complete in-class examinations and outside-of-class individual projects. The student will successfully complete the Quantitative Business Statistics projects to show application to business decision making. Identify and implement sound internal accounting controls to ensure safeguarding of an entity s assets, preparation and reporting of reliable financial information, and compliance with applicable laws and regulations. The students will successfully complete in-class examinations and a business ethics project, in addition to discussion and analysis of in-class videos on internal control and compliance topics. 12

13 PROGRAM NAME: Administrative Office Professional DIVISION: Information Technology PROGRAM CHAIR/COORDINATOR: Rene Eneix DATE REVISED: September 2012 Technical Competencies Students will be able to use resources, make decisions and exhibit proficiency in the use of office procedures and information systems used in automated office environments. Assessment Method(s) Scores of 70% on the Office Proficiency Assessment & Certification (OPAC) automated test package. Students will be able to acquire, organize and evaluate information for making decisions and solving problems in business environments. Performance evaluations completed by practicum supervisors. Ratings of 2, 3, 4 on a scale of 0 4. Students will be able to demonstrate employability skills and professionalism through sound work habits, ethics and responsibility, and work in individual, team and group settings. Assessment Notes The Administrative Office Technology Department utilizes the Office Proficiency Assessment & Certification (OPAC) automated testing package for the assessment process. The students registered in the Administrative Office Technology Practicum (AOT 232) classes are the test group. The standard of 70% on the various skill tests in the test package was adopted by the department and are representative of the certification standards specified by the International Association of Administrative Professionals (IAAP). Performance evaluations completed by practicum supervisors. Ratings of 2, 3, 4 on a scale of 0 4. Practicum Performance Rating Definitions 4 Outstanding Performance exceeds requirements 3 Favorable Performs all aspects of the job in a completely acceptable manner 2 Satisfactory - Meets the requirement 1 Improvement Needed - Meets some job requirements, but needs improvement in some areas 0 Unsatisfactory Performance below minimum acceptable standards 13

14 PROGRAM NAME: Business Management DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Dan Fuline, Jr. DATE REVISED: September 2012 Technical Competencies Organize multiple business operations and make decisions using a team-based approach. Assessment Method(s) The student will be assessed by team-based projects, presentations and written assignments throughout the curricula. Demonstrate ability to effectively communicate ideas and concepts in a professional presentation format. Analyze and incorporate elements from internal and external environments for goal and strategy development. The student will demonstrate ability to effectively communicate through individual and group presentations utilizing PowerPoint, videotaping, etc. The student is further assessed by the completion of a capstone individual business simulation project related to managing multiple business operations in a changing environment. The student will be evaluated by the various company analysis assignments throughout the curricula. The student is further assessed by the development of effective strategic business plans implemented in the capstone course. Demonstrate ability to effectively manage, motivate and delegate resources in an ever-changing business environment. The student will be assessed by their ability to manage and delegate tasks and responsibilities involved in the team-based projects throughout the curricula. Demonstrate ability to utilize and analyze quantitative measures efficiently. The student will demonstrate ability to use and analyze appropriate quantitative measures for annual financial reporting. The student will further be assessed on the utilization of Excel and other management software applications. 14

15 PROGRAM NAME: Corporate Finance DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Donald Mullen DATE REVISED: September 2012 Technical Competencies Understand accounting transactions (both Financial and Managerial). Demonstrate the ability to apply financial accounting principles and procedures and understand their impact. Also understand the concepts of cost behavior, cost accumulation and reporting, cost-volume-profit analysis and budgeting. Assessment Method(s) The student will be tested on the concepts and processes in each of these topics. In addition, the student will successfully complete projects in each of these areas. Exhibit a general knowledge of Business Taxation principles and regulations, including the ability to analyze complex taxation scenarios. Also exhibit an understanding of the nature of business fraud and the responsibility of management for fraud prevention and detection The student will successfully complete major tax forms related to corporations in Business Taxation. The student will successfully complete exams and complete a research paper related to Fraud Examination. Analyze financial statements, with a particular emphasis on how that analysis impacts managerial decision making. Demonstrate the ability to evaluate liquidity and profitability and to utilize financial data to minimize corporate financial risk. The student will successfully complete the Financial Statement Analysis course (including exams). The successful student will incorporate the concepts from this course into the capstone courses, Business Finance and Financial Statement Analysis. Demonstrate the ability to compute cash flows, determine the corporation s cost of capital, and discuss the risks and costs associated with various forms of corporate financing. Also demonstrate an in-depth knowledge of how money and banking impact corporate financial managers. The student will successfully complete exams in Money and Banking, and Business Finance. In addition, the student will successfully complete the capstone project in Business Finance. 15

16 PROGRAM NAME: Entrepreneurship DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Dan Fuline, Jr. DATE REVISED: September 2012 Technical Competencies Apply and utilize entrepreneurial theory as well as ethical and critical thinking theory to solve new and existing business issues and capitalize on opportunities for growth Demonstrate ability to effectively communicate ideas and concepts in a professional presentation format and motivate others to participate in a new venture. Observe, analyze and incorporate elements of the business characteristics and the business and industry external environments for goal and strategy development. Develop insight and understanding of the complexities of launching, managing and growing a venture and demonstrate ability to effectively initiate, manage, monitor and improve business processes and strategies in an ever-changing business environment. Demonstrate ability to utilize and analyze quantitative measures efficiently. Assessment Method(s) The student will be assessed by the Entrepreneurship practicum project and presentation and written assignments throughout the curricula. The student will demonstrate ability to effectively communicate through individual and group presentations utilizing PowerPoint, reports, etc. The student is further assessed by the completion of a capstone Entrepreneurship Practicum project and communication of analysis and action plan to the participating company and college faculty. The student will be evaluated by the various company analysis assignments throughout the curricula. The student is further assessed by the development of effective strategic business plans implemented in the capstone course. The student will be assessed by their ability to manage and delegate tasks and responsibilities involved in the team-based projects throughout the curricula. The student is further assessed by the development of effective strategic business plans implemented in the capstone course. Through the capstone project and other assignments in the program, the student will demonstrate ability to use and analyze budgeting and financial reporting especially as they relate to start-up ventures. 16

17 PROGRAM NAME: Financial Services* DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Donald Mullen DATE REVISED: September 2012 Technical Competencies Analyze and determine client investment requirements based on financial goals, age, marital status, and investment risk tolerance, and assist clients with estate planning. Assessment Method(s) The student will successfully complete the capstone project. The student will have successfully completed the Cases and Practices course which is a review of cases for estate planning and which prepares the student to sit for the Series VI exam. Prepare, analyze and manage an investment portfolio including but not limited to stocks, bonds, mutual funds, insurance, and real estate. The student will successfully complete a major investment project in the Investments and Securities class. Exhibit comfort and confidentiality in communicating with clients and have knowledge of the applicable laws and regulations including the profession s Code of Ethics & Standards of Professional Conduct. The student will make group presentations in a number of classes. In most classes, the student will discuss and have an understanding of ethics and the need for professional licensures. The student will be successful upon testing these concepts. Understand the risks and differentiate among the types of insurance, including but not limited to liability, homeowners, automobile, commercial, life, health and group plans and what best meets the needs of the client. The student will successfully complete the exams in the following classes: Risk Management, Financial Services, Estate and Gift Taxation, Retirement Plans & Planning, and Cases & Practices cases include reviewing and discussing various insurances. *Note: This program has been hibernated effective Fall 2010 semester. The curriculum will be re-evaluated periodically to determine if there is renewed demand. 17

18 PROGRAM NAME: Judicial Reporting & Captioning DIVISION: Information Technology PROGRAM CHAIR/COORDINATOR: Rene Eneix DATE REVISED: September 2012 Technical Competencies Students will be able to use good editing skills for transcription preparation and production. Assessment Method(s) Students are observed and evaluated by instructors in the Information Reporting Internship (IRT 232). Conduct research for broadcast reporting and utilize all information reporting technology. Students are observed and evaluated by instructors in the Information Reporting Internship (IRT 232). Students will be able to demonstrate a high standard of ethics and demonstrate employability skills and characteristics of an information reporting professional. Students are observed and evaluated by instructors in the Information Reporting Internship (IRT 232). Assessment Notes Speed and accuracy standards are the standards of the National Court Reporters Association. 18

19 PROGRAM NAME: Legal Assisting DIVISION: Information Technology PROGRAM CHAIR/COORDINATOR: Rene Eneix DATE REVISED: September 2012 Technical Competencies Students will be able to organize work areas, use legal resources, make decisions, and exhibit proficiency in the use of legal office procedures and legal information systems used in law offices, government and private agencies. Assessment Method(s) Scores of 70% on the Office Proficiency Assessment & Certification (OPAC) automated test package. Students will be able to organize and evaluate information verbally and in written form, use computational skills for solving legal office problems and making analytic judgments. Performance evaluations completed by practicum supervisors. Ratings of 2, 3, 4 on a scale of 0 4. Students will be able to demonstrate employability skills and professionalism in legal office occupations, and work in individual, team and group settings. Assessment Notes The Administrative Office Technology Department utilizes the Office Proficiency Assessment & Certification (OPAC) automated testing package for the assessment process. The students registered in the Administrative Office Technology Practicum (AOT 232) classes are the test group. The standard of 70% on the various skill tests in the test package was adopted by the department and are representative of the certification standards specified by the International Association of Administrative Professionals (IAAP). Performance evaluations completed by practicum supervisors. Ratings of 2, 3, 4 on a scale of 0 4. Practicum Performance Rating Definitions 4 Outstanding Performance exceeds requirements 3 Favorable Performs all aspects of the job in a completely acceptable manner 2 Satisfactory - Meets the requirement 1 Improvement Needed - Meets some job requirements, but needs improvement in some areas 0 Unsatisfactory Performance below minimum acceptable standards 19

20 PROGRAM NAME: Marketing Management DIVISION: Business and Studies PROGRAM CHAIR/COORDINATOR: Dan Fuline, Jr. DATE REVISED: September 2012 Technical Competencies Demonstrate the ability to formulate and execute the marketing mix strategies. Plan and implement the target marketing process through segmentation, targeting and positioning tactics. Assessment Method(s) The student will be assessed by written assignments, examinations, team project development and presentation on marketing mix development. The student will demonstrate the ability to identify market segments, target markets and develop positioning tactics for the individual, team-based and capstone Market Planning projects. These elements will also be assessed by examinations and project completion. Utilize proven marketing research techniques and methodology. Determine, validate and apply consumer behavioral theories. Prepare, organize and institute an effective market planning process. The student will demonstrate understanding and use of market research data collection and techniques by providing valid and reliable data for planning purposes. The student will be assessed by examination, the utilization of consumer behavior techniques and the assigned presentation of analysis throughout the curricula. The student will be evaluated on the successful completion of the capstone Market Planning team project. The student is further assessed with judged team presentations on company knowledge, market analysis, and the overall market planning process. In addition, the students participate in a judged simulated trade show required in the capstone course. 20

21 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. Standard 4 Student Learning Results (Required for each accredited program) Performance Indicator 1. Student Learning Results (Required for each accredited program) Definition A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Add these to the description of the measurement instrument in column two: 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. 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) 21

22 Accounting students will demonstrate the ability to prepare and analyze financial information essential for internal and external reporting and decision making. The goal is 70% of the students will meet this standard. Success is based on 70% of the students in Business Finance (FIN220) scoring 80% or better on the capstone project. Summative For the last five academic years, students have met or exceeded the standard. The standard was met or exceeded for all periods. None required - will continue to monitor the success rates of students in all sections. 100% 80% 60% 40% 20% 0% % of Students Earning 80% or Better on Capstone Project 71% 74% 86% 84% 89% Accounting and Finance students will demonstrate the appropriate mathematical and statistical concepts applied to probability business models. The goal is 75% of the students will meet this standard. Success is measured by 75% of students in Quantitative Business Statistics (ACC127) earning 80% or better on the business decision project. Formative. For the last five academic years, students have met or exceeded the standard. The standard was met or exceeded for all periods. None required - will continue to monitor the success rates of students in all sections. 90% 88% 86% 84% 82% 80% 78% 76% 74% 72% % of Students Earning 80% or Better on Business Decision Project 89% 87% 78% 79% 83% 22

23 Business Law & Ethics (ACC130) students will demonstrate an increased level of knowledge upon completion of this introductory course. The goal is at least a 20% increase in knowledge based on the pretest/post-test scores. Success will be based on the pre-test and post-test average score. The goal is a 20% minimum increase in the average post-test average in comparison to the pre-test average. Internal. For the last five academic years, students have met or exceeded the standard. The standard was met or exceeded for all periods. None required will continue to monitor the success rates and continually review and refine the test. 80% 70% 60% 50% 40% 30% 20% 10% 0% % of Students with at least 20% Increase from Pre to Post Test 70.0% 65.5% 64.0% 61.0% 74.0% Corporate Finance students will demonstrate proficiency in financial statement analysis by completing a project involving time series analysis on a selected company. Success is based on 75% of the students achieving 80% or better on the project in Financial Statement Analysis (ACC238). Summative. The course was offered for the first time in the Spring 2009 semester. This course does not run each semester. The standard has been successfully met each semester that the course has run. The standard was met. We will continue to review the results of all sections. None required will continue to monitor. 120% 100% 80% 60% 40% 20% 0% % of Students Demonstrating Proficiency 80% 100% 86% 75% 23

24 Administrative Office Professional and Legal Assisting students will be able to use resources, make decisions, and exhibit proficiency in the use of office procedures and information systems used in automated office environments. The goal is 75% of the students will meet this standard. Success is based on a score of at least 70% on the Office Proficiency Assessment & Certification (OPAC) automated test package by students enrolled in the AOT Practicum (AOT232). The standard of 70% on the various skill tests is representative of the certification standards specified by the International Association of Administrative Professionals (IAAP). External. For the last seven semesters, Administrative Office Professional and Legal Assisting students have met or exceeded the standard. Since no deficiencies were noted, the ASOA Department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required will continue to monitor the success rates. % of AOP and LA Students Achieving a Minimum of 70% on OPAC Test 100% 100% 94% 93% 90% 80% 81% 88% 86% 80% 70% 60% 50% 40% 30% 20% 10% 0% Sp09 F09 Sp10 F10 Sp11 F11 S12 24

25 Administrative Office Professional and Legal Assisting students will be able to acquire, organize, and evaluate information for making decisions and solving problems in business environments. The goal is 90% of the students will meet this standard. Success is based on an overall rating of at least 3 on a scale of 0-4 on performance evaluations completed by Practicum supervisors for students enrolled in the Administrative Office Technologies Practicum (AOT232). Indirect. For the last six semesters, only three of the six semesters have met the standard of 90%. We found a need for improvement of the evaluation vehicle, the supervisor instructions, and emphasizing professional standards to the students prior to practicum experience. (1)Review the performance document for validity (2)Review the instruction set given to the practicum supervisors for validity (3)Analyze what items on the performance document are below the score of three and determine a plan of action to raise the success levels on those items 120% 100% 80% 60% 40% 20% 0% % of Students Achieving a Minimum 3 Rating on Decision Making 91% 74% 82% 90% 81% 100% F09 Sp10 F10 Sp11 F11 Sp12 Administrative Office Professional and Legal Assisting students will be able to demonstrate employability skills and professionalism through sound work habits, ethics and responsibility, and work in individual, team and group settings. The goal is 90% of the students will meet this standard. Success is based on an overall rating of at least 3 on a scale of 0-4 on performance evaluations completed by Practicum supervisors for students enrolled in the Administrative Office Technologies Practicum (AOT232). Indirect. For the last six semesters, three of the six semesters have met the standard of 90%. We found a need for improvement of the evaluation vehicle, the supervisor instructions, and emphasizing professional standards to the students prior to practicum experience. (1)Review the performance document for validity (2)Review the instruction set given to the practicum supervisors for validity (3)Analyze what items on the performance document are below the score of three and determine a plan of action to raise the success levels on those items 120% 100% 80% 60% 40% 20% 0% % of Students Achieving a Minimum of 3 Rating on Professionalism 91% 74% 82% 90% 81% 100% F09 Sp10 F10 Sp11 F11 Sp12 25

26 Information Reporting students will demonstrate the ability to apply learned skills and knowledge to real world/simulated applications in the judicial reporting environment through the Information Reporting Internship capstone course (IRT232). The goal is that 90% of the students will meet this standard. Success is based on achieving a score of 70% or better on the portfolio project in the Information Reporting Technology Internship course (IRT232). This portfolio includes the submission of 40 pages of a complete and accurate freelance or official transcript. Summative. For the last four years, students have met this standard. Faculty teaching the Information Reporting Technology courses will continue to monitor the annual results in this area and look for ways to improve. None required and will continue to monitor the success rates. 120% 100% 80% 60% 40% 20% 0% % of IRT Students Demonstrating Proficiency 100% 100% 100% 100% 26

27 Judicial Reporting students enrolled in the Information Reporting Internship capstone course (IRT232) will demonstrate the ability to transcribe a minimum of three five-minute, twovoice testimony 225 wpm, jury charge 200 wpm, and literary 100 wpm with a minimum of 95 percent accuracy and transcribe a simulated state certification test, state qualifying exam, or RPR skills test within the allotted test transcription guidelines. The goal is that 90% of Judicial Reporting students will meet this standard. Success is based on passing the RPR certification standards of 225 wpm testimony, 200 wpm jury charge, and 180 wpm literary material with 95% accuracy. Tests are given throughout the semester in the Information Reporting Technology Internship course (IRT232). These standards are established by the National Court Reporters Association. Direct. For the last four years, students have met this standard. Faculty teaching the Information Reporting Technology courses will continue to monitor the annual results in this area and look for ways to improve. None required and will continue to monitor the success rates. 120% 100% 80% 60% 40% 20% 0% % of Judicial Reporting Students Demonstrating Proficiency 100% 100% 100% 100% 27

28 Students enrolled in Computer Applications for Professionals formally Business Computer Applications (BCA120 now ITD122) course will demonstrate proficiency in the essential concepts of Microsoft Office-- including Microsoft Word, Excel, Access, and PowerPoint. The goal is that 70% of Computer Applications students will meet the standard. Success is based on the pass rates of a sampling of students enrolled in the Computer Applications (ITD122) course. The overall pass rate for the seven semesters was 72%. Direct. The standard was met in five of the last seven semesters. Since two semesters were below the standard, multiple strategies were developed to correct and move student success in a positive direction. In Fall 2012, a computer entrance exam was introduced to all new students and in Spring 2013 the test will be mandatory to gain entrance into the ITD122 course. Additional actions include the development of a master course for use in ALL sections of the course. This master course was implemented in Spring 2012 and refined Summer Within the development of the master course was a training of faculty component. Each semester all faculty teaching a section of ITD122 must attend a training session/meeting. The ASOA department will continue to monitor student success in this course. 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Computer Applications for Professionals (Business Computer Applications) Pass Rates 77% 85% 73% 76% 63% 70% 63% Sp09 F09 Sp10 F10 Sp11 F11 Sp12 28

29 Marketing Management students will demonstrate the ability to formulate and execute marketing mix strategies. The goal is 90% of the students will meet this standard. Marketing Management students will demonstrate the ability to prepare, organize, and complete a comprehensive market planning process utilizing effective marketing techniques and methodology. The goal is 90% of the students will meet this standard. Success is based on a cumulative passing grade of 80 or greater on quizzes, written team projects and oral presentation on marketing mix development by each student enrolled in capstone course Market Planning (MKT229). Summative. Success will be based on a score of 80% or greater on the capstone course Market Planning team project and team presentation by students enrolled in Market Planning (MKT229). Summative. For the past six periods, with the exception of Spring 2012, Marketing Management students have successfully met the standard. This is a spring semester only course. For the past six periods, Marketing Management students have successfully met the standard. This is a spring semester only course. The Marketing Management Department will continue to monitor the annual results in this area. The Marketing Management Department will continue to monitor the annual results in this area. None required and will continue to monitor the success rates. The Marketing Management Department will continue to monitor the annual results of the Market Planning team project. 105% 100% 95% 90% 85% 80% 101% 100% 99% 98% 97% 96% 95% 94% % of Marketing Management Students Demonstrating Proficiency 94% 100% 96% 100% 100% 88% Sp07 Sp08 Sp09 Sp10 Sp11 Sp12 % of Marketing Management Students Demonstrating Proficiency 97% 100% 96% 100% 100% 100% Sp07 Sp08 Sp09 Sp10 Sp11 Sp12 29

30 Business Management students will demonstrate the ability to organize multiple business operations and make decisions using a teambased approach utilizing proven business planning techniques. The goal is that 90% of the students will meet this standard. Success will be based on a score of 80% or greater on the capstone Business Decision Making (MGT223) business simulation project and annual report. Summative. For seven of the past nine semesters, the Business Management students successfully met the standard. Because of the low enrollment in certain semesters, the results can be significantly affected by one individual or one team s performance. The Business Management Department will continue to monitor the annual results of the Business Decision Making business simulation project and annual report process. 120% 100% 80% 60% 40% 20% % of Business Management Students Demonstrating Proficiency 94% 88% 84% 57.40% 95.90% 92.30% 80% 79% 93% 0% SP08 F08 SP09 F09 SP10 F10 SP11 F11 SP12 Business Administration (BUS121) students will demonstrate an increased level of knowledge upon completion of the introductory course. The goal is a 20% increase in knowledge based on the pretest/post-test scores. Success will be based on the pre-test and post-test average score. The goal is a 20% increase in the sample of average post-test scores in comparison to the average pretest scores. Internal. For the past four semesters, the average post-test scores have demonstrated an improvement greater than the 20% goal. The Department will continue to use this assessment tool to monitor student progress while also assessing its validity in measuring student knowledge. Also, the department will improve the use of the tool, working to ensure each feasible 40.00% 35.00% 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% Business Administration % of Performance Increase 28% 37% 17% 17% 16% 8% 24% 26% 24% 25% F07 S08 F08 S09 F09 S10 F10 S11 F11 S12 The Business Management Department will continue to administer the exam and monitor the results. Also, the department will track course sections in a more specific manner to determine if there is a difference between day and evening sections and online vs. face-toface courses. Collecting this additional information began in Fall There will be enough 30

31 section of the BUS121 course administers the pre- and post-test and the students who complete the tests take these assessments seriously. data to report additional information in the next quality report. 31

32 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. 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? 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 learningcentered environment, safety, absenteeism, turnover, or complaints. Analysis of 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) 32

33 100% of the Business and Studies Division faculty and staff will participate in at least one professional development activity each academic year. Report by department chair listing each faculty and staff member s professional development activities for the year. Out of the last five academic years, the benchmark of 100% has been met in four out of the five years. In the 2008/2009 academic year, one faculty member out of 30 did not participate in a professional development activity. Since 2009, participation has been 100% Sufficient opportunities for professional development exist inhouse with a wide range of technology workshops and other training offered. Faculty and staff may participate in the annual Retreat and/or Professional Development Day. For attendance at conferences and workshops, faculty and staff may take advantage of the tuition assistance program or apply for Perkins funds and/or the College s Foundation funds. The Division Dean and the department chairs will continue to encourage all faculty members and staff to attend at least one inhouse and one external professional development activity each year. Professional development goals are stated in the faculty and staff member s annual evaluation. Faculty and staff will be encouraged to apply for professional development grant funds and investigate local professional development activities as available. Percentage Faculty and Staff Professional Development Academic Year Full-time employee turnover can be a reflection of employee job satisfaction and commitment to the College. The Business and Studies Division will strive for a low turnover in faculty and staff. Annual review of employment status of full-time faculty and staff During both the 2010/2011 and 2011/2012 academic years, one fulltime employee retired each year. The Division will continue to monitor the activity in this area to determine the reasons for any turnover experienced. Many of the faculty members in the Division are reaching retirement age, and additional retirements are expected in the next few years. Changes in the Ohio State Teachers Retirement System may prompt others to retire by % 6.00% 5.00% 4.00% 3.00% 2.00% 1.00% 0.00% Faculty & Staff Turnover 6.60% 6.40% 3.10% 3.10% 33