Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report for Baccalaureate/Graduate Degree Programs Current as of July 2015 Overview (O) 1. Complete all information requested. Submit your report as an attachment to reports@acbsp.org 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 March 30, 2016 Address: 100 West College Street Sumter, SC O 3. Year Accredited/Reaffirmed: 2006 / This Report Covers Years: 2010-2015 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
O 6. List all campuses that a student can earn a business degree from your institution: N/A O 7. Person completing report Name: Cedric Stone, Division of Business Administration Chairman Phone: 803.934.3242 E-mail address: cstone@morris.edu ACBSP Champion name: Cedric Stone 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, www.morris.edu. 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
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
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 success 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) 4
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. B. Internship Evaluations C. Student Organizations Beta Lambda (PBL) Student participation in Phi Beta Lambda (PBL) develops their leadership skills and their appreciation to serve their community. Survey instrument from ETS, external, summative, comparative. Internal/External Documented activities Students participate in a variety of constructive onand off-campus activities to serve the College and the local community. All six areas assessed, 2012-2015, averaged scores above 3.50. AREA BA OM A 4.38 4.24 B 4.41 4.35 C 4.50 4.29 D 4.38 4.08 F 3.97 3.88 G 4.20 3.72 I 4.01 3.93 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 Each year the members participate in 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 5 2012-2015 The surveys served as a guide for the instructors, indicating which areas of their teaching practices were successful and which areas needed improvement. More one-onone activities need to be in place to involve and motivate students with their course content. PBL provides students with many rewarding experiences throughout the school year. 2012-2015 Teaching methodologies and resources were varied by the instructors to support more effective instructional strategies. Overall evaluations increased for Business Administration while Organizational Management generally remained the same. A pattern of activities for program improvement will be in place to better engage the faculty with the program. Promotional activities are held each semester to inform students about the organization and to encourage them to become members. SIR II Survey Overall Evaluations Dates Bus. Adm. Org. Mgt. 2012 4.15 3.82 2013 3.77 3.88 2014 4.11 3.88 Year PBL MEMBERSHIP MEMBERS '06 8 '07 20 '08 26 '09 24 '10 24 12 8 13 10 14 19 15 19
Adopt-a-child Attendance at national and regional PBL conferences. Delta Mu Delta (DMD) Establish DMD organization Internal/External Induct eligible students into the Delta Mu Delta Honor Society in recognition of outstanding business students and alumni achievement. A DMD Chapter, Lambda Omicron, was established at the College and the initial induction ceremony was held Spring, 2011. The second induction ceremony was held Spring 2012. In 2012-2013, 2 honorary and 18 Members, 2013-2014 2 Honorary, 13 members. Students participated in a Scholars Bowl. Students participated in a fundraiser 2014-2015 with 1 Honorary Member, 8 members. Students Participated in a Scholars Bowl in 2015-2016 with 1 Honorary Member, 4 members. 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 DMD MEMBERSHIP Members Year 10 '11 11 '12 12 '13 13 '14 14 '15 Honorary 6 2 2 2 1 Alumni 18 1 0 0 0 Students 8 9 18 13 4 Total 32 12 20 15 5 6
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. 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 affects 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. 7
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. 8
Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) direct formative internal comparative 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) 9
A. Graduates GPAs 60% of graduates of the Business programs must have a GPA of 80% or above. Five years: 08-12. Direct, formative, summative, internal BUS. ADMIN. GPAs: 2008 2012 Grads YEAR GRADS AVG 2008 15 2.77 2009 18 2.95 2010 17 2.61 2011 13 2.77 2012 2013 2014 2015 20 10 22 23 2.64 2.74 2.71 2.79 ORG. MGT. GPAs: 2008 2012 Grads YEAR GRADS AVG 2008 14 2.96 2009 28 2.78 2010 20 2.98 2011 20 2.77 2012 2013 2014 2015 8 14 16 8 2.94 3.01 3.02 3.05 MORRIS COLLEGE GPAs: 2008 2012 Grads* YEAR GRADS AVG 2008 73 2.73 2009 81 2.72 2010 92 2.86 2011 97 2.81 2012 2013 2014 2015 103 132 152 126 2.76 2.74 2.81 2.77 *Less Bus. Adm. & Org. Mgt. 10
B. Major Field Test (MFT) 2015 business students taking the MFT exam will increase the scores in each of the categories by at least 5 percentage points Major Field Test from ETS. External, summative, comparative. The 2010 to 2015 overall MFT scores for business administration (BA) majors and organizational management (OM) majors, while slightly increasing, are below the national average. BA majors performance in each sub-category summarized from Fall 2007 to Spring 2015 by correct percent is highest in an increasing order are: 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 '10 TO '15 YEAR MEAN 10-'11 131.0 11-'12 133.0 12-'13 133.0 13-'14 131.0 14-'15 136.0 1. Marketing 2. Management 3. Legal & Social Environment ORG. MGT. MFT SCORES '10 TO '15 For the OM majors: 1. Information Systems 2. Management 3. Legal & Social Environment The lowest areas in an increasing order for BA majors are: YEAR MEAN 10-'11 136.0 11-'12 137.0 12-'13 137.0 13-'14 137.0 14-'15 136.0 1. Finance 11
2. Economics 3. Accounting The lowest areas in an increasing order for OM majors are: 1. Quan. Bus. Analysis 2. Accounting 3. Finance MFT SUBSCORE AVERAGES FALL 2007 - SPRING 2015 AREA MAJOR BA OM Accounting 26.4 27.1 Economics 26.4 31.7 Management 37.8 42.1 Quan. Bus. Analysis 30.0 33.4 Finance 30.0 27.8 Marketing 37.8 44.6 Legal & Social Envir. 46.0 49.3 Information Systems 34.4 40.5 International Issues 32.6 36.1 12
International Issues 38.2 BUS 495 Capstone Mean Scores Year % Success Mean 07-08 100 2.70 08-09 100 2.44 09-10 100 2.22 10-11 100 2.77 11-12 100 2.81 12-13 95.4 2.23 13-14 85.7 2.21 14-15 100 2.48 Average 97.64% 2.48 C. Capstone 13
Course Grades ORM 409 Capstone Mean Scores Year % Success Mean 07-08 75% 1.88 08-09 75% 2.50 09-10 63% 2.11 10-11 55% 1.55 11-12 56% 2.00 12-13 78 2.89 13-14 93 2.81 14-15 62 1.75 Average 70% 2.19 14
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 15
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) 16
A. Committee Assignments AVG. COMMITTEE ASSIGNMENTS '07-'08 -- '15-'16 '07- '08 '08- '09 '09- '10 '10- '11 '11- '12 12-13 12-14 15-16 2 3 2 3 3 3 3 3 B. Assigned Advisees BUSINESS ADMINISTRATION Advisees: F'08-S'09 to F'15-S'16 YEAR TOT AVG F'08-S'09 157 31 F'09-S'10 125 25 F'10-S'11 143 29 F'11-S'12 F 15-S 16 169 85 34 28 17
Faculty Qualifications Complete the next two tables for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty members previously reported. 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 18
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, www.morris.edu. 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. 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 6.1.3 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 6.1.3 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 19
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 Market Performance Results financial resources and (2) market challenges and opportunities. Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted for and allocated to business units should be adequate to fund the necessary technology and training to allow students to develop the requisite competencies for business environments. Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business students, student credit hour production, or comparative data. 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. The College has six academic divisions: 1. General What is your measurement instrument or process? (Indicate length of cycle) Yearly budget reports from the Office of Financial Services: Internal, comparative data. Total Unrestricted Expenditures for: 1. All Academic divisions 2. Business Administration Current Results What are your current results? Adequate staffing and budgetary support of the Division of Business Administration programs: 1. Business Administration 2. Organizational Management Analysis of Results Analysis of Results What did you learn from the results? 2010-2015 All needs of the division have been met during the entire 2010-2015 period. During the years 2010 to 2015 the budget varied slightly while the Division and the Total budget 20 Action Taken or Improvement made What did you improve or what is your next step? 2010-2015 Funds must be available to meet all expenditures of the divisions. Submitted budgets must reflect all needs of the division. Supplemental budgets must anticipate needs in advance. Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) BUSINESS ADMINISTRATION ALLOCATED BUDGET: 2010-2015 Year Total Bus. Adm. Percent 2010 $3,542,222 $373,495 10.50% 2011 $4,121,935 $473,858 11.50% 2012 $4,154,342 $511,621 12.30% 2013 $4,243,980 $426,759 10.06% 2014 $4,323,745 $494,529 11.44% 2015 $4,199,435 $432,761 10.31%
Studies 2. Business Administration 3. Education 4. Humanities 5. Social Sciences 6. Natural Sciences and Mathematics increased more significantly for 2011 and 2012. In spite of the current economic downturn the Business program has met all financial obligations. Budgets must be monitored and allocated according to needs assessment. Budgeting practices will continue to emphasize the need to make conservative request and that all expenditures be cost effective. Standard 6 - Organizational Performance Results Organizational Organizational effectiveness results examine attainment of organizational goals. Each business unit must Effectiveness have a systematic reporting mechanism for each business program that charts enrollment patterns, Results student retention, student academic success, and other characteristics reflecting students' performance. Performance Measure Measurable goal What is your goal? 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. 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) 21
B. Enrollment Fall and spring data generated from Admissions and Records. Business Administration enrollment is generally consistent with the spring semester being slightly larger. Fall 2010 enrollment dipped while the spring 2012 enrollment was slightly higher followed by another dip in 2013 and 2014. BUSINESS ADMINISTRATION Enrollment: 2007 2015 Year Fall Spring Total '07 '08 54 56 110 '08 '09 49 52 101 '09 '10 49 52 101 '10 '11 43 53 96 '11 '12 12 13 13 14 14 15 52 57 56 46 62 62 55 60 114 119 111 106 ORGANIZATIONAL MANAGEMENT Enrollment Trends: 2007-2015 Year Fall Spring Total '07-'08 52 52 104 '08-'09 52 52 104 '09-'10 48 48 96 22 '10-'11 35 35 70 '11-'12 12-13 13-14 14-15 33 32 32 18 33 34 25 19 66 66 57 37
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C. Graduation Rates BUSINESS ADMINISTRATION GRADUATION RATE S'07 S'12 YEAR RATE* FALL 2010 52% FALL 2011 68% FALL 2012 70% FALL 2013 47% *Six semesters ORGANIZATIONAL MANAGEMENT GRADUATION RATE S'07 S'12 YEAR RATE* FALL 2010 67% FALL 2011 60% FALL 2012 84% FALL 2013 50% *Six semesters 24
Complete the following table if you have new programs or substantially changed an accredited program. N/A No change. Standard 6, Criterion 6.1.3 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