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UNIVERSITY OF HAWAI‘I BENCHMARKS /
PERFORMANCE INDICATORS REPORT
2000 UPDATE

System Academic Affairs Council
and the Office of the Vice President
for Planning and Policy
University of Hawai‘i
July 2000

Table of Contents

President’s Message
Introduction
Goal I:
Providing Access to Quality Educational Experiences and Service to the State

Goal II:
Implementing Differentiated Campus Missions and Functioning as a System

Goal III:
Continuing to Champion Diversity and Respect for Differences

Goal IV:
Strengthening the University as the Premier Resource in Hawaiian, Asian,
and Pacific Affairs, and Advancing Its International Leadership Role

Goal V
Acquiring and Managing Resources with Accountability and Responsiveness

By the Way...

The President’s Message

The University of Hawai‘i Benchmarks/Performance Indicators Report, 2000 Update, demonstrates the University’s continued commitment to public accountability. Board of Regents policy requires regular and systematic assessment of programs, services, campuses, and the University system as a whole. Evidence about the institution’s effectiveness in meeting its mission, goals, and objectives is used to improve programs and services. The publication and broad dissemination of this evidence honors our mission of serving the residents of Hawai‘i.

This Benchmarks/Performance Indicators Report Update is timely because it coincides with a new University-State relationship. During the 2000 session, the Legislature passed a constitutional autonomy bill, creating the opportunity for the people of Hawai‘i to support greater self-governance for the University of Hawai‘i. A “yes” mark on the constitutional autonomy amendment assures the University of Hawai‘i authority over the internal structure, management, and operation of the university. However, the university is still subject to all laws of statewide concern.

The proposed amendment affords the University a substantial degree of flexibility in managing its resources. It improves our ability to achieve our multiple missions: teaching, research, and community service.

Since the earliest universities were established, tension has existed between institutional control and public accountability. Both are essential in preserving the integrity that allows higher education to serve society. This autonomy amendment will enable the University to be more entrepreneurial, to forge new relationships that benefit the people of Hawai‘i, and to be more flexible in its fiscal and administrative affairs. Such increased control does not lessen the University’s responsibility to the public. As a land-, sea-, and space-grant institution, the University recognizes public/community service as a fundamental obligation and a top priority. The University seeks to be held accountable for performance and results produced. Hawai‘i’s people deserve to have their University judged by the quality and success of its students and graduates, by its first-rate research, and by the volume and relevance of its public service. With adequate support, the University can continue to play a major role in Hawai‘i’s long-term economic development.

Without excessive regulations and external controls, the University will be held accountable through such mechanisms as the legislative process and oversight, external and internal audits, accreditation, and program reviews. Additionally, Act 161 of the 1995 Legislative Session required the adoption and use of benchmarks for developing budget and tuition schedules, reviewing programs, and framing progress reports. The benchmarks/performance indicators adopted by the Board of Regents in September 1996 shape this biennial Benchmarks/Performance Indicators Report, linking the University’s goals with evidence of specific achievements. Each report clearly states the University’s strategic goals, identifies relevant performance indicators and benchmarks, and details progress relative to these goals. This UH Benchmarks/Performance Indicators Report corresponds to the goals developed—with broad community input—for the UH Strategic Plan, 1997–2007. Performance indicators reveal progress over time, at intervals, and against standards/practices used elsewhere.

The University will continue to seek better ways to measure and demonstrate the effectiveness of its programs and services, not only to satisfy accountability concerns, but also to inform improvement efforts. Act 115 and the proposed constitutional amendment reflect the public’s trust in their University. The University will prove worthy of that trust. It will manage its affairs to increase the strength and reputation of a world-class institution accountable to the public it serves.

(signed)
Kenneth P. Mortimer
President, University of Hawai‘i and
Chancellor, University of Hawai‘i at Mānoa

Introduction

Founded in 1907 under the auspices of the Morrill Act, the University of Hawai‘i is one of twelve U.S. universities designated as land-grant, sea-grant, and space-grant institutions. As the sole state university system, it is governed by a single Board of Regents and is composed of ten campuses: a baccalaureate, graduate, and research campus; two baccalaureate institutions; and seven community colleges. In addition, the University of Hawai‘i operates an Employment Training Center, three University Centers, multiple learning centers, and extension, research, and service programs at more than 70 sites in the state of Ha wai‘i and is engaged in instructional, research, and service activities across the Pacific Islands and in various foreign countries.

The University of Hawai‘i system’s special distinction is found in its Hawaiian, Asian, and Pacific orientation and the leadership role it plays in bridging East and West. The academic program structure and research enterprise of the University of Hawai‘i system take special advantage of Hawai‘i’s unique location, physical and biological environment, and rich cultural setting. People attending the University of Hawai‘i campuses are members of student populations in which no one ethnic group constitutes a majority and their educational experience is enriched by the diversity of their classmates.

Vision

The University of Hawai‘i seeks to be recognized as America’s foremost institution of higher education with an Asian/Pacific focus. We stand apart from our peer institutions by virtue of our history, location, and culture, which combine to define us and give us special advantages. It is our vision that, because of these advantages, people everywhere will associate the University of Hawai‘i with excellent higher education instruction, research, and service that are permeated by a multicultural focus and experiences that are distinctly Hawaiian, Asian, and Pacific.

System Mission

The primary purpose of the University of Hawai‘i is to provide an environment in which faculty and students can discover, examine critically, preserve, and transmit the knowledge, wisdom, and values that will help ensure the survival of the present and future generations with improvement in the quality of life.

Common Values

Common values bind the University of Hawai‘i system together and contribute to the realization of its vision and accomplishment of its mission and strategic plan. These values include aloha, academic freedom and intellectual rigor, institutional integrity and service, quality and opportunity, diversity, fairness and equity, collaboration and respect, and accountability and fiscal integrity. The University of Hawai‘i Benchmarks/Performance Indicators Report demonstrates the University’s special commitment to the value placed on public accountability. The taxpayers, donors, and families who support the University of Hawai‘i and the students who enroll for instruction deserve to know they are receiving maximum value for time and resources invested. In addition, evidence about the institution’s effectiveness in meeting its mission, goals, and objectives serves to improve programs and services. This publication honors the University’s commitment to serve the people of Hawai‘i.

Note on sources:
Where not otherwise referenced, student and enrollment data are from the UH Management and Planning Information Reports. Other data originate with the UH senior vice presidents/chancellors’ and other campus offices.
Note on this document:
Statistical data represented by charts and graphs in the published version of this document have been replaced by accessible tables in this html version.

Goal I

Providing Access to Quality Educational Experiences and Service to the State

The University of Hawai‘i system provides the people of Hawai‘i access to quality postsecondary education. Sustaining and enriching educational experiences, advancing excellence in undergraduate education, and integrating scholarship across the undergraduate, graduate, and research components are fundamental University goals. These goals are inseparable from the goal of supporting the economic development of the state. The University of Hawai‘i is the state’s most important “high-tech industry.” The education and training of a highly skilled workforce, the provision of specialized expertise and service, and the continued development of world-class research programs fuel the economic engine that powers Hawai‘i’s economy.

ACCESS AND ENROLLMENT

What is the status of access to the University of Hawai‘i for recent Hawai‘i high school graduates?

Rapid enrollment growth in the post-war era has been followed by an extended period of stable to mildly declining enrollment. Expanded access has helped the UH system post modest overall gains since the early 1970’s.

The going rate of recent Hawai‘i high school graduates into University of Hawai‘i campuses has held steady for three years at about 36 percent.

What are the chances of a Hawai‘i resident being admitted to the University of Hawai‘i system?

Acceptance rates demonstrate that there is a place within the UH system for students who prepare themselves for postsecondary education.

UH Admission Activity of Residents, by Level Fall 1999
2-year4-yearGraduate Division
Accepted/Enrolled 61%47%54%
Accepted/Declined 37%30%15%
Denied 2%23%31%

What is the status of off-campus access to UH credit programs?

The number of distance learning classes being delivered to students throughout the state and region has increased significantly since fall 1997.

In fall 1999, the University of Hawai‘i delivered 524, or 34 percent more, distance learning classes than two years earlier. These classes accounted for over 5,000 registrations in a variety of disciplines, including 39 graduate, bachelor, associate, and certificate programs.

Receive Sites by County/Region
HONOLULU
Honolulu CC
Kapi‘olani CC
Leeward CC
UH Mānoa
Wai‘anae Education
 Center
Correctional Facilities
Hospitals
Military Bases
Public Schools
Individual Homes		 HAWAI‘I
Hawai‘i CC
UH Hilo
University Center,
 West Hawai‘i
Correctional Facilities
Hospitals
Public Schools
Individual Homes		 KAUA‘I
Kaua‘i CC
Hospitals
Public Schools
Individual Homes		 MAUI
Maui CC
University Center, Maui
Educational Centers,
 Hāna, Lāna‘i, Moloka‘i
Hospitals
Public Schools
Individual Homes		 U.S. & FOREIGN
Asia
Pacific Basin
U.S. Mainland
Distance Learning Credential Programs
GRADUATE
  • Business Administration
  • Education, Interdisciplinary
  • Educational Administration
  • Educational Foundations
  • Info & Computer Science
  • Library & Info Studies
  • Nursing
  • Social Work
  • Teacher Education & Curriculum Studies
  • Certificate in Public Health
  • Certificate in Technology Info Resource Mgmt
  • Post-Bacc Cert in Secondary Educ
  • Professional Diploma in Educ
 BACHELOR’S
  • Business Administration
  • Computer Science
  • Elementary/Special Education
  • Elementary Education
  • Liberal Studies
  • Professional Studies
  • Sociology
ASSOCIATE/CERTIFICATE
  • Accounting
  • Administration of Justice
  • Applied Trades
  • Associate of Arts
  • Building Maintenance
  • Business
  • Early Childhood Education
  • Emergency Med Tech
  • Fire & Environmental Emergency Response
  • Food Service & Hospitality
  • Hotel Operations
  • Human Services
  • Liberal Arts
  • Nursing
  • Office Administration & Technology
  • Practical Nursing
  • Pre-Engineering
  • Pre-Nursing
  • Welding

As called for in the UH Strategic Plan, an extensive review of distance learning was completed in 1997-98. This review resulted in a comprehensive plan and policy base and University system-wide coordination of distance learning policy and planning activities.

Distance Education Classes by Receive Sites, Fall 1999
(Student Registrations in Parentheses)
O‘ahuKaua‘iMauiMoloka‘iLāna‘iHawai‘iVariousWest Hawai‘iUHHOut-of-State
Tech Assisted 92 (616)55 (176)45 (272)23 (92)18 (18)13 (40)13 (324)8 (28)7 (63)0 (0)
On-Site 135 (1,718)3 (68)20 (241)2 (5)1 (1)1 (23)2 (12)68 (1,086)5 (59)13 (215)

What is the status of remedial education at the University of Hawai‘i?

In fall 1999, six UHCC campuses offered adult basic education in English and mathematics resulting in approximately 3,000 class registrations. This is roughly double the 1997 volume of registrations and is another dimension of the University’s commitment to access.

The University of Hawai‘i Community Colleges (UHCC) remain committed to the Open Door concept and to the provision of remedial education for students who are not prepared to pursue learning at the post-secondary level. It is recognized, however, that federal and state support for the provision of the most basic level of remediation—Adult Basic Education (ABE)—is provided to the Department of Education’s (DOE) Adult Community Schools. The UHCC works collaboratively with the DOE Adult Community Schools to insure that adult basic education classes are available to all students in need of such instruction.

GRADUATION RATES

What are the UH persistence and graduation outcomes for entering students?

The average UH persistence rates for undergraduates one year after entry are:

These rates are all slightly higher than those reported in the 1997–98 Benchmarks/Performance Indicators Report.

Average Persistence Rates
Fall 1987 to Fall 1998 Cohorts, One Year After Entry
UHMUHHUHCCHawai‘i CCHonolulu CCKapi‘olani CCKaua‘i CCLeeward CCMaui CCWindward CC
Persisted at the starting campus 81%51%49%49%46%47%51%54%45%44%
Persisted at another campus 3%20%5%5%5%8%4%3%4%5%
Total Persisted 84%71%54%54%51%55%55%57%49%49%

Note: National Average 4-yr=82%, 2-yr=55%
National data for public institutions are based on National Center for Education Statistics, Statistical Analysis Report, September 1998.

The success rates (percentage of those who graduated or are still enrolled) as compared with the 1997–98 Benchmarks/Performance Indicators Report are:

Success Rates
(As measured by average graduation and persistence rates)
6 years after entry 1991-93 cohorts3 years after entry
1994-96 cohorts
UHMUHHUHCCHawai‘i CCHonolulu CCKapi‘olani CCKaua‘i CCLeeward CCMaui CCWindward CC
Graduated 54%28%15%24%16%8%27%11%17%12%
Still Enrolled 11 %6%19%14%15%26%16%24%15%19%
Total 65%34%34%38%31%34%43%35%32%31%

UH Mānoa’s 6-year success rate and 1-year retention rate for first-time students are slightly lower than the average rates for peer and benchmark groups as derived from a national study. Students at UHM eventually graduate at rates comparable to those in the peer and benchmark groups; they just take longer to do so.

Average Success Rates and Retention Rates
UH Mānoa, Peer, and Benchmark Groups
6-year Graduation & Retention Rate
BenchmarkPeerUHM
Graduated 68%64%54%
Still Enrolled 3%4%11%
Total 71%68%65%
Average Success Rates and Retention Rates
UH Mānoa, Peer, and Benchmark Groups
1-year Retention Rate
BenchmarkPeerUHM
Still Enrolled 87%85%81%

Source: Consortium for Student Retention Data Exchange 1998–99 Survey
6-year graduation rate = F90–F92 cohorts; 1-year retention rate = F90–F97 cohorts

The success rate for Asian/Pacific Islanders at UH Mānoa is slightly lower than the peer and benchmark groups. Within UH Mānoa’s Asian/Pacific Islander category, the Chinese and Japanese show comparable success rates to the peer and benchmark groups, while the rates for Filipino, Hawaiian and the other-Asian categories are lower.

The success rate for non-resident aliens at UH Mānoa is comparable to the peer and benchmark groups but is considerably lower for Caucasians.

Success Rates By Ethnicity
As Measured By 6-Year Graduation and Retention Rates
UH Mānoa, Peer and Benchmark Groups
ASIAN OR PACIFIC ISLANDER
BenchmarkPeerUHM
Graduated 75%71%58%
Still Enrolled 3%3%12%
Total 78%74%70%
Success Rates By Ethnicity
As Measured By 6-Year Graduation and Retention Rates
UH Mānoa, Peer and Benchmark Groups
CAUCASIAN
BenchmarkPeerUHM
Graduated 70%65%42%
Still Enrolled 3%4%5%
Total 73%69%47%
Success Rates By Ethnicity
As Measured By 6-Year Graduation and Retention Rates
UH Mānoa, Peer and Benchmark Groups
NON-RESIDENT ALIEN
BenchmarkPeerUHM
Graduated 74%69%65%
Still Enrolled 2%2%7%
Total 76%71%72%
Success Rates By Ethnicity
As Measured By 6-Year Graduation and Retention Rates
UH Mānoa, Peer and Benchmark Groups
MIXED
UHM
Graduated 49%
Still Enrolled 11%
Total60%

Note: Other institutions do not have a Mixed ethnic category, and UHM enrollments for other ethnic groups such as Hispanics and African Americans are too small for comparison.
Source: Consortium for Student Retention Data Exchange 1998–99 Survey, F90–F92 cohorts.

Success Rates by Ethnicity
Detailed Breakdown of UH Mānoa Asian/Pacific Islander Category
(See previous graph)
ChineseFilipinoHawaiianJapaneseOther Asian
Graduated 73%56%43%63%46%
Still Enrolled 9%9%11%14%14%
Total 82%65%54%77%60%

Note: Though OMB federal reporting standards on race and ethnicity have changed recently, they previously defined the Asian or Pacific Islander category to include native Hawaiians and other Pacific Islanders. The data here can only be aggregated according to this latter standard.
Source: Consortium for Student Retention Data Exchange 1998–99 Survey, F90–F92 cohorts.

What is the status of UH undergraduate post-baccalaureate enrollment at UH Mānoa?

Fifty percent of the spring 1999 UHM graduating seniors planned to attend graduate programs at Mānoa.

The percentage of graduating seniors who planned to advance their higher education on the mainland decreased in 1999.

Source: Spring 1999 UHM Graduating Senior Survey

Location of Planned Graduate Study
1990199319961999
UH Mānoa 58.0%59.0%46.2%50.4%
Mainland 39.3%33.0%43.0%39.6%
Other 2.7%8.0%9.2%10.0%

Five years after graduation, significant numbers (41%) of UH Mānoa alumni have completed further higher education, and nearly 60 percent of those completing advanced studies did so at UH Mānoa. Since 1994, there has been a steady decline in the share completing advanced studies at Mānoa and an increase in those doing so elsewhere.

Source:UHM 2000 Alumni Outcomes Survey

Place Completed Further Higher Education
199419972000
UH Mānoa 75.6%73.5%58.4%
Mainland Institution 18.3%20.0%24.8%
Other Hawai‘i Institution 3.1%2.5%11.7%
UH Community College 2.3%2.5%4.4%
Foreign Institution 0.8%1.5%0.7%
Note: UHM alumni are surveyed five years after graduation.

After five years, 28 percent of UH Mānoa alumni are still pursuing higher education and over 40 percent of these are studying at UH Mānoa. Between 1994 and 2000 there has been a steady decline in the share pursuing advanced studies at UHM and an increase in those doing so elsewhere.

Source: UHM 2000 Alumni Outcomes Survey

Place Pursuing Further Higher Education
199419972000
UH Mānoa 58.6%51.2%41.0%
Mainland Institution 30.3%34.1%39.0%
Other Hawai‘i Institution 8.1%9.3%16.0%
UH Community College 3.0%5.4%3.0%
Foreign Institution 0.0%0.0%1.0%
Note: UHM alumni are surveyed five years after graduation

TRANSFER AND ARTICULATION

How successful are UH Community College students who transfer to UH four-year institutions?

UHCC transfers to UHM graduate at higher rates than their non-UHCC transfer counterparts.

Average Graduation Rates of Full-Time
UHCC Transfers to UH Mānoa
After 1 yearAfter 2 yearsAfter 3 yearsAfter 4 yearsAfter 5 yearsAfter 6 years
UHCC transfers to UHM <1%18%39%54%66%71%
Non-UHCC transfers to UHM <1%9%30%48%57%62%

What information is shared with the DOE relative to student success at UH?

There has been general agreement between UH and the Department of Education about the importance of information exchange that focuses on the initial performance of DOE graduates attending UH.

UH Data to the DOE by High School
on Recent Graduates Attending UH Campuses

Nearly 50 UHM faculty members serve as ambassadors, liaisons, and friends to every high school in Hawai‘i. These and similar efforts throughout the UH system help to build better bridges between Hawai‘i high schools and UH.

What is the status of articulation within the UH system?

Across the UH system, over 2,000 core courses (excluding foreign language) have been submitted for articulation. These involve more than 14,500 campus actions and approximately 93 percent have been approved.

Articulation—Course Acceptance Patterns
UHHUHMUHWOHawai‘i CCHonolulu CC Kapi‘olani CCKaua‘i CCLeeward CCMaui CCWindward CC
Recommended by UCA 1,473 1,332 1,6111,5261,4391,3651,4651,3891,4791,450
Accepted by Campus 1,0811,2521,8281,5281,2201,3641,2621,1961,5771,248
Note: UCA = University Council on Articulation

The University of Hawai‘i at Mānoa revised its general education core in a way that provides more flexibility for transfer students.

The UH transfer and articulation policy was updated in 1998 to reinforce the University’s commitment to pursue and refine the procedures specified in the policy so that all aspects of transfer are made easier, simple, and predictable, and allow students to plan their course of study without unexpected changes.

Agreement was reached on a set of common elements for inclusion in advising sheets for each baccalaureate program in the UH System.

The UH Community Colleges and UH West O‘ahu have reached agreement on guidelines for the award and transfer of prior learning credit.

Since June 1998, UH West O‘ahu and selected UH Community Colleges articulated and reached agreement on the transfer of several programs and courses. Students completing the articulated associate degree program are assured of transfer, acceptance, and applicability of all credits toward the aligned bachelor degree program at UH West O‘ahu. Articulated programs include Administration of Justice, Office Administration & Technology, Business Careers, Accounting, Hospitality Education, Paralegal, and Television Production.

What is the status of transfer student rates within the UH system?

On average, over the last ten years, there have been about 60 percent more transfers from the UHCCs to the UH four-year campuses than from the UH four-year campuses to the UHCCs.

Transfers From the UH Community Colleges Into the UH Four-Year Campuses
by Years, Fall Semester
19891990199119921993199419951996199719981999
UH Mānoa 767888853886858731793649720695721
UH Hilo 47645645211195258220188176172
UH West O‘ahu 145100102118108131166119151125215
Total transfers 9591,0521,0111,0491,1771,0571,2179881,0599961,108

However, over the past three years, there has been a steady increase in the number of transfers from UH four-year campuses to the UHCCs.

Transfers From the UH Four-Year Campuses Into the UH Community Colleges
by Years, Fall Semester
19891990199119921993199419951996199719981999
UH Mānoa 539598560466452524532658553565577
UH Hilo 50597525612813898936685103
UH West O‘ahu 2327232621241823202128
Total transfers 612684658748601686648774639671708

SERVICE LEARNING

What percentage of degree/certificate programs have a required practicum, service learning, or other service learning component?

About one-fourth of the degree/certificate programs at UH Mānoa require some form of service learning component.

Over 19 percent of degree/certificate programs at UH Hilo have a practicum, hands-on training, or other service learning component.

All specializations in humanities at UH West O‘ahu require a practicum. Students in business administration and public administration can elect a practicum or a senior project.

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EXAMINATION PERFORMANCE

What share of eligible students pass external exams in their field of study?

University of Hawai‘i students and graduates are scoring well and beating their competition on national and state exams.

Of the 179 UH Community College Nursing Program graduates who took the licensing examination administered by the National Council for Licensing Examinations (NCLEX) in 1998–99, 94 percent passed. For UHM graduates the pass rate was 97 percent, and for UHH 82 percent received a passing score.

Board of Nursing Examination (NCLEX)
Pass Rate
1995-961996-971997-981998-99
UHCC 93%86%79%94%
UHM 83%97%96%97%

Ninety-two percent of UHM Medical Technology students pass the national certification examination on their first attempt, and scores are consistently above the national average.

Medical Technology National Certification Examination Pass Rate of First-Time Takers
1994-951995-961996-971997-981998-99
93%93%85%87%92%
Note: Overall national average = 80%

For the past two years, all UHM Dental Hygiene students taking the national licensing examination passed on their first attempt. In 1998–99, similar results were achieved by graduates of the UHCC’s Diagnostic Medical Sonography, Medical Laboratory Technician, Occupational Therapy Assistant, and Radiologic Technology programs.

On average, UHM College of Education graduates score higher than the national mean in almost every assessment area on the Praxis Teacher Certification Exam and meet or exceed Department of Education qualifying scores in all areas.

Praxis Teacher Certification Examinations
(October 1, 1998–September 30, 1999)
Assessment AreaUH Median ScoreNational Median ScoreDOE Min. Qual. ScoreUH Pass Rate
PRINCIPLES OF LEARNING & TEACHING
K-6 17517316384%
7-12 17517415795%
ELEMENTARY
Curric.,Instruction & Assessment 18217916491%
Content Area Exercise 15015013591%
ENGLISH
Language & Literature Content 17517616474%
Pedagogy 15515015068%
MATHEMATICS
Content Knowledge 15213913683%
Pedagogy 15014013586%
SOCIAL STUDIES
Content Knowledge 15416715451%
Pedagogy 17116914496%
BIOLOGY
Content Knowledge 17116816167%
Pedagogy 157152139100%
SPECIAL EDUCATION
Knowledge-based Core Principles 16716713697%
Teaching Students with Behavior Disorders/Emotional Disturbances ----
Application-Core Principle Access 15315314193%
GENERAL SCIENCE
Content Knowledge 16716715792%
Physical Science Pedagogy 16315815183%
SCHOOL GUIDANCE & COUNSELING 66066058086%

Of the 29 UH Hilo students who took the Principles of Learning and Teaching Exam in 1999–2000, 86 percent passed on their first attempt.

Residents in the Integrated Orthopaedic Residency Training Program of the John A. Burns School of Medicine consistently score well on the In-Training Exam, which is administered to orthopaedic residents across the country to promote study and discussion and to help them prepare for their board exams. A score in the 90th percentile is considered excellent. UH graduates scored 99 in 1999, 99 in 1998, and 95 the previous year.

More than 95 percent of the students at the John A. Burns School of Medicine pass Step 2 of the United States Medical Licensing Exam (USMLE), and at a consistently higher rate than the national average for U.S. medical students taking the exam for the first time. On the last administration of Step 2 of the three-step process, 100% passed, the highest percentage ever over the past five years. On average, students score at the national passing percentage on Step 1.

USMLE Step 1 Passing Percentages
6/1996 6/19976/19986/1999
UH Medical School 93969891
National 93959593
USMLE Step 2 Passing Percentages
8/19968/19978/19988/1999
UH Medical School 969698100
National 95959595

At UHH, the Educational Testing Service (ETS) Major Field of Achievement Test provides national comparisons and serves as a vehicle for program improvement. UHH Computer Science Department students usually perform at or above the national norm. Students taking the test in spring 1999 achieved a mean score of 162, placing UHH in the 94th percentile of the 131 institutions making up the national norm.

UH Hilo ETS Major Field Achievement Test
Mean Score
19951996199719981999
Overall Score, UHH 161149154156162
National Norm 149149147148148
Institutional Mean 147147146148147

Note: Number of participating institutions making up the normative base. 1995=107, 1996=119, 1997=66, 1998=102,1999=131.

Graduates of the William S. Richardson School of Law are consistently outperforming Hawai‘i Bar Exam test takers from other law schools. On average, 86 percent of UHM Law School graduates pass the Hawai‘i state bar exam on their first attempt, and overall pass rates (82%) are consistently above the state average (73%).

Hawai‘i State Bar Exam Pass Rates (Percent)
19951996199719981999
UH First-Time Takers 86.491.183.689.181.7
Overall UH 81.888.180.082.379.0
Overall State 74.077.474.774.067.0

First-Time Takers (Avg=86.4); Overall UH (Avg=82.2); Overall State (Avg=73.4)

SATISFACTION

What do UH students think of their UH educational experience?

Graduating seniors reported increased satisfaction with their educational experience at UH Mānoa. Almost three-fourths (74%) rated their overall undergraduate experience as being either Good or Excellent.

Source: Spring 1999 UHM Graduating Senior Survey

UH Mānoa Graduating Seniors Rating of Overall Academic Experience
% of Responses
199319961999
Excellent 7.9%9.2%12.6%
Good 63.3%58.0%61.2%
Fair 27.3%29.6%23.4%
Poor 1.5%3.1%2.9%

Almost two-thirds (65%) of UHM classified undergraduates are satisfied with their experience at Mānoa and most (82%) indicated that, if they could start over again, they would still choose UHM.

Source: 1999 UHM College Student Experiences Questionnaire

Alumni continue to report increased satisfaction with their educational experience at UH Mānoa. Over 80 percent of UHM alumni rated their overall undergraduate experience as being either Good or Excellent.

Source: 2000 UHM Alumni Outcomes Survey

UH Mānoa Alumni Rating of Overall Undergraduate Experience
% of Responses
199419972000
Excellent 11.5%11.2%14.6%
Good 66.8%67.8%67.4%
Fair 21.2%18.4%17.1%
Poor 0.5%2.6%0.9%

Over 83 percent of UH Community College graduates and leavers rated the overall quality of their educational experience as being either Good or Excellent.

Source: Spring 1999 UHCC Survey of Former Students

 

Ninety-six percent of UHWO graduates are Satisfied or Very Satisfied with their UH West O‘ahu educational experience.

Source: 1999 UHWO Graduate Satisfaction Survey

Over 87 percent of UHH graduating seniors rated their educational experience at UH Hilo as being either Good or Excellent.

Source: Spring 1999 UHH Graduating Senior Survey

The foregoing UH satisfaction results can be compared with those from the NCHEMS Comprehensive Alumni Survey. This survey, used by about 40 four-year institutions, asks an overall satisfaction question and a quality-related question about preparation for future study. About 80–84 percent of respondents rate their experience as Good or Excellent.

Source: National Center for Higher Education Management Systems

How satisfied are UH students with their general education core requirements and experience?

Overall most satisfied with:

Overall least satisfied with:

Sources: Spring 1999 UHM and UHH Survey of Graduating Seniors

How satisfied are UH students with their preparation for employment?

At UH Mānoa, 92 percent of the alumni indicated that they were Adequately to Well Prepared for their current primary job.

Source: 2000 UHM Alumni Outcomes Survey

UH Mānoa Alumni Job Preparation for Current Primary Job
% of Responses
199419972000
Well Prepared 14.9%11.9%16.6%
Moderately Well Prepared 40.0%33.1%39.4%
Adequately Prepared 35.7%43.1%35.9%
Poorly Prepared 9.4%11.9%8.1%

UH Community College graduates and leavers continue to report increased satisfaction with their preparation for employment. Over 84 percent are Very Well Satisfied or Well Satisfied.

Source: 1998–99 UHCC Graduate and Leaver Survey

UH Community Colleges Preparation for Employment
% of Responses
1996-971997-981998-99
Very Well Prepared 29.0%24.8%30.0%
Well Prepared 50.5%56.3%54.1%
Poorly Prepared 13.9%13.2%12.0%
Very Poorly Prepared 6.6%5.8%3.9%

When asked what they gained from their undergraduate experience, about two-thirds of UHH (62%) and UHM (60%) graduating seniors mentioned preparation for employment.

Sources: Spring 1999 UHM and UHH Graduating Senior Surveys

How satisfied are UH students with the academic preparation they receive?

A vast majority (91%) of UHM baccalaureate alumni were Satisfied or Very Satisfied with their academic preparation. UHM Alumni Outcomes Survey findings for 1989, 1991, 1994, and 1997 were similar.

Source: 2000 UHM Alumni Outcomes Survey

UH Mānoa Alumni Satisfaction with Academic Preparation
Very SatisfiedSatisfiedDissatisfiedVery Dissatisfied
16.9%74.0%8.0%1.1%

Similarly, the vast majority (94%) of UHCC graduates and leavers indicated that the quality of academic programs at the UH Community Colleges was About What They Expected or Better.

Source: Spring 1998 Survey of Former Students

UH Community Colleges Satisfaction with Academic Preparation
Better Than ExpectedAbout What ExpectedWorse Than Expected
47.7% 46.6% 5.8%

Over 86 percent of UHM graduating seniors felt that the quality of academic programs was About What They Expected or Better.

Source: Spring 1999 UHM Graduating Senior Survey

UH Mānoa Graduating Seniors Quality of Academic Programs
199319961999
Better Than Expected 17.3%13.7%13.2%
About What Expected 72.7%69.7%73.0%
Worse Than Expected 10.0%16.6%13.9%

The vast majority (92%) of UHH graduating seniors felt that the quality of academic programs at Hilo was About What They Expected or Better.

Source: Spring 1999 UHH Graduating Senior Survey

UH Hilo Seniors Graduating Seniors Quality of Academic Programs
Better Than ExpectedAbout What ExpectedWorse Than Expected
24.3% 67.6%8.1%

Ninety-seven percent of UHWO students indicated that the quality of academic programs at West O‘ahu met or exceeded their expectations.

Source: 1999 Graduate Satisfaction Survey

UH West O‘ahu Graduating Seniors Quality of Academic Programs
Better Than ExpectedAbout What ExpectedWorse Than Expected
65.0%32.0%3.0%

What is the overall state of faculty awards, turnover, and morale at UH?

On a scale of 1 to 10, UH faculty morale stands slightly above the mid-point at 5.16, with the lowest at Mānoa (4.63) and the highest at the Employment Training Center (6.47).

Source: UH Quality of Faculty Worklife Survey, Fall 1998

Overall Faculty Morale by Campus Units
UHMUHHUHWOUHCC
4.636.26 5.80 5.96

Note: Range is from 1=low morale to 10=high morale (midpoint 5.5).

Based on the recent data available, the Mānoa faculty reported a decline in morale relative to past data.

Source: UH Quality of Faculty Worklife Survey, Fall 1998

Overall Change in Mānoa Faculty Morale
19871990199219941998
4.64.74.64.33.6

Note: 1.0=declined morale 5.5=midpoint or unchanged morale 10.0=improved morale

Overall, faculty members perceive the greatest need is for improvement in governance and advocacy for faculty, and the least need is for improvement in their students and collegial relations.

Source: UH Quality of Faculty Worklife Survey, April 1999

UH Faculty Morale Scale
1=most negative response; 5=most positive response (mid point 3.0)
Advocacy for FacultyFaculty GovernanceSupport ServicesLeadershipReward/ Evaluation SystemProfessional WorklifePersonal IssuesStudentsCollegial Relations
2.752.812.842.873.043.073.133.333.80

Note: Reflects all members of the UH faculty (i.e., instructors, researchers, specialists, agents, and librarians) affiliated with each of the three institutional types represented within the system (i.e., research university, baccalaureate granting, and community colleges).

In the last three years, the faculty turnover rate due to resignations has been steadily decreasing. It currently stands at 2.5%. Seeking greater opportunities for advancement, better pay, and lower cost of living/housing are the most common reasons given for leaving the UH.

Source: Exit Questionnaire, UH Office of Human Resources, July 1998–June 1999

UH Faculty Resignations (Turnover Rate)
Number of Resignations Processed/Fiscal Year
1996-971997-981998-99
110 (3.53%)109 (3.48%)79 (2.54%)

Note: Excludes graduate assistants and lecturers.
Source: Resignations of UH Employees, July 1996–June 1999, Office of Human Resources

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ACCESS TO FACULTY

What is the usual UH undergraduate student experience in terms of class size and faculty type?

Lower division average class size has decreased slightly since fall 1995.

Average Class Size
Lower Division—University of Hawai‘i
UH SystemUHM Arts & ScienceUHM OtherUH HiloUHCC GeneralUHCC Vocational
Fall 1995 253134272519
Fall 1999 242934242418

Likewise, upper division average class size has decreased since fall 1995.

Average Class Size
Upper Division—University of Hawai‘i
UH SystemUHM Arts & SciencesUHM OtherUH HiloUHWO
Fall 1995 2121211723
Fall 1999 1818171623

More than 80 percent of all UH undergraduate and lower division classes enroll 30 or fewer students.

Fall 1999 Classes by Range
University of Hawai‘i
1-1011-3031-5051-100101+
Lower Division Classes 11.9%69.4%14.9%2.6%1.2%
Undergraduate Classes 17.3%65.2%14.0%2.4%1.0%

Note: Ranges for UHCC differ from four-year campuses, but were grouped as closely as possible.

At the undergraduate level, nearly three-fourths of student semester hours are taught by regular faculty.

SSH Taught, by Faculty Type
Undergraduate Level—University of Hawai‘i System
Regular FacultyLecturerOther Faculty
Fall 1995 70.3%21.0%8.7%
Fall 1999 72.2%19.2%8.6%

RESEARCH AND TRAINING

How have UH research and training activities fared in recent years?

One of the goals in the UH Mānoa Strategic Plan is to rank by year 2007 among the top 50 public universities in research and training funds awarded. The UH may reach this target ahead of schedule.

In 1998, UH Mānoa moved up ten spots and is ranked 54th among the top 100 research universities in the nation in federal expenditures for research and development. Among public institutions, UHM ranked 31st. UHM outranked top universities, including Princeton, Michigan State, and Georgetown.

Sources: Chronicle Of Higher Education, March 2000; D.D. Craig, University of Florida, 2000

The University of Hawai‘i has again received record support for research and training. Extramural funds—grants and contracts from federal, private, foreign and other outside sources—reached $181 million for 1999–2000, a 10 percent increase over the previous fiscal year and the second year in a row the University has set a new record for total extramural funds.

The largest gains were in research funding, where there was record support for the fifth consecutive year. UH received $102.8 million, a $10.1 million or 11 percent increase over the amount received the previous fiscal year.

Office of Research Services Extramural Fund Support
Past and Projected
(In millions of dollars)
1988-1989
Actual 		1991-1992
Actual 		1994-1995
Actual 		1997-1998
Actual 		2000-2001
Projected		2003-2004
Projected		2006-2007
Projected		2009-2010
Projected
Research 47.0 61.770.291.7106.0119.0134.0150.0
Training 24.9 58.469.068.280.093.0108.0120.0

Among the top 50 universities, the UH Ocean Sciences program ranks 6th in the nation in competitive federal grants from the National Science Foundation (NSF). UH is among the top ten nationally in Astronomy and 15th in Earth Sciences. In FY 1999, UH ranked 19th nationally in NSF funding in Atmospheric Sciences.

NSF Funding Levels
UH Ranking Among Top 50 Institutions
(National Rank)
Program FY 97 FY 98 FY 99
Ocean Sciences
5
4
6
Astronomy
5
7
10
Earth Sciences
4
45
15
Atmospheric Sciences
27
28
19

NSF Funding Levels
UH Ranking Among Top 50 Institutions
(Value)
Program FY 97 FY 98 FY 99
Ocean Sciences
$9.2 million
$7.9 million
$7.9 million
Astronomy
$1.4 million
$1.2 million
$851,000
Earth Sciences
$2.5 million
$405,400
$1.4 million
Atmospheric Sciences
$830,000
$661,400
$998,000

Other nationally ranked programs include Botany and Architecture, ranked 30th and 31st respectively by the Gourman Report on Undergraduate Programs. Ecology, Evolution and Behavior was ranked 22nd by the Ecological Society of America in 1999.

Adoption of the Mauna Kea Science Reserve Master Plan assures the stature of the University of Hawai‘i as one of the leading institutions for astronomical research in the world.

RESEARCH BREAKTHROUGHS

LIBRARY

How does UH’s major library compare on a national basis?

Among the 111 university libraries that are members of the Association of Research Libraries (ARL), UH ranks 64th—a significant improvement from 77th three years ago.

Source: 1998–99 ARL Membership Index

In the past three years, the Library has significantly improved its ranking in volumes added, moving from 91st to 57th. The ranking is based on the number of volumes held, number of volumes added in the last fiscal year, number of current serials, size of permanent staff, and total operating expenditures.

This is a strong improvement over 1996–97 when the library dropped to 78th after budget cuts reduced its staff and virtually eliminated its book fund. Improvements can be seen best in the recovery of annual acquisitions—from 31,000 to 74,000 volumes—and construction of the Hamilton Library Addition, which is scheduled for completion in late 2000.

Current improvements are in line with the library’s strategic goal to be back in the ARL top 50 within two years.

UH Mānoa Library Rankings
Out of the 111 ARL Member Libraries
(UHM Rank)
Variables 1995-96 1996-97 1997-98 1998-99
Overall ARL Criteria Index
78
77
62
64
Book/Journal Expenditures
106
107
105
101
Volumes Added (Gross)
102
91
56
57
Volumes in the Library
45
48
48
46
Current Serials
36
39
43
45
Professional & Support Staff (FTE)
93
91
93
94
Total Library Expenditures
87
92
97
88

Source: 1995-96 to 1998-99 ARL Statistics

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PROGRAM REVIEW

What is the status of program review?

Program review is a continuing campus activity. Progress for the past two years is summarized below.

During 1998–99, the Board of Regents approved four new academic programs, approved one new college, moved seven programs from provisional to established status, and terminated three academic programs. The administration authorized eight certificate credentials and approved planning for one degree program. Twenty academic programs underwent name and/or structure changes, admissions to six were suspended, and 132 others underwent routine review.

During 1999–2000, the Board of Regents approved four new academic programs, moved seven programs from provisional to established status, and terminated six academic programs. The Board approved consolidation of eleven departments into six and consolidation of two departments into a new school. The administration approved eight new certificates within existing programs and authorized planning for three new programs. Five academic programs underwent name and/or structure changes, admissions to three were suspended, and 100 others underwent routine review.

COMPUTING & INFORMATION TECHNOLOGY

How has access to technology increased at UH?

UH now has Internet capacity commensurate with most major research universities in the country. To satisfy growing demands for connectivity, the University has entered into an agreement to purchase over 300 million bits per second of connectivity on the next fiber optic cable being laid between Japan and the U.S. via Hawai‘i. UH is the first university in the world to purchase, rather than lease, its own capacity.

More IDs have been created on the general purpose computing systems, which allow access to computer applications and Internet services.

Total Number of UHUNIX IDs
July 1990July 1991July 1992July 1993July 1994July 1995July 1996July 1997July 1998July 1999March 2000
5327554842691514655219022190231180475445869475822

There has been an increase in the total number of microcomputers available for student use in both general purpose and departmental labs.

Total Number of Microcomputers for Student Use
Total ## of Macs# of PCs# of Other Devices
Jan 1988 2655213974
Dec 1994 771242382147
Nov 1996 941252555134
Nov 1997 983275562146
June 1999 1,061295623143

Sources: 1988, 1994, 1996, 1997, 1999, ITS Survey, UHCC Newsletter

UH ranked second in the higher education category of a national analysis of states “being wired”—for utilizing digital technologies. Hawai‘i tied for second with eight other states, trailing only Michigan. The report noted a marked improvement in student access to computers on campus, availability of on-line admission and financial aid application information and forms, and courses offered through distance technology.

Source: The Digital State 1998, Progress & Freedom Foundation in Conjunction with Government Technology Magazine

In addition to providing free information to anyone anywhere in cyberspace, the University has a number of e–commerce applications that include the UH Press, which sells publications online, UH Mānoa, which accepts electronic tuition and fee payments by credit card, and the UH Bookstore, which sells merchandise online and is beginning an e-commerce project for textbooks.

The University of Hawai‘i has been awarded a high-performance connectivity grant by the National Science Foundation to connect Hawai‘i to the Next Generation Internet and Internet2 national and international networks. The high performance network links that this 1999 grant makes possible will allow researchers and research facilities to accomplish work that has not been possible up to now. These networks highlight ways in which the University of Hawai‘i provides critical service to the entire state. They represent an imaginative solution that will open up a world of opportunities for the University and state.

The UH has kept Hawai‘i at the forefront of Internet services. Among other things, UH operates the Hawai‘i Internet Exchange, a neutral exchange point for all the state’s major Internet service providers and thus for nearly everyone who uses the Internet in Hawai‘i.

WORKFORCE DEVELOPMENT

What is the volume of credentials awarded annually by UH?

On average, nearly 7,000 degrees are awarded annually by UH.

UH Degrees & Certificates Awarded, by Level
(Fiscal Year)
88-8989-9090-9191-9292-9393-9494-9595-9696-9797-9898-99
4-Year 26742760272127672997300931563395327930863089
2-Year 21602298233023782469238126422643269727222615
Post-baccalaureate 13521277134014321644168317311708166013321413

What is the University’s response to jobs in demand in Hawai‘i?

Representatives of the visitor industry spoke highly of the entire range of tourism-related programs offered by the UH system, from baccalaureate- to certificate-level, and lauded educators for the development of approaches that allowed such programs to be delivered when and where needed.

Source: 2000 Report to the Governor on Hawai‘i Workforce Development

Tourism will continue to have a strong presence in the state’s economy. In response, the UH established an Associate of Science degree and Certificate of Achievement in Travel and Tourism with classes designed to present contemporary trends and topics vital to the success and growth of the state’s largest industry and leading economic engine.

Source: State of Hawai‘i Employment Outlook for Industries and Occupations (1996–2006) Department of Labor

In response to the need for special education teachers, an additional 65 to 100 students per year from the University of Hawai‘i will be eligible for an initial teaching license in Special Education. Sixty-nine students completed the program in 1999 and an additional 84 are expected to graduate in 2000.

In addition to elementary and secondary master’s degrees in special education, a dual licensure program and a post-baccalaureate program were added to address the pressing need for special education teachers. The UHM College of Education also started several programs on the Neighbor Islands and in Leeward O‘ahu in order to address teacher shortages and needs in those locations.

A commercial aviation program was established at Honolulu Community College in response to the growth of Pacific and Asian airlines and the need to replace pilots who are approaching mandatory retirement age in record numbers.

A Cosmetician Training program was established at Honolulu Community College to meet a growing demand for certified cosmeticians at luxury hotels and salons.

A new biotechnology facility is being constructed at the University of Hawai‘i at Mānoa to nurture and develop alternative industries that can fuel the state’s economy and provide high-quality employment opportunities for residents.

Six out of ten practicing physicians in Hawai‘i either graduated from the John A. Burns School of Medicine or went through its residency program. Many of them provide health care to residents of the state’s under-served communities during their training.

Of the 280 business men and women leaders listed in Hawai‘i Business magazine, about one-third are University of Hawai‘i graduates.

Source: Hawai‘i Business Magazine, December 1998

Honolulu Community College was selected as one of only six Cisco Training Academies in the U.S. to offer the Cisco Network Professional training courses, which are designed to address the growing demand worldwide for more trained computer networking experts.

Source: Honolulu Community College

How satisfied are employers with UH graduates?

Key stakeholders (i.e., representatives of business and industry, education, labor, and community-based programs) were generally positive about the quality of technical training provided by Hawai‘i’s post-secondary institutions, including the University of Hawai‘i’s 4-year and 2-year campuses.

Source: 2000 Report to the Govenor on Hawai‘i Workforce Development

Fifty-eight percent of the employers (local and mainland) who conducted student and alumni interviews at Mānoa to fill current and future employment needs rated the academic preparation and training of UHM students as Above Average or Excellent.

Source: 1998–99 Survey of Employer Recruitment Activity
Career Placement Services

Employer Satisfaction with UHM Academic Preparation/Training
1996-971997-981998-99
Excellent 10%8%8%
Above Average 53%58%50%
Average 38%32%42%
Below Average 0%3%0%
Poor 0%0%0%

Almost 95 percent of the firms contacted had employees who had benefited from skills training provided by the UH Community Colleges. Employers rated their overall satisfaction as Good or Very Good. High ratings were given for students’ technical knowledge, adaptability, motivation, and work quality.

Source: Survey of Employer Perceptions of Graduates from Hawai‘i Business Education and Office Skills Programs
Office of the State Director for Career & Technical Education

Employer Satisfaction with Community College Hires
(Frequency)
Very GoodGoodPoorVery Poor
64000

What is the likelihood of a UH Community College vocational student getting a job in Hawai‘i?

UH Community College vocational education graduates who seek employment are highly likely to get jobs in Hawai‘i. The percentage of those graduates who were unemployed and seeking work declined 3 percent over the last survey year.

Sources: Annual UHCC Graduate and Leaver Surveys

Employment of Voc Ed Graduates
1995-961996-971997-98
Employed Full-Time 31.9%35.5%43.6%
Employed Part-Time 27.3%31.6%29.7%
Homemaker 8.8%6.5%5.4%
Unemployed, Seeking Work 19.6%15.0%12.0%
Unemployed, by Choice 12.3% 11.4%9.4%

What are the opportunities for continuing education and non-credit instruction across the UH system?

The diversity and volume of UH continuing education offerings, both credit and non-credit, are considerable and have held steady since fall 1993.

Continuing Education Enrollment
(Fall Semester)
19891990199119921993199419951996199719981999
Non-Credit 2810432855364112764623348237402452523235274492331022753
Credit 20472240314338282836225920991958189119472217

ECONOMIC IMPACT

What is the overall economic impact of the UH system on Hawai‘i?

The University of Hawai‘i system and its participants represent a major economic force in Hawai‘i. For the 1999 fiscal year:

It is estimated that obtaining a University of Hawai‘i bachelor’s degree increases the lifetime earnings of graduates in excess of $1.0 million relative to obtaining a high school diploma.

Source: Study of the Economic Impact of the UH System (in progress),
UHM Department of Economics

The most important economic impact of the University of Hawai‘i is the development of human capital and a knowledge infrastructure. The integration of Hawai‘i into the global academic, business, and technology communities is not possible without the University. UH produces a broad range of positive economic results and is key to repositioning Hawai‘i’s economy by:

FOREIGN INVESTMENT IN UH

The external non-U.S. economic investment in UH research facilities has been substantial. Canada, France, Japan, the United Kingdom, and other foreign countries invested over $329 million in planetary, stellar, extragalactic, and infrared studies and research on the Big Island of Hawai‘i by funding telescopes and operations at the Mauna Kea observatories and facilities and equipment at the University Science and Technology Park at UHH.

External Non-U.S. Economic Investment in Research Facilities
FacilityInvestmentSource
UHH Science & Tech Park:
Gemini facilities$3.9M (50% of total cost)various foreign countries
Subaru facilities $15M (facility); $12M/yr (supercomputer) (100% of total cost) Japan
Joint Astronomy Center $8.5M (100% of facility cost)United Kingdom
Mauna Kea Observatories:
Subaru Telescope $170M (construction/operation) Japan
Gemini Project$49M (facilities)various foreign countries
Joint Astronomy Center $32M (Maxwell telescope); $5M (infrared telescope) United Kingdom
Canada-France-Hawai‘i $31M (optical/infrared telescope) Canada, France
International Pacific Research Center$3MJapan
UHH College of Trop Ag$20,000 (greenhouse)Netherlands

TECHNOLOGY TRANSFER

The Office of Technology Transfer and Economic Development serves as a gateway for access to the University’s rich educational, scientific, and technical resources and facilities and facilitates technology transfer and economic development activities. The technology transfer process begins with the disclosure of discoveries and inventions by University researchers. The number of disclosures—which have steadily increased since 1996 and more than doubled over the past two years—bears a direct relationship to the number of patents filed, licenses executed, and spin-off companies created, all of which support economic development. These disclosures have resulted in 231 patents or patent applications filed by the University, 20 active license agreements or options for future licenses, and $1.7 million in gross licensing revenues (cumulative).

UH Invention Disclosures
(by Fiscal Year)
19921993199419951996199719981999
2818141811152141

ECONOMIC DEVELOPMENT HIGHLIGHTS

ACCREDITATION

What is the status of accreditation at the University of Hawai‘i and what does it mean?

All ten campuses of the University system are separately and regionally accredited by the Western Association of Schools and Colleges (WASC). Regional accreditation means that, as the result of an external review process, the University is judged to be fulfilling its stated purposes and can be expected to continue to do so. Students and the public can be assured that University of Hawai‘i campuses have met standards of quality across the entire range of institutional activities.

In 1999, the University of Hawai‘i at Mānoa’s accreditation was fully reaffirmed by WASC. The WASC commission indicated that the Mānoa campus excels in several areas, including the dedication of faculty and staff, efforts to strengthen the undergraduate curriculum, an increase in research generated by the faculty, and a highly enviable 11 to 1 student–faculty ratio—rare among nationally ranked Carnegie Research universities. The commission will conduct a follow-up visit in three years.

UH West O‘ahu is fully accredited by WASC as is UH Hilo. UHWO is preparing its self-study for a WASC visit in spring 2002.

In addition, nearly 50 University of Hawai‘i academic programs hold separate professional accreditation. These programs have been subjected to rigorous external reviews that ensure high standards of professional practice. As a result, the UH credentials conferred convey a special merit of quality within these specialized fields of study.

At UH Mānoa, there are 20–23 professional accrediting associations that examine the campus every five to ten years. Among the accredited professional programs at UHM are law, medicine, architecture, business, travel industry management, social work, engineering, journalism, chemistry, dental hygiene, dietetics, library and information studies, clinical psychology, microbiology, audiology, speech-language pathology, education, medical technology, music, and urban and regional planning.

Twenty Community College programs hold separate accreditation, including nursing and a variety of food service programs at multiple campuses, aeronautics maintenance, automotive maintenance, cosmetology, fire science, motorcycle safety, legal assistant, medical assistant, medical lab technician, occupational therapy, physical therapy, radiologic technology, and respiratory care.

The nursing and education programs at UH Hilo are separately accredited.

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Goal II
Implementing Differentiated Campus Missions and Functioning as a System