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

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Review Year: College: Program:

College: Kapiolani Community College
Program: Marketing

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The last comprehensive review for this program was on 2009, and can be viewed at:
http://ofie.kapiolani.hawaii.edu/wp-content/uploads/2013/01/3_Yr_2006_to_2009_Comp_Prog_Rev_MKT.pdf

Program Description

Program Description

 

The Marketing Program is one of four academic programs in the Business, Legal and Technology Education Department.  The three other programs are Accounting, Information Technology, and Paralegal.  The program staff includes one full-time faculty and six to eight lecturers. The Marketing Program offers an exit point at 33 credits for a Certificate of Achievement in Retail Management and a terminal point at 60 credits for an Associate in Science Degree.  The program also offers a Certificate of Competence in Retailing, a Certificate of Competence in Management, and a Certificate of Competence in Entrepreneurship.
 
Program Mission Statement

The primary mission of the Marketing program is to prepare students for careers in Marketing with three major emphases:

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: MKT,RETM

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 1,852 1,039 148 Cautionary
2 *New & Replacement Positions (County Prorated) 706 626 107
3 *Number of Majors 91 99 113
4 SSH Program Majors in Program Classes 495 675 798
5 SSH Non-Majors in Program Classes 1,110 2,889 2,316
6 SSH in All Program Classes 1,605 3,564 3,114
7 FTE Enrollment in Program Classes 54 119 104
8 Total Number of Classes Taught 22 51 46

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 24.3 23.3 22.6 Cautionary
10 *Fill Rate 90% 86% 85%
11 FTE BOR Appointed Faculty 2 2 1
12 *Majors to FTE BOR Appointed Faculty 45.5 49.5 113
13 Majors to Analytic FTE Faculty 39 17.8 22.1
13a Analytic FTE Faculty 2.3 5.6 5.1
14 Overall Program Budget Allocation $328,374 $183,957 $245,452
14a General Funded Budget Allocation $328,374 $183,957 $237,829
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees Not Reported Not Reported $7,623
15 Cost per SSH $205 $52 $79
16 Number of Low-Enrolled (<10) Classes 1 6 0

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 61% 65% 72% Cautionary
18 Withdrawals (Grade = W) 47 137 81
19 *Persistence (Fall to Spring) 66% 54% 60%
20 *Unduplicated Degrees/Certificates Awarded 7 25 42
20a Degrees Awarded 7 8 6
20b Certificates of Achievement Awarded 1 3 5
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 31 57
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 3 7 8
22a Transfers with credential from program 0 1 1
22b Transfers without credential from program 3 6 7

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 6 14 15  
24 Enrollment Distance Education Classes 189 434 417
25 Fill Rate 90% 94% 83%
26 Successful Completion (Equivalent C or Higher) 56% 62% 63%
27 Withdrawals (Grade = W) 25 59 45
28 Persistence (Fall to Spring Not Limited to Distance Education) 57% 56% 58%

Perkins IV Core Indicators
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 88.00 Not Met  
30 2P1 Completion 45.00 32.00 Not Met
31 3P1 Student Retention or Transfer 56.00 66.67 Met
32 4P1 Student Placement 51.00 57.14 Met
33 5P1 Nontraditional Participation 16.25 36.26 Met
34 5P2 Nontraditional Completion 15.15 15.79 Met
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

PART II.  Analysis of the Program

Overall, the Marketing program is rated as “cautionary” as are the ratings for demand, efficiency and effectiveness.  

Demand: Cautionary

The primary reason for the improvement of the Demand rating from “Unhealthy” in 2011 to “Cautionary” in 2012 is the re-definition of the Classification of Instructional Programs (CIP) from the previous Standard Occupational Classification (SOC) codes. The result of this new definition provides a more realistic estimate of “New & Replacement Positions” for Oahu (107 in 2011-12 compared with 626 in 2010-11) and is better aligned with the learning outcomes of the program. 

The number of majors (113), however, reflects only those students who are on the pathway to graduate with a Certificate of Achievement in Marketing Retail Management (33 credits) or with an Associate of Science Degree in Marketing (60 credits). The 113 majors do not include the number of students currently enrolled on the pathway to receive the Certificate of Competence in Management (9 credits), the Certificate of Competence in Retailing (9 credits), the Certificate of Completion in Customer Service (15 credits), or the Certificate of Competence in Entrepreneurship (9 credits).

The Marketing program has seen significant improvements in several demand indicators, notably the number of majors (113 in AY 2011-12 vs. 91 in AY 2009-10) and student semester hours of program majors in program courses (798 in AY 2011-12 vs. 495 in AY 2009-10). 

Efficiency: Cautionary

The Efficiency rating has decreased from “Healthy” in 2011 to “Cautionary” in 2012.  One indicator, “Majors to FTE BOR Appointed Faculty,” increased significantly from 49.5 to 113 caused primarily by the reduction in faculty assigned to the program (from two to one) due to a vacant position. 

Plans are being put into place to seek external accreditation from the Accreditation Council for Business Schools & Programs (ACBSP) and, concurrently, to re-structure the current Marketing Program with certificates in Marketing, Management and Entrepreneurship into a more general Business Program with Concentrations that will transfer to a 4-year institution. As the process moves forward, the program will identify desirable qualifications for new faculty who possess the specific skills necessary to meet the changing needs of the program. This process most likely will take up to two academic years to complete.

Other Efficiency indicators remain strong for average class size, fill rate, and number of low-enrolled classes (which decreased from 6 to 0).

Effectiveness: Cautionary

In the 2011 ARPD, the Effectiveness rating improved from “Unhealthy” to “Cautionary.” In this year’s 2012 ARPD, the Effectiveness rating remains “Cautionary.” 

Successful completion increased from 65% to 72%; withdrawals decreased significantly from 137 to 81; persistence increased from 54% to 60%; unduplicated degrees/certificates awarded increased dramatically from 25 to 42; degrees awarded decreased from 8 to 6; certificates of achievement awarded increased from 3 to 5; other certificates awarded increased significantly from 31 to 57; and transfers to UH 4-year increased from 7 to 8 students.

No new certificates were added.  As stated earlier, one FTE position was lost through retirement with a corresponding increase in the number of lecturers added, and student withdrawals were reduced even as the course rigor increased.

The two Perkins Score IV Core Indicators that were not met include 1P1 Technical Skills Attainment and 2P1 Completion.  

With a goal of 90.1, the 1P1 Technical Skills Attainment score decreased from 95.24 in 2011 to 88.00 in 2012.  Based on our Program SLO survey in Spring 2011, the results indicated that instructors and lecturers were emphasizing what they personally thought were the most important concepts and skills for the course so there was no systematic approach to all program or course SLOs across sections and semesters. Program assessment results also indicated an overlap of concepts and skills that were taught at the same level throughout the program. Results also indicated that there were a variety of assessments taking place.  Externally validated standards through organizations such as the ACBSP are needed to guide the program to improved technical skills attainment and course completion.

With a goal of 45.0, the 2P1 Completion score increased from 23.81 in 2011 to 32 in 2012. While the completion score did improve, more work is left to be done. Seeking accreditation from the ACBSP and in the process re-structuring the Marketing degree with certificates into a Business degree with Concentrations that will articulate to UH West O‘ahu and other 4-year institutions will improve the completion score. This process will most likely take at least two academic years.

All other Core Indicators were met.

Part III. Action Plan

 

PART III.  Action Plan
 
In support of Chancellor Leon Richard’s 20120-2011 ARPD Executive Summary to include “externally validated standards and increased partnerships with baccalaureate-granting institutions,” the Marketing program has begun the process of seeking accreditation from the ACBSP and to solidify our degree pathways to the University of Hawai‘i West O‘ahu. The first step in this process is to complete the preliminary questionnaire and establish a relationship with ACBSP mentors. To this end, the Marketing Coordinator will be completing the questionnaire and developing relationships with ACBSP mentors and the University of Hawai‘i West O‘ahu ‘s Business Administration’s dean and faculty.

Part IV. Resource Implications

 

PART  IV.  Resource Implications
 
1. Teaching Equivalency time allocations: 3-credit hours in Spring 2013 to complete the questionnaire and an additional 6-credits per semester for program development in AY 2013-2014 and beyond if needed.
 
2. Attendance to the Summer ACBSP conference:  Approximately $3,000 for the conference fees and expenses with an additional $1,000 for faculty participation. (The Marketing Coordinator attended the 2012 Conference in Baltimore but received no individual compensation for attending during an off-duty time period.)
 
3. Annual membership fee of $1,350 with the ACBSP.

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
1 Design and develop marketing solutions for current retail environments by employing appropriate marketing strategies.

2

Yes
2. Apply knowledge to basic management skills to maximize employee productivity.

3

Yes
3. Evaluate and apply marketing practices to create measurable results to meet marketing objectives.

4

Yes
4. Use foundational skills and knowledge to remain current with marketing and management strategies and trends and employ them in new business environments.

5

Yes
5. Utilize effective communication, problem solving and decision-making skills through the use of appropriate technology and with the understanding of the business environment.

A) Evidence of Industry Validation

An Advisory Board was held in Spring 2010 to validate the Marketing Program and to identify relevant and emerging trends in Marketing, Management, and Entrepreneurship. While validating the current program, the Advisory Board also indicated a likely growth in relevance for Management and Entrepreneurship jobs in Hawaii.

For the Program SLO review in 2011-12, evidence of industry validation includes:  Class projects with current businesses; Advisory Board (Applies to all SLOs)

Beginning Fall 2013, the Marketing Program will be initiating the application questionnarie from the Accreditation Council for Business Schools and Programs (ACBSP), an industry validation we do not currently have.

B) Expected Level Achievement

The Expected Level of Achievement in all the Business, Marketing, Management, and Entrepreneurship courses required for an AS Marketing degree is for 70% of the students to score 70% or higher on the assessment tools.

C) Courses Assessed

BUS 120 Principles of Business

EBUS 101 Teamwork Fundamentals

MGT 118 Principles of Supervision

MGT 122 Organizational Behavior

MGT 124 Human Resource Management

MKT 120 Principles of Marketing

MKT 130 Principles of Retailing

MKT 150 Principles of Customer Service and Selling

MKT 180 International Marketing

MKT 235 Principles of Merchandise Management

MKT 260 Integrated Marketing Communication

MKT 293 Marketing Internship

D) Assessment Strategy/Instrument

 

Given the number of courses being assessed (12), instructors were surveyed in November 2012 and given the following Program Assessment Instruments to choose from in order to report the Program Student Learning Outcome(s) targeted in both face-to-face and online courses they were currently teaching or that they had taught within the past three semesters:
 
Exams/Quizzes
Research
Team Projects 
Presentations
Case Study
Written Reports
Reflections

E) Results of Program Assessment

Results of the survey indicate that the Program SLOs are being addressed through a variety of assessments based on the instructor's preference. While the data suggests that a strong majority of students are performing at the 70% level and above, factors regarding repeptition, redundancy, and scaffolding of (for example from Level 1 to Level 2), are not structurally included in the program.

Specific Program SLO assessment: 

Program SLO 1:  Assessment being completed Fall 2012

Program SLO 2: F2011, 85% at or above 70%; SP2012, 92% at or above 70%

Program SLO 3: Spring 2012, 95%  at or above 70%

Program SLO 4: Assessment being completed Fall 2012

Program SLO 5: EBUS 101 - F2011, 85% at or above 70%; SP2012, 92% at or above 70%. MKTG 260 - Spring 2012, 95%  at or above 70%

 

F) Other Comments

 

While the assessment results affirm that the five PSLOs are being assessed successfully in the 12 BUS, EBUS, MKT, and MGT courses being offered, the overall high ranking between 90% and 100% on virtually all of the PSLOs supports the hypothesis that the same skill levels are being taught well and repeatedly in different courses as students progress through the Marketing Program.  
 
The skill levels deserve more focused attention to ensure that we are growing the students to master the skills within a two-year program at the levels desired by the hiring business community. In order to achieve this, the program needs to move toward national accreditation of the program to meet the academic and industry standards required for our students to begin well-paying career paths or to transfer successfully to a four-year baccalaureate institution. 
 
Resources are required to make this happen. Full-time faculty commitment is needed to initiate the accreditation process and make the corrections and changes necessary to gain program accreditation. Funding will be needed for ongoing faculty development training, curriculum and course development, process evaluation, and pilot testing a new or revised program to ensure that student skill levels are growing to the level needed for the student to find gainful employment or to continue to a four-year degree. Additional technology and equipment needs may also be needed. The plan is to detail this process in the upcoming three-year ARPD Comprehensive report.

G) Next Steps

The Marketing Program will be initiating an accrediation process with the ACBSP in order to re-position the Marketing Program as a Business Program with Concentrations in Marketing, Management, and Entrepreneurship. During that process, the issues of skill repetition, scaffolding skill levels, and redundancy among courses will be addressed.