University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kauai Community College
Program: Business Technology

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Program Introduction

Introduction: The BTEC program prepares students for employment in government and industry positions such as administrative assistants, information processors, receptionists, clerks, and secretaries. Our mission is to provide quality education that will prepare students for immediate employment with opportunities for advancement in office occupations in the global marketplace; additionally, we promote positive work ethics and attitudes.

 

Part I.   Quantitative Indicators

Quantitative Indicators (Reported on 2009 Summary Report Program Data excel sheet--includes health calls based on system scoring rubric).

 

OVERALL PROGRAM HEALTH—Healthy

Demand Health—Healthy

Efficiency Health—Healthy

Effectiveness Health--Cautionary

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: BTEC

Demand Indicators Academic Year Demand Health Call
  08-09 09-10
1 New & Replacement Positions (State)   855 679 Healthy
2 New & Replacement Positions (County Prorated)   31 29
3 Number of Majors   50 54
4 SSH Program Majors in Program Classes   501 523
5 SSH Non-Majors in Program Classes   601 791
6 SSH in All Program Classes   1,102 1,314
7 FTE Enrollment in Program Classes   37 44
8 Total Number of Classes Taught   33 38

Efficiency Indicators Academic Year Efficiency Health Call
  08-09 09-10
9 Average Class Size   16.5 15.9 Healthy
10 Fill Rate   81% 77%
11 FTE BOR Appointed Faculty   2 3
12 Majors to FTE BOR Appointed Faculty   25 17.8
13 Majors to Analytic FTE Faculty   20.2 18.1
13a Analytic FTE Faculty   2.5 3.0
14 Overall Program Budget Allocation   $218,267 $471,846
14a General Funded Budget Allocation   $218,267 $471,846
14b Special/Federal Budget Allocation   $0 $0
15 Cost per SSH   $198 $359
16 Number of Low-Enrolled (<10) Classes   3 5

Effectiveness Indicators Academic Year Effectiveness Health Call
  08-09 09-10
17 Successful Completion (Equivalent C or Higher)   82% 73% Cautionary
18 Withdrawals (Grade = W)   25 34
19 Persistence (Fall to Spring)   67% 66%
20 Unduplicated Degrees/Certificates Awarded   8 16
20a Degrees Awarded   5 13
20b Certificates of Achievement Awarded   2 2
20c Academic Subject Certificates Awarded   0 0
20d Other Certificates Awarded   1 3
21 Transfers to UH 4-yr   2 1
21a Transfers with credential from program   0 0
21b Transfers without credential from program   2 1

Distance Education:
Completely On-line Classes
Academic Year  
  08-09 09-10
22 Number of Distance Education Classes Taught   1 2  
23 Enrollment Distance Education Classes   15 53
24 Fill Rate   75% 100%
25 Successful Completion (Equivalent C or Higher)   73% 77%
26 Withdrawals (Grade = W)   1 1
27 Persistence (Fall to Spring Not Limited to Distance Education)   0% 77%

Perkins IV Core Indicators
2008-2009
Goal Actual Met  
28 1P1 Technical Skills Attainment 90.00 84.62 Not Met  
29 2P1 Completion 44.00 38.46 Not Met
30 3P1 Student Retention or Transfer 55.00 76.92 Met
31 4P1 Student Placement 50.00 50.00 Met
32 5P1 Nontraditional Participation 16.00 12.70 Not Met
33 5P2 Nontraditional Completion 15.25 40.00 Met
Last Updated: October 19, 2010
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

  1. Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the data).

 

Demand Indicators. The latest figures are based on annual figures instead of just fall figures in past data. These higher counts in Replacement Positions (State), SSH Program Majors in Program Classes, SSH Non-Majors in Program Classes, and SSH in All Program Classes, and Total Number of Classes Taught gave the program its “Healthy” status.

 

Efficiency Indicators. Although the average fill rate declined and the cost per SSH of the program increased, our annual report program data evaluated the efficiency indicator as healthy.

 

Effectiveness Indicators. Degrees awarded more than doubled; however, our successful completion rates declined, withdrawals increased, and the Effectiveness Indicator was rated cautionary. Without a tracking mechanism, it is difficult to determine why the numbers of completers is declining and withdrawals are increasing. In reviewing other BTEC programs system-wide, we found that they were also rated Cautionary.

 

Perkins IV Core Indicators. Goals were not met in the areas of technical skills, completion, and nontraditional participation.  Goals were met in the areas of student retention or transfer, student placement, and nontraditional completion. Without a tracking mechanism, it is difficult to determine why the number of technical skills attainment, completion, and nontraditional participation declined.  In terms of nontraditional participation and completion, the problem would appear to be a recruitment issue. Also, the designation of occupational codes may affect the figures. Again, without a reliable tracking mechanism, it is difficult to analyze or remedythe situation.

 

B.        Analysis of program assessment data (Program SLOs)

 

The Business Technology Program Coordinating Council (BTEC PCC) articulated program SLOs last year. The procedure for assessing those Program SLOs, however, has not yet been established.

 

As part of the KCC’s five-year review, all BTEC courses were moved to the course action forms (CAFs) in accordance with the five-year schedule. The process updated and identified the student learning outcomes (SLOs) and methods of instruction and assessment.  The Division is currently the second five-year cycle of course reviews.

 

C.        Significant Program Actions (new certificates, stop-out; gain/loss of positions, results of prior year’s action plan).

 

            No significant program actions have been undertaken.

Part III. Action Plan

 

 

Action Item (BTEC)

Outcome Indicator

Status

Work to retain students and develop a sense of cohesiveness. Providing/participating with students  in academic advising or required program orientations

Ensure placement of students in program courses. (Increase the retention rate by 5 percent.)

Faculty informally advise students prior to registration. (Apparently there are other steps that need to be taken to stabilize student retention rate.)

Expand distance learning course offerings.
 

 

Offer one more BTEC course online each year.

Delete this item from the Action Plan.  BUS 175 is now offered through distance learning.  We will work to expand our distance learning course offerings.

Pursue AAB or ASB degree.

Establishment of a fully transferrable associate degree in business.

Preliminary steps have been taken to create an associate degree. Course requirements for the program have already been designated. Still undetermined is whether to pursue the A.S. or A.A. designation for the business degree.

Increase the number of full-time instructors. Due to Science and Math Division’s transfer of four sections of ICS 100 to Business Division, there is a shortage.

Fill three full-time instructors and one half-time instructor (originally a sales & marketing instructor position)

The faculty currently in these positions have indicated plans to retire in 2010. The vacancies need to be filled to maintain the program.

Hire an institutional researcher

Person in place to handle data requirements for accreditation

In process.

Establish Program Coordinator Position. PC duties include: curriculum development, CAFs, MYPOs, program reviews, PCC meetings, articulation meetings, student advising, club advisor, community and industry participation.

Better coordination and program development because of assigned time. Will enhance curriculum development and enrich the student experience through the revision and maintenance of program learning strategies. Increase coordination with industry partners.

Request assigned time each semester to administer Program Coordinator responsibilities.

Develop a new course for the BTEC program.  In November 2010, the BTEC PCC agreed to develop and add a three-credit lecture course entitled BUSN 164, Career Success, to its course offerings, using the course description and SLOs provided by LCC.

Course will be in place in Fall 2011.  Students taking this course will develop skills that are integral to employment success.

BTEC program coordinator will prepare/process the CAF form for submittal to the Curriculum Committee.

Evaluate touch-typing requirement.  There is a growing trend of students who do not have touch typing skills when they bypass BUSN 121 and enter BUSN 123.  This trend is disturbing to BTEC faculty. 

 

Students will be able to complete production and speed requirements due to industry standards and demonstrate the ability to touch type alphabets, numbers, and symbols. 

 

Each PCC member will ask his/her Advisory Committee whether proper typing skills (touch typing) is still a relevant skill. 

Part IV. Resource Implications

 

Resource

Description

Semester

Physical Resources

Smart Board.  $5800 includes installation and setup by media services

 

Service Business Lab typewriters (purchased in 2007-8) to ensure a longer lifespan.

 

Fall 2011

Human Resources

Fill vacant instructor position with the retirement of Harold Nakamura in Fall 2010 to teach two sections of BUSN 130 (3 credits each) and three sections of BUSN 121 (3 credits each).

 

Fill vacant position with the retirement of Rae Nishikawa teach two sections of ACC 124 (4 credits each) and two sections of BUS 189 (3 credits each).

 

Hire lecturers are scheduled to teach ICS 100 (3 credits x 3 sections = 9); BUSN 161B/BUSN 166/BUSN 89 (1 credit x 3 sections = 3); and BUSN 161B and  BUSN 160 (1 credit x 2 sections = 2);  BUS 130 (3 credits); and BUS 175 (3 credits).

 

Three credits of assigned time for Program Coordinator duties.

 

Professional development training via participation in national conference(s) for BTEC faculty.

 

Fall 2010/Spring 2011

Financial Resources