ACBSP Best Practices for Quality Assurance Reports Presented by ACBSP Associate Degree Commission...

ACBSP

Best Practices Best Practices for for

Quality Assurance ReportsQuality Assurance Reports

Presented by ACBSP Associate DegreePresented by ACBSP Associate DegreeCommissionCommission

Best Practices Best Practices for for

Quality Assurance ReportsQuality Assurance Reports

Presented by ACBSP Associate DegreePresented by ACBSP Associate DegreeCommissionCommission

ACBSP

Let’s take a closer Let’s take a closer look at the Quality look at the Quality Assurance Assurance

Report. Report.

Let’s take a closer Let’s take a closer look at the Quality look at the Quality Assurance Assurance

Report. Report.

ACBSP

ACBSP

AQ

Repor

t

Where do you begin?Where do you begin?

ATTITUDE

Any task facing us is NOT as important as our

attitude towards it, for that determines our success or

failure.Norman Vincent Peale

ATTITUDE

Any task facing us is NOT as important as our

attitude towards it, for that determines our success or

failure.Norman Vincent Peale

Quality Assurance ReportQuality Assurance Report Quality Assurance ReportQuality Assurance Report

ACBSP

Associate Degree Associate Degree Commission Commission

Accredited InstitutionsAccredited Institutions

Associate Degree Associate Degree Commission Commission

Accredited InstitutionsAccredited Institutions

(Rev. 2005)(Rev. 2005)(Rev. 2005)(Rev. 2005)

List ALL Accredited ProgramsList ALL Accredited Programs List ALL Accredited ProgramsList ALL Accredited Programs

• Accounting CareerAccounting Career• Business Administration TransferBusiness Administration Transfer• Business Administration Business Administration

ManagementManagement• Business Office Technology-Business Office Technology-

Administrative AssistantAdministrative Assistant• Hospitality Management – Hotel Hospitality Management – Hotel

Management OptionManagement Option• Hospitality Management – Hospitality Management –

Restaurant Management OptionRestaurant Management Option• Marketing Marketing

ACBSP

Items to be AddressedItems to be AddressedItems to be AddressedItems to be Addressed

A.A. Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition

B.B. CurriculumCurriculum

C.C. OrganizationOrganization

D.D. Conditions, Notes, Conditions, Notes, RecommendationsRecommendations

E.E. Performance ResultsPerformance Results

ACBSP

Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition

Faculty Qualifications, Faculty Qualifications, Calculations, CompositionCalculations, Composition

Do at least Do at least 50%50% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters and/or doctorate either a masters and/or doctorate degree to teach at the Associate degree to teach at the Associate Degree level? Degree level?

Do at least Do at least 90%90% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters, doctorate or are either a masters, doctorate or are professionally qualified to teach at professionally qualified to teach at the Associate Degree level?the Associate Degree level?

Do at least Do at least 50%50% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters and/or doctorate either a masters and/or doctorate degree to teach at the Associate degree to teach at the Associate Degree level? Degree level?

Do at least Do at least 90%90% of the required full- of the required full-time equivalent (FTE) faculty hold time equivalent (FTE) faculty hold either a masters, doctorate or are either a masters, doctorate or are professionally qualified to teach at professionally qualified to teach at the Associate Degree level?the Associate Degree level?

ACBSP

Complete the TablesComplete the TablesComplete the TablesComplete the Tables

1-A1-A Faculty Numbers and Faculty Numbers and Qualifications – Full-timeQualifications – Full-timeI-BI-B Faculty Numbers and Faculty Numbers and Qualifications – Part-timeQualifications – Part-time

I-CI-C Exceptions Exceptions

Table IITable II - FTE - FTE

ACBSP

StandardStandard:: Professional, qualified Professional, qualified faculty must teach all class sections faculty must teach all class sections taught within the business unit. taught within the business unit.

A professionally-qualified faculty A professionally-qualified faculty member is one who meets the criteria member is one who meets the criteria for:for: Masters Degree or Higher QualificationsMasters Degree or Higher Qualifications oror Professional Qualifications Professional Qualifications

StandardStandard:: Professional, qualified Professional, qualified faculty must teach all class sections faculty must teach all class sections taught within the business unit. taught within the business unit.

A professionally-qualified faculty A professionally-qualified faculty member is one who meets the criteria member is one who meets the criteria for:for: Masters Degree or Higher QualificationsMasters Degree or Higher Qualifications oror Professional Qualifications Professional Qualifications

ACBSP FACULTY QUALIFICATIONS

Very Important:Very Important:

All faculty qualifications must be All faculty qualifications must be validated with validated with originaloriginal transcripts, transcripts, certificates, or related written certificates, or related written documentation—which documentation—which clearlyclearly states the states the qualification.qualification.

Very Important:Very Important:

All faculty qualifications must be All faculty qualifications must be validated with validated with originaloriginal transcripts, transcripts, certificates, or related written certificates, or related written documentation—which documentation—which clearlyclearly states the states the qualification.qualification.

ACBSP FACULTY QUALIFICATIONS

ACBSP What is Masters Degree or Higher?What is Masters Degree or Higher?

•DoctorateDoctorate in teaching field in teaching field

•Juris DoctorateJuris Doctorate

•MBAMBA

•MastersMasters in teaching field in teaching field

•Out-of-field MastersOut-of-field Masters with 18/27 with 18/27 credit hours credit hours or or documentation indocumentation in 2 or more of the 5 professional 2 or more of the 5 professional areas listed in Standardareas listed in Standard

ACBSP Out of Field Masters-ExplainedOut of Field Masters-Explained

Must either have: Must either have: 18 semester/27 quarter credit hours18 semester/27 quarter credit hours or or equivalent of courses in field equivalent of courses in field beyondbeyond introductory principle(s) level. introductory principle(s) level. ororTwo or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Research and publicationResearch and publication• Relevant additional coursework Relevant additional coursework beyond bachelor’s degreebeyond bachelor’s degree

ACBSP Professional QualificationsProfessional Qualifications

BachelorsBachelors in in teaching fieldteaching field with with documentation in documentation in two or moretwo or more of the of the following areas:following areas:

• Professional certification Professional certification • In-field professionalIn-field professional• Teaching excellenceTeaching excellence• Research and publication Research and publication • Relevant additional coursework Relevant additional coursework

beyond bachelor’s degreebeyond bachelor’s degree

Recap:Recap: For For Masters Out of FieldMasters Out of Field (not (not having the 18/27 credit hours having the 18/27 credit hours beyond principles)beyond principles) and and Professional QualificationProfessional Qualification classifications you need to classifications you need to document two or more of the document two or more of the five areas listed in the five areas listed in the Standard…but what Standard…but what do they entail?do they entail?

Closer look at the Five Areas Closer look at the Five Areas ACBSP

Documentation in Documentation in twotwo or more of the or more of the following areas:following areas:Professional certificationProfessional certification (national, (national, regional, or state—institution must regional, or state—institution must provide documentation to validate the provide documentation to validate the certification certification In-field professional employment—In-field professional employment—institutioninstitution must provide a minimum of must provide a minimum of two years of documented experience two years of documented experience from employer including position from employer including position descriptiondescriptionTeaching excellence—Teaching excellence—institution institution must must provide documentationprovide documentation

Explanation of AreasExplanation of AreasACBSP

Research and publication—Research and publication—institutioninstitution must provide must provide documentationdocumentation

Relevant additional coursework Relevant additional coursework beyond bachelor’s degreebeyond bachelor’s degree equivalent to 18 semester/27 equivalent to 18 semester/27 quarter credit hours or equivalent quarter credit hours or equivalent subject matter coursework, CEU’s, subject matter coursework, CEU’s, military, vendor training, etc.—military, vendor training, etc.—institution must provide institution must provide documentationdocumentation

Explanation of AreasExplanation of AreasACBSP

Need to fill out tables I-A and I-Need to fill out tables I-A and I-B for ALL faculty with each QA B for ALL faculty with each QA report; not just new hiresreport; not just new hires

Use “highest” Use “highest” classification for classification for the course(s) taughtthe course(s) taught

Tables I-A and I-BTables I-A and I-BACBSP

Table I-ATable I-A

Tables I-A and I-BTables I-A and I-B

Faculty who do Faculty who do notnot meet the meet the criteria for Masters Degree or criteria for Masters Degree or Higher Qualifications or Higher Qualifications or Professional Qualifications—Professional Qualifications—institution should provide institution should provide explanationexplanationNOTE:NOTE: All faculty qualifications All faculty qualifications must be validated with original must be validated with original transcripts, certificates, or related transcripts, certificates, or related written documentation—which written documentation—which clearly states the qualification.clearly states the qualification.

*Exceptions**Exceptions*ACBSP

You have an exception You have an exception that goes in that goes in Table I-CTable I-C. .

ACBSP

If a faculty member doesn’t If a faculty member doesn’t meet the Masters or meet the Masters or

Higher, or Professional Higher, or Professional Qualifications criteria . . .Qualifications criteria . . .

Table I-CTable I-CTable I-CTable I-CACBSP

Degree:Degree: MBA MBATeach:Teach: Intro to Business Intro to Business

Supervision Techniques Supervision Techniques

Degree:Degree: MBA MBATeach:Teach: Intro to Business Intro to Business

Supervision Techniques Supervision Techniques

Masters Qualified:Masters Qualified: Why? Masters in Why? Masters in

FieldField

ACBSPMasters-Professional-ExceptionMasters-Professional-Exception

YOU MAKE THE CALLYOU MAKE THE CALL

Degree:Degree: Bachelor of Science Bachelor of ScienceTeach:Teach: Business Math and Business Math and KeyboardingKeyboarding

Degree:Degree: Bachelor of Science Bachelor of ScienceTeach:Teach: Business Math and Business Math and KeyboardingKeyboarding

EXCEPTION unless clarified :EXCEPTION unless clarified :Need to know if Bachelors is IN FIELD Need to know if Bachelors is IN FIELD andand

Need to document two or more of the following:Need to document two or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Relevant additional coursework beyond Relevant additional coursework beyond

bachelor’s degreebachelor’s degree



Degree:Degree: Masters of Curriculum/InstructionMasters of Curriculum/Instruction

Teach:Teach: Computer Literacy and Intro to PCComputer Literacy and Intro to PC

Documentation:Documentation: A+ and MOS CertificationA+ and MOS Certification

Degree:Degree: Masters of Curriculum/InstructionMasters of Curriculum/Instruction

Teach:Teach: Computer Literacy and Intro to PCComputer Literacy and Intro to PC

Documentation:Documentation: A+ and MOS CertificationA+ and MOS Certification

EXCEPTION unless clarified :Since Masters is Out-of-field, you need documentation Since Masters is Out-of-field, you need documentation for 18/ 27 credit hours for 18/ 27 credit hours oror two or more of the following: two or more of the following:• Professional certificationProfessional certification• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence• Relevant additional coursework beyond Relevant additional coursework beyond bachelor’s degreebachelor’s degree



Degree:Degree: Masters of Arts in Education Masters of Arts in EducationTeach:Teach: Keyboarding, Office Procedures, Filing Keyboarding, Office Procedures, FilingDocumentation:Documentation: Letter from employer (5 yrs Letter from employer (5 yrs exp) Office Ed - Teacher of the Yearexp) Office Ed - Teacher of the Year

Degree:Degree: Masters of Arts in Education Masters of Arts in EducationTeach:Teach: Keyboarding, Office Procedures, Filing Keyboarding, Office Procedures, FilingDocumentation:Documentation: Letter from employer (5 yrs Letter from employer (5 yrs exp) Office Ed - Teacher of the Yearexp) Office Ed - Teacher of the Year

Masters QualifiedMasters Qualified

Masters is Out-of-field and has two (2) kinds of Masters is Out-of-field and has two (2) kinds of documentation:documentation:• In-field professional employmentIn-field professional employment• Teaching excellenceTeaching excellence

Masters-Professional-ExceptionMasters-Professional-ExceptionYOU MAKE THE CALLYOU MAKE THE CALLACBSP


Degree:Degree: BS – Business Education BS – Business Education

Teach:Teach: Keyboarding, Filing, Office PracticumKeyboarding, Filing, Office Practicum

Documentation:Documentation: NoneNone

Degree:Degree: BS – Business Education BS – Business Education

Teach:Teach: Keyboarding, Filing, Office PracticumKeyboarding, Filing, Office Practicum

Documentation:Documentation: NoneNone

PROFESSIONALLY QUALIFIEDThis is special!!!This is special!!! Because of the required work Because of the required work experience this vocational education experience this vocational education certification requires, Business Education certification requires, Business Education certification meets professionalcertification meets professional qualifications without further qualifications without further documentation. The Board has documentation. The Board has maintained this view for maintained this view for several years. several years.


Degree:Degree: Ph.D. and Masters in MusicPh.D. and Masters in Music BS – Business Administration BS – Business Administration

Teach:Teach: Accounting I and IIAccounting I and II

Documentation:Documentation: 20 graduate semester hrs 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA officein Accounting; 5 yrs’ experience in CPA office

Degree:Degree: Ph.D. and Masters in MusicPh.D. and Masters in Music BS – Business Administration BS – Business Administration

Teach:Teach: Accounting I and IIAccounting I and II


Masters Qualified:Why? Masters Out of Field with at least 18 Why? Masters Out of Field with at least 18 hours equivalent of courses in field beyond hours equivalent of courses in field beyond introductory principle(s) level. introductory principle(s) level.


Degree:Degree: Ph.D. – Music; Masters; Ph.D. – Music; Masters; BS – Business Administration BS – Business Administration

Teach:Teach: Intro to BusinessIntro to Business


Degree:Degree: Ph.D. – Music; Masters; Ph.D. – Music; Masters; BS – Business Administration BS – Business Administration

Teach:Teach: Intro to BusinessIntro to Business


EXCEPTION unless clarified:EXCEPTION unless clarified:Not under Masters Out of Field now since Not under Masters Out of Field now since change course taught (from Accounting to change course taught (from Accounting to Business), so the graduate hours won’t help Business), so the graduate hours won’t help here.here.Try Try Professionally QualifiedProfessionally Qualified since have BS in since have BS in Business Administration would need to Business Administration would need to document at least two of the five areas: document at least two of the five areas: CPA CPA and work experience if relevant to Businessand work experience if relevant to Business


Degree:Degree: BS - AccountingBS - Accounting

Teach:Teach: Accounting; Business Math; andAccounting; Business Math; and Principles of Management Principles of Management

Documentation:Documentation: 5 yrs in retail5 yrs in retail 8 yrs as Pizza Hut manager 8 yrs as Pizza Hut manager

Degree:Degree: BS - AccountingBS - Accounting

Teach:Teach: Accounting; Business Math; andAccounting; Business Math; and Principles of Management Principles of Management

Documentation:Documentation: 5 yrs in retail5 yrs in retail 8 yrs as Pizza Hut manager 8 yrs as Pizza Hut manager

EXCEPTION unless clarified:EXCEPTION unless clarified:Bachelor’s in field and work experience BUT Bachelor’s in field and work experience BUT documentation is needed in a second area:documentation is needed in a second area:• Professional certificationProfessional certification• Teaching excellenceTeaching excellence• Research and publicationResearch and publication• Relevant additional coursework beyond Relevant additional coursework beyond

bachelor’s degreebachelor’s degree


Degree:Degree: Juris Doctorate Juris Doctorate

Teach:Teach: Business Law I and II Business Law I and II

Documentation:Documentation: CPA and 7 yrs practicing law CPA and 7 yrs practicing law

Degree:Degree: Juris Doctorate Juris Doctorate

Teach:Teach: Business Law I and II Business Law I and II


MASTERS or HIGHER QUALIFIEDMASTERS or HIGHER QUALIFIEDWhy? JD degree and Why? JD degree and teaching law coursesteaching law courses


Degree:Degree: Juris Doctorate Juris Doctorate Masters - Accounting Masters - Accounting

Teach:Teach: Tax and Managerial Accounting Tax and Managerial Accounting


Degree:Degree: Juris Doctorate Juris Doctorate Masters - Accounting Masters - Accounting



MASTERS QUALIFIEDMASTERS QUALIFIED

Why? Masters in FieldWhy? Masters in Field


Degree:Degree: Juris Doctorate Juris Doctorate MBA MBA



Degree:Degree: Juris Doctorate Juris Doctorate MBA MBA



Masters Out of FieldMasters Out of FieldWhy? MBA not Masters of Accountancy Why? MBA not Masters of Accountancy with two or more of the five with two or more of the five areas: CPA and work areas: CPA and work relevant experience; both relevant experience; both must be documented must be documented


Degree:Degree: Juris Doctorate Juris Doctorate BS-Accounting BS-Accounting



Degree:Degree: Juris Doctorate Juris Doctorate BS-Accounting BS-Accounting



Professionally Qualified:Professionally Qualified:Why? BS in field with two or more Why? BS in field with two or more of the five areas: CPA and of the five areas: CPA and work relevant experience; work relevant experience; both must be documented both must be documented

TABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONSTABLE II FTE – CALCULATIONS

At least At least 50%50% of the full-time of the full-time equivalent (FTE) faculty should equivalent (FTE) faculty should hold either a masters and/or hold either a masters and/or doctorate degreedoctorate degree

At least At least 90%90% of the full-time of the full-time equivalent (FTE) faculty should equivalent (FTE) faculty should hold either a masters, doctorate or hold either a masters, doctorate or be professionally qualifiedbe professionally qualified

Exceptions should not exceed 10%Exceptions should not exceed 10%

ACBSP

Tables II FTE- CalculationsTables II FTE- CalculationsTables II FTE- CalculationsTables II FTE- CalculationsACBSP

Tables II FTE-CompositionTables II FTE-CompositionTables II FTE-CompositionTables II FTE-CompositionACBSP

CurriculumCurriculumCurriculumCurriculumAny revisions to existing Any revisions to existing programs, new programs or programs, new programs or terminated programs?terminated programs?

Comply with the 25% Comply with the 25% Standards on Professional Standards on Professional Component, Component, General Education, General Education, and Business and Business Major?Major?

Any revisions to existing Any revisions to existing programs, new programs or programs, new programs or terminated programs?terminated programs?

Comply with the 25% Comply with the 25% Standards on Professional Standards on Professional Component, Component, General Education, General Education, and Business and Business Major?Major?

ACBSP

Table IV –Curriculum SummaryTable IV –Curriculum Summary

Organization Organization Organization Organization

Has the organizational Has the organizational structure or administrative structure or administrative personnel within the personnel within the business unit changed?business unit changed?

ACBSP

Organization Organization Organization Organization

Has any new sites (off-Has any new sites (off-campus or on campus) campus or on campus) offerings or portions of offerings or portions of accredited business accredited business programs been added since programs been added since the last QA the last QA Report? Report?

ACBSP

Conditions, Notes, RecommendationsConditions, Notes, RecommendationsConditions, Notes, RecommendationsConditions, Notes, Recommendations

If granted If granted conditional accreditationconditional accreditation or or granted full accreditation withgranted full accreditation with notes/recommendationsnotes/recommendations, , or issue or issue notenote on previous QA. on previous QA.

•AddressAddress each each condition/note/recommendationcondition/note/recommendation

•ProvideProvide the necessary the necessary documentation/evidence.documentation/evidence.

ACBSP

Performance ResultsPerformance Results

How do you react How do you react when you hear when you hear ““performance performance

resultsresults” or ” or ““outcomes outcomes

assessmentassessment”?”?

ACBSP Let’s Let’s start with start with the facts.the facts.

Outcomes Outcomes AssessmentAssessment..

Why Outcomes?Why Outcomes?Why Outcomes?Why Outcomes?

•Help indicate the effectiveness Help indicate the effectiveness of your programs. of your programs.

•Help to improve/enhance your Help to improve/enhance your programs. programs.

•Provide documentation/ Provide documentation/ evidence evidence

ACBSP

??

Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures

•Have a Have a foundationfoundation in the in the institution’s mission, goals, and institution’s mission, goals, and objectives.objectives.

•Have Have supportsupport and and collaboration of faculty and collaboration of faculty and administration. administration.

ACBSP

Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures Characteristics of Performance Measures

•Involve Involve systematicsystematic use of use of quantitative and qualitative quantitative and qualitative measures. measures.

•Involve Involve realisticrealistic goals and goals and timetable, and supported by timetable, and supported by appropriate investment.appropriate investment.

ACBSP

One size doesn’t fit all!One size doesn’t fit all!One size doesn’t fit all!One size doesn’t fit all!

•No right or wrong measure or No right or wrong measure or outcome!outcome!

•What is appropriate for your What is appropriate for your program(s)?program(s)?

•Important:Important: Use results Use results to make improvements!to make improvements!

ACBSP

The 5 Performance AreasThe 5 Performance AreasThe 5 Performance AreasThe 5 Performance Areas

1.1.Student learning resultsStudent learning results

2.2.Student/stakeholder focused Student/stakeholder focused resultsresults

3.3.Budgetary, finance, market Budgetary, finance, market performance performance

4.4.Faculty/staff focused resultsFaculty/staff focused results

5.5.Organizational effectiveness results Organizational effectiveness results

ACBSP

Six Items to Report on for Each Six Items to Report on for Each Indicator in Each AreaIndicator in Each Area

Six Items to Report on for Each Six Items to Report on for Each Indicator in Each AreaIndicator in Each Area

1.1. Performance measure (define)Performance measure (define)

2.2. Description of measurement Description of measurement instrument instrument

3.3. Areas of successAreas of success4.4. Analysis and action takenAnalysis and action taken

5.5. Results of action taken (occurs in Results of action taken (occurs in following year)following year)

6.6. Graph of trends Graph of trends

ACBSP

Student Learning ResultsStudent Learning ResultsStudent Learning ResultsStudent Learning Results

Measures a specific Measures a specific competency attainment.competency attainment.

ACBSP


Examples:Examples: •Capstone performance Capstone performance •Third-party examinations Third-party examinations •Faculty-designed Faculty-designed examinations examinations •Professional performance Professional performance •Licensure examinationsLicensure examinations

ACBSP

Student/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused ResultsStudent/Stakeholder Focused Results

Examines how well your Examines how well your organization satisfies organization satisfies students and stakeholders students and stakeholders key needs and expectations.key needs and expectations.

ACBSP


Examples:Examples:

•Satisfaction/dissatisfaction of Satisfaction/dissatisfaction of current and past students and current and past students and key stakeholders key stakeholders

•Perceived value, loyalty, Perceived value, loyalty, persistence persistence

•Other aspects of relationship Other aspects of relationship buildingbuilding

ACBSP

Budgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and MarketBudgetary, Financial, and Market

Examines (1) management Examines (1) management and use of financial and use of financial resources and (2) market resources and (2) market challenges and challenges and opportunities. opportunities.

ACBSP


Examples:Examples:

•Expenditures per student, Expenditures per student,

•Program expenditures as a % of Program expenditures as a % of budget budget

•Annual business unit budget Annual business unit budget increases or decreases increases or decreases

•Enrollment increase or decrease Enrollment increase or decrease

•Transfer in or out of studentsTransfer in or out of students

•Student credit hour productionStudent credit hour production

ACBSP

Faculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused ResultsFaculty and Staff Focused Results

Faculty and staff-focused Faculty and staff-focused results examine how well the results examine how well the organization creates and organization creates and maintains a positive, maintains a positive, productive, learning-centered productive, learning-centered work environment work environment for business for business faculty and staff.faculty and staff.

ACBSP


Examples: Examples: •Satisfaction or dissatisfaction Satisfaction or dissatisfaction of faculty and staff of faculty and staff •Positive, productive, and Positive, productive, and learning-centered environment learning-centered environment •Safety Safety •Absenteeism turnover Absenteeism turnover •Complaints Complaints

ACBSP

Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results Organizational Effectiveness Results

Organizational effectiveness Organizational effectiveness results examine attainment results examine attainment of organizational goals.of organizational goals.

ACBSP


Examples:Examples:•Improvement in safety Improvement in safety •Hiring equity Hiring equity •Increased use of web-based Increased use of web-based technologies technologies •Use of facilities by community Use of facilities by community organizations organizations •Contributions to the Contributions to the community, or partnerships community, or partnerships

ACBSP

Let’s Take a Closer Look at the Report Let’s Take a Closer Look at the Report SectionsSections

Let’s Take a Closer Look at the Report Let’s Take a Closer Look at the Report SectionsSections

For each section let’s see how toFor each section let’s see how toresponse to each of the 6 parts! response to each of the 6 parts!

• Performance measure (define)Performance measure (define)

• Description of measurement Description of measurement instrument instrument

• Areas of SuccessAreas of Success• Analysis and action takenAnalysis and action taken• Results of action taken (occurs in Results of action taken (occurs in

following year)following year)• Graph of trends Graph of trends

ACBSP


Let’s start with student Let’s start with student learning results which learning results which measure a specific measure a specific competency attainment.competency attainment.

ACBSP

Analysis of Results

Performance Measure (Competency)

Description of

Measurement Instrument

Areas of Success

Analysis and Action Taken

Results of Action Taken (occurs in the

following year)

Attach Graph of Trends for 3-5 Years (Attach Trend Graph)

Analysis of Results


Description of


Areas of Success



following year)


80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.

Analysis of Results


Description of


Areas of Success



following year)



College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.

Analysis of Results


Description of


Areas of Success



following year)




For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.

Analysis of Results


Description of


Areas of Success



following year)





Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.

Analysis of Results


Description of


Areas of Success



following year)






None required- will continue to monitor the success rates.

Analysis of Results


Description of


Areas of Success



following year)







0%

20%

40%

60%

80%

100%

2001 2002 2003

% of Business Students Proficient

ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)







Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.

0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)








Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.

0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)









For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.

0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)










Since the standard was successfully met, it will be increased to 75% for the 2006.

0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)











Will continue to monitor the success rates and determine if any corrective action is required in the future.

0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

Analysis of Results


Description of


Areas of Success



following year)












0%

20%

40%

60%

80%

100%

2001 2002 2003


ACC

MGT

MKT

40%

50%

60%

70%

80%

90%

100%

SP05 Su05 F05

% of Students Demonstrating Proficiency

ACC 245

ACC 246

Analysis of Results


Description of Measurement

Instrument

Areas of Success



following year)


Accounting students will demonstrate knowledge of the accounting cycle.

Analysis of Results



Instrument

Areas of Success



following year)



Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.

Analysis of Results



Instrument

Areas of Success



following year)




For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.

Analysis of Results



Instrument

Areas of Success



following year)





Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.

Analysis of Results



Instrument

Areas of Success



following year)






The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.

Analysis of Results



Instrument

Areas of Success



following year)







20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)







Accounting students will demonstrate effective business communication skills.

20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)








Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.

20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)









For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.

20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)










Further analysis revealed that not only was the standard met overall, it was met each term as well.

20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)












20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall


Analysis of Results



Instrument

Areas of Success



following year)












0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05


20%

40%

60%

80%

100%

SP

05

Su

05 F05

Ove

rall




Instrument

Areas of Success


Results of Action Taken

(occurs in the following

year)


Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.



Instrument

Areas of Success




year)



Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.



Instrument

Areas of Success




year)




For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.



Instrument

Areas of Success




year)





Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, 2005. As a result, additional training will be provided to instructors who teach ACC 202 .



Instrument

Areas of Success




year)






The results in the next terms will be closely monitored to see if improvement has been made.



Instrument

Areas of Success




year)







0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)







Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)








Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)









For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)










Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005.

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)











Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success




year)











Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.

0%10%20%30%40%50%60%70%80%90%

100%

SP05 F05

% of Studetns Demonstrating Proficiency

0%

20%

40%

60%

80%

100%

SP

05

SU

05

F05

Ove

rall




Instrument

Areas of Success


Results of Action Taken (occurs in

the following year)


Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.



Instrument

Areas of Success



the following year)



Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.



Instrument

Areas of Success



the following year)




In the areas of manage-ment and marketing, the standard was not only met but exceeded.



Instrument

Areas of Success



the following year)





In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.



Instrument

Areas of Success



the following year)






Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.



Instrument

Areas of Success



the following year)







0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005

Success Rate on Standardized Exams

ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)







Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)








Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)









The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)










In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructors teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)










In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructor teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.

There was marked improvement in the writing portfolios as a result of this change. However, it is still below the 80% goal. Instructors teaching BUS 130 will meet to determine what additional learning resources can be offered to the students.

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



the following year)










In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the 2003-2004 academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructor teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.

There was marked improvement in the writing portfolios as a result of this change. However, it is still below the 80% goal. Instructors teaching BUS 130 will meet to determine what additional learning resources can be offered to the students.

% Proficient

0%

20%

40%

60%

80%

100%

F03 SU04 SP05

Portfolio ResumePresentation

0%

10%20%

30%40%

50%60%

70%80%

90%100%

2003 2004 2005


ACC101 ACC 111

MGT 101 MKT 101



Instrument

Areas of Success



following year)


Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.



Instrument

Areas of Success



following year)



Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.



Instrument

Areas of Success



following year)




Data collection was started in 2005. The results and analysis will be included on the next report.



Instrument

Areas of Success



following year)





Not applicable Not applicable Not applicable



Instrument

Areas of Success



following year)






Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.



Instrument

Areas of Success



following year)







Success is determined by students enrolled in MKT 270 successfully completing an on-line market research project. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the project.



Instrument

Areas of Success



following year)











Instrument

Areas of Success



following year)











Next, let’s look at Next, let’s look at student/stakeholder focused results student/stakeholder focused results which examines how well your which examines how well your organization satisfies students and organization satisfies students and stakeholders key needs and stakeholders key needs and expectations.expectations.

ACBSP

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)

Attach Graph of Trends for 3-5 Years (Attach

Trend Graph)

90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Trend Graph)


Survey of employers of recent MTC accounting degree graduates.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Trend Graph)



Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Trend Graph)




Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Trend Graph)





Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Trend Graph)






Proficiency:#1: Skills in Accounting Processing#2: Knowledge of GAAP#3: Use of Computerized Accounting Systems#4: General Business Knowledge

0

10

20

30

40

50

60

70

80

90

#1 #2 #3 #4

Proficiency

Employer Satisfaction: Accounting Graduates

BelowAverageAbove

Performance Measure

(Competency)

Description of


Areas of Success


Results of Action Taken (occurs in the following year)


Trend Graph)

90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)


Survey of employers of recent MTC management and marketing degree graduates.

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)



Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)




The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/MKT Techniques and General BusinessKnowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in 2006-07.

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)






Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)






Proficiency:#1: Technical Skills related to specific jobs#2: Knowledge of MGT/MKT Techniques#3: General Business Knowledge#4: Skills Related to Other Specific Jobs

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4

Employer Satisfaction:Management and

MarketingGraduates

Below Average Above

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)








90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)








Survey of Business Advisory Committee members.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)









In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)

Description of


Areas of Success




Trend Graph)










In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)








90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. including review




14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)












14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.

2005 Summarry of responses to all 9 areas

Agree

Disagree

N/A

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

#1 #2 #3 #4


MarketingGraduates

Below Average Above

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)

At least 90 percent of graduates will express satisfaction with their overall academic program.

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)


Alumni survey of accounting graduates and management and marketing graduates.

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)



94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)




Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey.

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)





Subsequent surveys are scheduled to be conducted in 2006-07 in conjunction with the department’s 5-year program review cycle.

Performance Measure

(Competency)


Instrument

Areas of Success




Trend Graph)






#1: Major program of study#2: Instruction in major program of study#3: General education#4: Instruction in general education

0

20

40

60

80

100

#1 #2 #3 #4

Management/MarketingAlumni Satisfaction

Satisfied

Dissatisfied

0

20

40

60

80

100

#1 #2 #3 #4

Accounting Alumni Satisfaction

Satisfied

Dissatisfied

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)

Attach Graph of Trends for 3-5 Years (Attach Trend

Graph)

The Business Department programs will have a placement rate of 75% or greater.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)


Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)



In the three years of data collected, the benchmark was exceeded once.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)




Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)





Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)






0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)






Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)







Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)








Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)









The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring 2005. Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed.

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)










Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated.

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)










Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated.

Note: The evaluation scale is from 1-5, with 5 the highest. 80% rating would be 4.

Course Evaluations

3

4

5

FA02 SP03 FA03 SP04 FA04 SP05

ACC MGT MKT

BAF BUS

0%

20%

40%

60%

80%

100%

2001 2002 2003

Placement Rate

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success




At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.

Performance Measure

(Competency)


Instrument

Areas of Success





Survey of accounting graduates and management and marketing students.

Performance Measure

(Competency)


Instrument

Areas of Success






At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.

Performance Measure

(Competency)


Instrument

Areas of Success







Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.

Performance Measure

(Competency)


Instrument

Areas of Success







Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.


Performance Measure

(Competency)


Instrument

Areas of Success







Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.


#1: Major program of study#2: Instruction in major program of study#3: General education#4: Instruction in general education

0

20

40

60

80

100

#1 #2 #3 #4

Accounting Student Satisfaction

Satisfied

Dissatisfied

0

20

40

60

80

100

#1 #2 #3 #4

Management/MarketingStudent Satisfaction

Satisfied

Dissatisfied


Let’s take a look at budgetary, Let’s take a look at budgetary, financial, and market which financial, and market which examines (1) management and examines (1) management and use of financial resources and use of financial resources and (2) market challenges and (2) market challenges and opportunities. opportunities.

ACBSP

Performance Measure

(Competency)

Description of


Areas of Success



the following year)


The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.

Performance Measure

(Competency)

Description of


Areas of Success



the following year)



Annual budget-the amount of business department expenditures each academic year.

Performance Measure

(Competency)

Description of


Areas of Success



the following year)




The business department has received adequate operating funds each academic year for the past five years.

Performance Measure

(Competency)

Description of


Areas of Success



the following year)





Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%

Performance Measure

(Competency)

Description of


Areas of Success



the following year)






The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.

Performance Measure

(Competency)

Description of


Areas of Success



the following year)







Business Department Expenditures in millions

1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)







Spending per business student will be sufficient to provide the necessary services.


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)








Annual budget-the expenditures per business student.


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)









Business department expenditures per student have steadily increased resulting in a positive upward trend.


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)










Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced.


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)








Annual budget-the expenditures per business student



The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)

Description of


Areas of Success



the following year)











The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.

Expenditures per Busniess Student

$1,800$1,850$1,900

$1,950$2,000$2,050$2,100

$2,150$2,200$2,250

2002 2003 2004 2005 2006

Actual Average


1.8

1.85

1.9

1.95

2

2.05

2.1

2.15

2.2

2002

2003

2004

2005

2006

Performance Measure

(Competency)


Instrument

Areas of Success




The Business Department will strive to increase program enrollment.

Performance Measure

(Competency)


Instrument

Areas of Success





The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.

Performance Measure

(Competency)


Instrument

Areas of Success






After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.

Performance Measure

(Competency)


Instrument

Areas of Success







The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date.

Performance Measure

(Competency)


Instrument

Areas of Success








Although the department can do little to overall economic conditions that effect enrollment, it can address the career development issue. The department is working with the Admissions Office to ensure that students who actually plan to take more than just a few courses for career development are correctly classified as business rather than career development.

Performance Measure

(Competency)


Instrument

Areas of Success








Although the department can do little to overall economic conditions that effect enrollment, it can address the career development issue. The department is working with the Admissions Office to ensure that students who actually plan to take more than just a few courses for career development are correctly classified as business rather than career development.

Headcount by Term

0

200

400

600

800

1000

1200

2002

2003

2004

2005

Fall Spring Summer


Let’s look at faculty and staff-Let’s look at faculty and staff-focused results which examine focused results which examine how well the organization how well the organization creates and maintains a creates and maintains a positive, productive, learning-positive, productive, learning-centered work environment centered work environment for business for business faculty and staff. faculty and staff.

ACBSP

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)

Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)


Completed Student Evaluation of Instruction Surveys administered annually each fall term.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)



For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)




Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)





Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)






The evaluation scale is from 1-5, with 5 the highest.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations

College-wide All Business

Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)







As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)








Annual review of employment status of faculty and staff.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)









In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)










The department will continue to monitor the activity in this area to determine the reason for any turnover.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)











Note: The department anticipates that four faculty will be retiring in 2005-06 year. All four faculty members have over 30 years of service each. Because of this, the department plans to administer it own employee satisfaction survey starting in 2006.

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success



the following year)


Graph)











Note: The department anticipates that four faculty will be retiring in 2005-06 year. All four faculty members have over 30 years of service each. Because of this, the department plans to administer it own employee satisfaction survey starting in 2006. 0

2

4

6

8

10

12

14

2002 2003 2004 2005

Business Fulltime Faculty and Staff

Number offull-timefaculty andstaff

4.2

4.3

4.4

4.5

4.6

4.7

F99

F00

F01

F02

F03

F04

Faculty Evaluations


Performance Measure

(Competency)


Instrument

Areas of Success


Results of Action Taken (occurs in the following yr)


Graph)

100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)


Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)



Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)




Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)





The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)






0

1

2

3

4

5

200

2

200

3

200

4

200

5

Average PD Actvities per Person who Participated in PD

02468

101214

2002

2003

2004

2005

Number of Business Faculty Who Participated in PD

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)






100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)







Annual FPMS and EPMS evaluation reports.

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)








For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)









Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.)

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)










Faculty were encouraged to apply for PD and curriculum development grants, serve on college committees, become more active in professional organizations outside the college.

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)










Faculty were encouraged to apply for PD and curriculum development grants, serve on college committees, become more active in professional organizations outside the college.

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

100.0%

2001

2002

2003

2004

2005

Performance Evaluations

Exceeds Satisfactory

0

1

2

3

4

5

200

2

200

3

200

4

200

5


02468

101214

2002

2003

2004

2005


Performance Measure

(Competency)


Instrument

Areas of Success




Graph)

The Business Department‘s average student credit hours per section will be 69 hours or less each semester.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)


The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)



The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)




The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)





Further analysisrevealed that since the department’s average class size was below our benchmark, it directly impacted these results. As we attempt to move our average class size closer to the benchmark, the average student credit hours per section should also migrate closer to this benchmark.

Performance Measure

(Competency)


Instrument

Areas of Success




Graph)





Further analysisrevealed that since the department’s average class size was below our benchmark, it directly impacted these results. As we attempt to move our average class size closer to the benchmark, the average student credit hours per section should also migrate closer to this benchmark.

0

10

20

30

40

50

60

70

2000

F

2001

S

2002

SP

2002

F

2003

S

2004

SP

2004

F

Average student credit hours per section


Now let’s look at Now let’s look at organizational effectiveness organizational effectiveness results which examine results which examine attainment of organizational attainment of organizational goals.goals.

ACBSP

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)

The Business Department programs will have a retention rate of 50% or greater.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)


Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)



In each of the three years of data collected so far, the benchmark was met or exceeded.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)




Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)






Retention (by cohort)

47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)






Enhance business course offerings via alternative delivery of to meet the needs of students.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)







Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)








The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)









The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)










Although students, on course evaluations, have not voiced any concerns about courses offered through alternative delivery modes, no survey of faculty teaching those courses has been conducted. Therefore this year, the department will survey the faculty to determine their satisfaction with these courses.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)










Although students, on course evaluations, have not voiced any concerns about courses offered through alternative delivery modes, no survey of faculty teaching those courses has been conducted. Therefore this year, the department will survey the faculty to determine their satisfaction with these courses.


47%48%49%50%51%52%53%54%55%56%

2002 2003 2004

Actual Benchmark

Alternative delivery business courses

05

1015202530

2002

2003

2004

2005

Number of alternate delivery courses

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)

Enhance overall business course offerings to meet the needs of students.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)


The college’s annual reporting of number of class sections offered each Fall.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)



Over the last four years the Business Department has increase the number of sections offered by 28%.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)




Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





The department will continue to monitor the number of class offering and make appropriate adjustments as needed.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)






# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)






To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)







The college’s annual reporting of class size by program each Fall.

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)








Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)









Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students.

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)










Faculty are developing a standardized two year class offering schedule for business courses by campus. Will continue to monitor the number of class offerings and make appropriate adjustments as needed. Will investigate the average class size by course and address questions such as what is the average class size of internet versus on campus and how does this impact the college cost efficiency.

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)










Faculty are developing a standardized two year class offering schedule for business courses by campus. Will continue to monitor the number of class offerings and make appropriate adjustments as needed. Will investigate the average class size by course and address questions such as what is the average class size of internet versus on campus and how does this impact the college cost efficiency.

0

5

10

15

20

25

F0

1

F0

2

F0

3

F0

4

Average Class Size

# Business Classes

020406080

100120140160

F01 F02 F03 F04

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)

The business department will provide a safe and secure campus environment through the services of the College’s Operations department.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)


Annual security report filed by the College.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)



Over the past few years the college has a very low instance rate of crime.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)




Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





The shrubbery was removed and a new entry door and locks were installed. At this point the department does not feel that a separate survey is needed to determine if a safe environment is being provided.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





The shrubbery was removed and a new entry door and locks were installed. At this point the department does not feel that a separate survey is needed to determine if a safe environment is being provided.

0123456789

10

20

00

20

01

20

02

20

03

20

04

Number of Incidents Reported

Robbery BurglaryVehicle Theft Nonviolent

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)

All business programs will graduate at least 25 students per year.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)


College’s annual graduation report by program.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)



In the last three years, the three business degree programs, each exceeded the benchmark.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)




Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





Although the benchmark was met, the department will continue to monitor the data results each year and take appropriate action when deemed necessary. Special attention will be placed on the marketing program to see whether the trend continues to decline.

Performance Measure

(Competency)


Instrument

Areas of Success



following year)


Graph)





Although the benchmark was met, the department will continue to monitor the data results each year and take appropriate action when deemed necessary. Special attention will be placed on the marketing program to see whether the trend continues to decline.

# of Graduates by Program

10

30

50

70

2003 2004 2005

ACC MGT MKT

Small Group ExerciseSmall Group ExerciseSmall Group ExerciseSmall Group ExerciseDevelop 2 to 3 measures and suggestDevelop 2 to 3 measures and suggestan instrument to collect teach measure.an instrument to collect teach measure.

Group 1:Group 1: Student learning results Student learning results

Group 2:Group 2: Student/stakeholder focused Student/stakeholder focused

Group 3:Group 3: Budgetary, finance, market Budgetary, finance, market performance performance

Group 4:Group 4: Faculty/staff focused results Faculty/staff focused results

Group 5:Group 5: Organizational effectiveness Organizational effectiveness

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Date post:	30-Mar-2015
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