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Office of the Vice President for Planning & Policy

1. Benchmarks/Performance Indicators Report 2000 Update (.pdf)
2. University of Hawai‘i Stategic Plan
3. University of Hawai‘i Mission

University of Hawai‘i System Homepage

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

• Access and Enrollment
• Graduation Rates
• Transfer and Articulation
• Service Learning
• Examination Performance
• Satisfaction
• Access to Faculty
• Research and Training
• Library
• Program Review
• Computing and Information Technology
• Workforce Development
• Economic Impact
• Accreditation
  

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

• Campus Mission

Goal III:
Continuing to Champion Diversity and Respect for Differences

• Diversity
• Respect for Differences

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

• International Education
• Special Emphases

Goal V
Acquiring and Managing Resources with Accountability and Responsiveness

• Funding
• Stewardship and Management
• Private Giving
• Esteem

By the Way...

Goal II

Implementing Differentiated Campus Missions and Functioning as a System

CAMPUS MISSION

The mission statement adopted by the Board of Regents on November 15, 1996, and the University of Hawai‘i Strategic Plan, 1997–2007, clarify campuses’ roles and missions and are available separately.

FUNCTIONING AS A SYSTEM:

UH MĀNOA is a research university with selective admissions. It offers:

• baccalaureate degrees across a comprehensive array of liberal arts and professional programs;
• master’s and PhD degrees in a broad array of fields;
• first professional degrees in law and medicine; and
• organized research units.

UH HILO is a comprehensive, primarily baccalaureate institution with a regional mission, offering selected master’s degrees. It offers baccalaureate degrees in business, humanities, natural/social sciences, agriculture, and the master’s degree in education and Hawaiian language and literature.

UH WEST O‘AHU is an upper division institution that will eventually become a four-year campus. It offers baccalaureate degrees in selected humanities, social science, and business and public administration fields.

UH COMMUNITY COLLEGES are open-door, low-tuition institutions offering associate degrees and certificate programs in academic, technical, and occupational subjects.

HAWAI‘I COMMUNITY COLLEGE offers a strong liberal arts program, including basic skills, and a comprehensive vocational program that includes business, nursing, trades technology, and public service career fields.

HONOLULU COMMUNITY COLLEGE offers a strong liberal arts program in addition to the largest number of vocational/technical offerings in Hawai‘i, including programs that are not offered at any other campus, e.g., marine technologies, cosmetology, refrigeration and air conditioning, aeronautic maintenance, and commercial aviation pilot training.

KAPI‘OLANI COMMUNITY COLLEGE offers a comprehensive liberal arts program. This campus is a statewide leader in health services education with nine unique programs in allied health professions; it offers the state’s only legal assisting program and an extensive food service and hospitality education program.

KAUA‘I COMMUNITY COLLEGE offers a comprehensive liberal arts program and vocational programs in fields such as business education, health care, and the visitor industry.

LEEWARD COMMUNITY COLLEGE offers an extensive liberal arts program, combined with selected vocational offerings, and provides courses in 67 disciplines; unique programs include television production, and information and computer sciences. Courses are also offered on-site in Wai‘anae.

MAUI COMMUNITY COLLEGE offers a strong liberal arts program and a comprehensive vocational program that includes business, nursing, trade technology, and public service career fields; courses offered over cable TV and a campus interactive television system provide instruction to Moloka‘i, Lāna‘i, and Hāna.

WINDWARD COMMUNITY COLLEGE offers a strong comprehensive liberal arts program and selected vocational education programs, including business education and agriculture.

EMPLOYMENT TRAINING CENTER provides job training for “at risk” populations in high-demand areas such as food service, auto repair, construction occupations, and office technology.

UNIVERSITY OF HAWAI‘I CENTERS on Maui and Kaua‘i and in West Hawai‘i establish a University of Hawai‘i presence in communities that otherwise lack access to programs offered elsewhere in the UH system. University Centers are system entities that are assigned for administrative purposes to existing campuses. The courses and credentials offered at these Centers are those of the existing accredited UH campuses.

Goal III

Continuing to Champion Diversity and Respect for Differences

DIVERSITY

Diversity spans multiple goals of the UH Strategic Plan. Thus, diversity benchmarks/performance indicators are addressed in various other sections of this report, such as graduation rates on pages 3–4 and international education on pages 28–31.

After declining for three years, the mean age for the UH system has steadily increased since fall 1997 from 25.9 to 26.2 years.

Women continue to account for over 55 percent of the students enrolled.

The percentages of Hawaiian, Filipino, and Mixed ethnic groups have increased in the last ten years, while the percentages of Japanese, Chinese, and Caucasian students have decreased.

The UH is one of the most ethnically diverse institutions of higher learning in the nation—19.8 percent of the students are Caucasian, 18.5 percent are Japanese, 14.2 percent are Hawaiian or part-Hawaiian, 13.9 percent are Filipino, 6.9 percent are Chinese, and 10.9 percent report Mixed ethnicity.

Since fall 1996, over 55 percent of the students have been enrolled full-time.

Generally, minorities comprise smaller proportions among faculty members than for all employees.

The proportion of women in the UH workforce is increasing. The proportion of women nearly matches the proportion of men for all employees, while the ratio of women to men in faculty ranks is approximately 2 to 3.

About 90 percent of the students enrolled at the UH campuses list Hawai‘i as their home. Enrollment of students on or from the Neighbor Islands has been steadily increasing.

A smaller share (5%) of UH Mānoa freshmen report a disability than do freshmen surveyed nationally (10%). It may be that fewer students with disabilities enroll at UHM or that UHM entering students choose not to identify themselves as having a disability.

DIVERSITY INITIATIVES/HIGHLIGHTS

• A competitive grant program has been established to support UH diversity and equity initiatives. Funds in the amount of $100,000 are available for projects that advance the diversity goal of the UH Strategic Plan.



• The University of Hawai‘i at Mānoa again ranks among the nation’s leading producers of minority graduates in many advanced degrees. UHM was third in the nation in awarding master’s degrees and doctorates to minority students. For advanced degrees awarded to Asian/Pacific Islanders, UH ranked first for the number of master’s degrees and second for doctorates.
  Source: Black Issues in Higher Education, July 1999


• According to a survey of several hundred colleges and universities, UHM ranked number one in the percentage of Asian Pacific American (APA) students and overall student population diversity. UHM also reported the highest percentages of APA tenured or tenure-track faculty, administrators and senior-level administrators.
  Source: aMAGAZINE, August/September 2000

RESPECT FOR DIFFERENCES

Fifty-eight percent of Mānoa undergraduates indicated they gained Quite a Bit or made Very Much progress in becoming aware of different philosophies, cultures, and ways of life.

Almost three-fourths (72%) of UHM undergraduates felt they gained Quite a Bit or made Very Much progress in developing the ability to understand and get along with different kinds of people.

On a scale of 1 to 7, Mānoa undergraduates rated the University 5.0 or above average in the development of student understanding and appreciation of human diversity.

UH Mānoa attracts freshmen and transfer students who express tolerance of others on issues of sexual orientation and religion.

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Goal IV

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

INTERNATIONAL EDUCATION

The University of Hawai‘i supports international education through the on-campus presence of international students, trainees, faculty, and scholars; foreign language offerings; internationally focused courses and certificate programs; international exchange; and study abroad opportunities.

HIGHLIGHTS

• U.S. News & World Report ranks UH Mānoa’s international Master’s of Business Administration (MBA) program 20th among the nation’s 300 accredited MBA programs—up four spots from its 24th ranking in 1998.
  
  Source: U.S. News & World Report, April 2000
• Only six other U.S. campuses house National Foreign Language Resource Centers, and only UH Mānoa has an Asian/Pacific focus.
  
  Source: UHM College of Languages, Linguistics, and Literature
• The UHM College of Language, Linguistics, and Literature teaches 31 foreign languages, more than any other U.S. institution except the Department of State, and is the only college in the U.S. that specializes in Asian and Indo-Pacific languages.
• Kapi‘olani Community College was cited as one of six models of international education with emphasis on globalizing the undergraduate curriculum.
  
  Source: Association of American Colleges and Universities
• UHM Department of English as a Second Language ranks number one worldwide among similar programs.
  
  Source: International Survey of the Quality of Instruction and Research in Second and Foreign Language Acquisition
• UH Hilo’s Ke‘elikōlani Hale Kuamo‘o Hawaiian Language Center serves as a prototype for indigenous language revitalization efforts nationwide.
• The UHM Intercultural Communication program was ranked second by the Speech Communication Association.
• The U.S. Department of Education ranks UHM’s Center for Southeastern Asian Studies number one among similar national centers.
  
  Source: U.S. Department of Education, 1997
• In 1999, the UHM summer session received the Exemplary Program Award for its program in “Educational Leadership in the Asia/Pacific Region.”
  
  Source: North American Association of Summer Sessions
• The U.S. Department of Education has recognized the University of Hawai‘i as a leader in Asian/Pacific studies by awarding three grants of nearly $3 million.
• The UHM Center for Pacific Islands Studies (CPIS) is the only National Resource Center (NRC) in the nation that focuses on the Pacific Islands. The Center has been awarded NRC status for another three years; this marks 30 years of continuous funding, or 10 funding cycles from the U.S. Department of Education. The Center engages in instruction, has an extensive outreach program, and is the world’s leading publishing program on the Pacific region.

INTERNATIONAL STUDENT ENROLLMENTS/COURSES

In fall 1999, 1,963 degree-seeking international students enrolled in the UH system; 85 percent were from the Asia-Pacific region. UH Mānoa enrolled 1,333 or almost 8 percent of its total enrollment. Two hundred forty-three attended UH Hilo and 387 enrolled at the UH Community Colleges.

In the academic year 1998–99, foreign student enrollment in academic programs at UH Mānoa increased nearly 5 percent, approximately 3 percent more than the national average.

Over 800 of the international courses offered by the UH system focus on the Asia-Pacific region.

OVERSEAS STUDY/RESEARCH PROGRAMS

Throughout the UH system, over 480 students currently participate in overseas education experiences, including study abroad, exchange programs, field research, internships, etc. Of the students who participated in the international study/research programs, 281 (or 58%) went to the Asia-Pacific region.

FORMAL AGREEMENTS

The University has 134 formal agreements with 118 institutions in 25 countries. This steady increase in international linkages provides opportunities for faculty and student exchange, short-term training, library exchanges, collaborative research, and the development of international programs that benefit the University.

Eighty-seven percent of the UH institutional agreements are in the Asia-Pacific Region.

VISITING SCHOLARS AND INTERNATIONAL FACULTY

In 1999, 309 visiting scholars and international faculty taught and conducted research in the UH system. The majority (58%) of these international faculty and scholars came from Asia, slightly less than a third (31%) were from Europe, and the remainder were from countries in Africa, the Americas, and the Pacific.

Of the 253 visiting international scholars, 46 percent were supported by funds from outside the University. The University directly supported 47 percent of these scholars, and 7 percent received funds from both UH and outside sources.

In addition, 5,565 international students participated in intensive English and other short-term training programs across the UH system.

EXTRAMURAL FUNDING

Although the number of awards from foreign sources has remained about the same over the past five years, the total dollars awarded has almost tripled.

INTERNATIONAL COLLECTIONS

The University’s 87,000-volume Pacific collection covering Micronesia, Polynesia, and Melanesia is the finest and most complete collection in the U.S. and arguably the world.

Among U.S. research libraries, the UH Korean collection ranks 4th in the nation. The Japan collection is among the top 11 nationally, and the Chinese and Asia collections are among the top 15.

UH students can earn a certificate with an international component in over 20 fields. Students have the opportunity to participate in international exchange, study abroad, and specially designed campus-based overseas programs. And the UH offers over 31 languages other than English.

Overall, UH system registrations in languages have increased over the past ten years.

• East Asian Languages (stable)
• European Languages (+20%)
• Hawaiian/Indo Pacific Languages (+14%)

SPECIAL EMPHASES

At UH Mānoa, registrations in Hawaiian language courses increased steadily from fall 1989 and slightly declined after fall 1997. Registrations in Hawaiian Studies courses have also increased, although registrations in fall 1999 are somewhat lower than in fall 1995.

Registrations in Hawaiian language and Hawaiian Studies courses at UH Hilo have climbed since fall 1989, and declined slightly after reaching their peak in fall 1994.

In 1996, UH Hilo became the first university in the nation to offer a graduate degree in an indigenous language—the master of arts in Hawaiian language and literature. And in fall 1998, UHH became the first university in the nation to establish a college in an indigenous language—the College of Hawaiian Language.

At the UH Community Colleges, student registrations in Hawaiian language have almost tripled since fall 1989, while registrations in Hawaiian Studies courses continue an upward trend.

UH West O‘ahu began offering a specialization in Hawaiian-Pacific Studies in fall term 1999. There were 48 course registrations.

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Goal V

Acquiring and Managing Resources with Accountability and Responsiveness

FUNDING

After five years of steady decline, the UH experienced a slight increase in enrollment (2.5%) and current service funding (5.6%) in 1999–2000.

Overall—over the past five years—UH enrollment decreased 10 percent, while current service funding is down 18 percent.

UH’s share of state general funds in the last decade has gone from 12 to 9 percent—a 25 percent decline in support. UH enrollment has been between 45,000 and 52,000 for the same period.

The University is well below the national average in state appropriations for students enrolled in public higher education. Comparable purchasing power ranks Hawai‘i 43 out of the 50 states and District of Columbia.

Undergraduate resident tuition rates at all UH campuses remain below WICHE averages. Undergraduate non-resident tuition is below or equivalent to WICHE averages for all UH campuses except Hilo (upper division) and the Community Colleges. With the exception of the UHM graduate non-resident rate, graduate, law, and medicine rates exceed or are equivalent to WICHE averages.

STEWARDSHIP & MANAGEMENT

The repairs and maintenance (R&M) allocation per gross square foot (GSF) between fiscal years 1996 and 2000 has increased substantially due to funding support from the capital improvement program (CIP) budget.

The percentage of the general operating budget (General Fund appropriations and tuition revenues) dedicated to R&M needs to be increased to ensure that one of the University’s greatest assets—its facilites—is well maintained.

Although CIP appropriations have helped to alleviate a portion of the deferred R&M, the backlog of R&M remains one of the most serious problems currently facing the University.

Except for Rank 2, UH Hilo compares favorably relative to its national public institution counterparts. UH Mānoa and UH West O‘ahu are showing signs of lagging behind their counterparts.

UH Mānoa’s average salaries for Ranks 2 and 3 equal or surpass those of other public doctoral level institutions, but lag behind for Ranks 4 and 5. All ranks at UH West O‘ahu lag behind other public general baccalaureate institutions.

With the exception of Rank 5 for certain campuses, the UH Community Colleges exceeded the national averages in comparison with other public 2-year institutions with academic ranks.

Although UH enrollments decreased from fall 1995 to fall 1999, instructional workload remained about the same for most UH faculty. UH regular faculty teach from two to four courses a semester, and some teach five. For comparative purposes, equivalent semester hours per regular faculty at the UH Community Colleges include instruction in general academic instruction only.

Faculty at all UH units spend as much and often more time on teaching than their mainland counterparts.

PRIVATE GIVING

Private gifts to the University through the Foundation remain strong. In FY1999–00, a record $33 million was given to the University. This represents a 43 percent increase over the previous fiscal year.

The Foundation just completed the third year of a four-year plan to raise in excess of $100 million. In the first three years of the campaign, the Foundation raised over $75 million in support of academic programs. Average giving over the last three years was $25.1 million versus the average for the previous three-year period of $15.7 million.

Private gifts come from a wide variety of sources. Individuals (friends and alumni) account for 43 percent of the outright gifts received by the Foundation.

The market value of UH Foundation’s investment portfolio has increased to $112.2 million. This represents significant stock market returns and ongoing increased endowment contributions.

ESTEEM

UH faculty are tapped by the media as national experts on ocean and earth sciences, global climate change, astronomy and planetology, Asian economics and languages, agriculture, and intercultural relations.

The community acknowledges the positive impact of the University’s research program.

The public deems UH athletics as a very positive aspect of the University’s image.

The community views the University as being important to the state’s economic development. There is wide recognition of the University’s role in supporting business and the community through partnerships, by providing information and resources to external constituencies, and other means.

Over 92 percent of UH Mānoa graduating seniors view their degree as Average or Above Average.

Over 94 percent of UH Hilo graduating seniors perceive their baccalaureate degree as being of Average or Above Average quality.

Ninety-six percent of UHM alumni perceive the quality of their undergraduate degree as being of Average or Above Average. Similar perceptions were reported in 1991, 1994, and 1997.

By the Way...

U.S. News & World Report ranks graduate programs at the UH College of Business Administration, School of Law, and School of Social Work among the best in the nation for 2001.

The UH Community Colleges are one of 25 community college systems in the nation that are members of the prestigious Community College League for Innovation.

The UH ranks 4th nationally in the development of commercial products from plant biotechnology.

A UH associate dean won the prestigious International Award of the Pacific Congress in Marine Science & Technology for his contributions to the advancement of ocean science and technology.

A University of Hawai‘i astronomer was part of a team that found expansion of the universe is accelerating. Science magazine named the finding, which transforms our view of the universe and poses fundamental new questions for physics, as “Breakthrough of the Year for 1998.”

The University’s Waikīkī Aquarium is one of only ten facilities nationally designated as a Coastal Ecosystem Learning Center, an honor held by select aquariums and marine science museums throughout the U.S.

U.S. News and World Report ranked UH Hilo third among public liberal arts colleges in the West.

The University of Hawai‘i started a new program and partnership between the UH, the business community, and government aimed at stimulating business in Hawai‘i.

UH Mānoa is ranked 44th nationally, or in the top 8 percent of the 588 state universities, when comparing quality, affordability, admissions, graduation, and returning freshmen.

The UH Law School is listed among the top 50 law schools; a remarkable achievement for one of the youngest and smallest law schools in the nation.

A UH astronomer is one of six scientists selected by the National Aeronautics and Space Administration for the world’s first expedition to place a robotic lander on an asteroid and return pieces of the space rock to Earth for in-depth study.

A UH professor of anatomy and reproductive biology is the 1999 winner of the Carl G. Hartment Award, the highest award bestowed by the Society for the Study of Reproduction.

UHM Architecture undergraduates won the 1999 Walt Disney Imagineering (WDI) University Design Competition.

A student group from the University of Hawai‘i at Mānoa won the 1999 National Student Advertising competition for the western region.

A UH professor was awarded the nation’s highest book award for French literature.

A UH professor was awarded the 1999 Japan Prize for Information Technologies.

Maui Community College culinary students won a gold medal in the 2000 American Culinary Federation Western Region Junior Team Competition.

The UH international law team placed first overall in the 1999 Pacific region Philip C. Jessup International Law Moot Court Competition.

Kapi‘olani CC is the only community college in the nation to have two students named to the first team of USA Today’s All-USA academic team.

A UH chemistry professor won the U.S. Department of Energy “Hydrogen Research Breakthrough of the Year” award.

A UH researcher received the 1999 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring.

NASA ranks the Hawai‘i Space Grant Consortium third in the U.S.

An international research team, headed by UH’s Laboratory of Matrix Pathobiology, has identified the first mutations responsible for a genetic disease that causes skin lesions, blindness, and premature hardening of the arteries.

UH offers first online-based bachelor’s, master’s, and associate-in-arts degrees in fall 2000.

A UH West O‘ahu team participated in the Walmart sponsored “Students in Free Enterprise” competition and was named the Pacific Region Grand Champion and advanced to the national finals in Kansas City.

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