This version of the U H Institutional Effectivess Report is designed to promote accessibility for people with disabilities in compliance with Section 508 of the Rehabilitation Act. To ensure proper functioning of assistive technology tools such as screen readers, Hawaiian diacriticals were not included and spaces between selected acronyms were added (e.g., U H). We apologize for any inconvenience.
The University of Hawaii is pleased to share with the Hawaii State Legislature, the people of Hawaii, and alumni and friends near and far this report on the effectiveness of the University of Hawaii system. We have organized this report around regional accreditation standards, mindful that those standards encompass the directions and goals set forth in the University’s recently adopted Strategic Plan, The University of Hawaii System Strategic Plan: Entering the University’s Second Century, 2002–2010.
The University of Hawaii Institutional Effectiveness Report, 2002, updates the 2000 Benchmarks/Performance Indicators Report. The title of this report has been changed to reflect the importance the University places on linking University goals with evidence of specific achievements. This report is responsive to Board of Regents’ policy that requires regular and systematic assessment of programs, services, campuses, and the University system as a whole. As required by Act 161 of the 1995 legislative session, the Board of Regents acted in an earlier year to adopt benchmark/performance indicators that continue to form the basis for this biennium report.
This report honors the University’s commitment to be accountable to the people of Hawaii. The taxpayers, donors, and families who support the University of Hawaii and the students who enroll for instruction deserve to know they are receiving maximum value for time and resources invested.
We are pleased to have this opportunity to step back and review the performance, effectiveness, and many achievements of our faculty, students, and administrators. The indicators we report on reveal progress over time, at intervals, and against standards/practices used elsewhere. For each publication of this report, the University has refined and added measures and narrative that help demonstrate the effectiveness of programs and services. We do this not only to satisfy accountability concerns but also to inform our improvement efforts.
In recent years, the people of Hawaii have placed greater trust in their university by granting it additional measures of flexibility and autonomy. This report is just one of many ways in which the University will continue to prove worthy of that trust. In the months and years ahead, the stature and reputation of the University of Hawaii will continue to grow and we will be accountable to the public that has placed its trust in us.
Evan S. Dobelle
President
University of Hawaii
Return to Institutional Effectiveness Report Page
Contents
Standard 1: Defining Institutional Purposes and Ensuring Educational Objectives
Founded in 1907 under the auspices of the Morrill Act, the University of Hawaii is a land-grant, sea-grant, and space-grant institution. As Hawaii’s sole state public university system, it is governed by a single Board of Regents and is composed of graduate/research, baccalaureate, and community college campuses. In addition, the University of Hawaii 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 Hawaii. The University is also engaged in instructional, research, and service activities at hundreds of Hawaii schools, hospitals, and community sites, and carries out these activities across the Pacific islands and in foreign countries.
The University of Hawaii system’s special distinction is found in its Hawaiian, Asian, and Pacific orientation and its position as one of the world’s foremost multicultural centers for global and indigenous studies. University of Hawaii attendees are members of student populations in which no one ethnic group constitutes a majority, and the educational experience is enriched by the diversity of their classmates.
During the 2002–03 academic year, the University’s Manoa, Hilo, and West Oahu campuses and the system offices will be visited by accreditation teams from the Western Association of Schools and Colleges regional accrediting body. To assist that effort, this Institutional Effectiveness Report, 2002 Update, is organized around the four major regional accreditation standards. These standards have much in common with the goals of the recently adopted University of Hawaii System Strategic Plan: Entering the University’s Second Century, 2002–2010. While evidence related to strategic plan goal achievement is spread throughout this report, specific accreditation standards and strategic purposes and goals are linked as follows.
Accreditation Standard 1, Defining Institutional Purposes and Ensuring Educational Objectives, provides the opportunity to present evidence and information relevant to our vision, mission, commitments/core values, and how we function as a system. Indicators relating to student access, affordability, the implementation of the University’s distinctive Hawaiian, Asian, and Pacific advantage, and its role in economic development round out this section of the report.
Accreditation Standard 2, Achieving Educational Objectives Through Core Functions, and Accreditation Standard 4, Creating an Organization Committed to Learning and Improvement, provide a framework for reporting on an array of information on teaching and learning, student performance and satisfaction, diversity, workforce development, scholarship, program review, management and assessment information, distinctions and achievements, and related evidence responsive to strategic plan goals 1, 2, and 3.
The University of Hawaii System embraces a vision grounded in the ahupuaa practice of sharing diverse but finite resources for the benefit of all. Working together for the betterment of all the diverse ethnic populations that are now part of this state, the University of Hawaii system will ensure the survival and prosperity of Hawaii’s people and these beautiful islands for generations to come.
The common purpose of the University of Hawaii system is to serve the public by creating, preserving, and transmitting knowledge in a multicultural environment that takes advantage of Hawaii’s unique attributes. Functioning as a system, the University provides all qualified people in Hawaii equal opportunity through a variety of entry points and the flexibility to move among parts of the system to achieve educational goals. As a system the University advances missions that pursue distinctive pathways in response to state needs and participation in the global community.
Overarching commitments reflect the core values that bind University of Hawaii faculty, staff, and students together and contribute to realization of the University’s vision and mission. These include aloha; collaboration and respect; academic freedom and intellectual rigor; institutional integrity and service; access, affordability, and excellence; active learning and discovery; diversity, fairness, and equity; leveraged technology; Hawaiian and Asian-Pacific advantage; innovation and empowerment; accountability and fiscal integrity; and malama aina sustainability.
How do U H campuses function as a system in service to the state?
U H MANOA is a research university with selective admissions. It offers:
U H HILO is a comprehensive, primarily baccalaureate institution, offering professional programs based on a liberal arts foundation and selected graduate degrees. It offers master’s programs in education, Hawaiian language, China-U.S. relations, and counseling psychology and baccalaureate degrees in business, humanities, natural sciences, social sciences, agriculture, nursing, and computer science.
U H WEST OAHU 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.
U H COMMUNITY COLLEGES are open-door, low-tuition institutions offering associate degrees and certificate programs in academic, technical, and occupational subjects.
HAWAII 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 Hawaii, 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.
KAPIOLANI 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.
KAUAI 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 Waianae.
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 Molokai, Lanai, and Hana.
WINDWARD COMMUNITY COLLEGE offers a strong comprehensive liberal arts program and selected vocational education programs, including business education and agriculture.
The EMPLOYMENT TRAINING CENTER located at Windward CC provides job training for “at risk” populations in high-demand areas such as food service, auto repair, construction occupations, and office technology.
UNIVERSITY OF HAWAII CENTERS on Maui and Kauai and in West Hawaii establish a University of Hawaii presence in communities that otherwise lack access to programs offered elsewhere in the U H system. University Centers are system entities that are assigned for administrative purposes to existing University campuses. The courses and credentials offered at these Centers are those of the existing accredited U H campuses.
What is the status of accreditation at the University of Hawaii 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 Hawaii campuses have met standards of quality across the entire range of institutional activities.
In 1999, the University of Hawaii at Manoa’s accreditation was fully reaffirmed by WASC. The WASC commission indicated that the Manoa 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 research universities. The commission will conduct a follow-up visit in 2003.
U H West Oahu is fully accredited by WASC as is U H Hilo. Both campuses are preparing for WASC visits in spring 2003.
In addition, nearly 50 University of Hawaii 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 U H credentials conferred convey a special merit of quality within these specialized fields of study.
At U H Manoa, 27 external professional accrediting organizations examine various programs every five to ten years. Among the accredited professional programs at U H M are law, medicine, architecture, business, travel industry management, social work, engineering, journalism, chemistry, dental hygiene, nursing, 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 U H Hilo are separately accredited, and the business program is a candidate for accreditation.
What is the status of access to the University of Hawaii for recent Hawaii high school graduates?
Rapid growth in the post-war era was followed by an extended period of stable, mildly declining enrollment. Expanded access has helped the U H system post modest overall gains since the early 1970s. Enrollment increased 3.2 percent in 2001 to nearly 46,000 students and will grow to more than 50,000 by 2008. Program and facilities development could increase this projection to 56,000-plus.
Graph entitled “Historical and Projected Enrollment, by Unit.” Depicts enrollment by campus, fall semesters, from 1907 projected through 2008. Hardcopy and tabular data available by request from the Office of the VP for Planning and Policy.
The going rate of recent Hawaii high school graduates into the University of Hawaii campuses has declined since the mid-1990s.
Graph entitled “Going Rates to U H, by Unit.” Depicts the going rates (in percent) into U H Manoa, U H Hilo, and U H Community Colleges from 1991 to 2001. Hardcopy and tabular data available by request from the Office of the VP for Planning and Policy.
Note on sources: Where otherwise not referenced, student and enrollment data are from U H Management and Planning Support (MAPS) reports. Other data originate with U H senior vice presidents/chancellors’ and other campus offices.
What are the chances of a Hawaii resident being admitted to the University of Hawaii system?
Acceptance rates demonstrate that there is a place within the U H system for students who prepare themselves for post-secondary education.
| 2-year | 4-year | Graduate Division | |
|---|---|---|---|
| Accepted/Enrolled | 63% | 53% | 55% |
| Accepted/Declined | 36% | 28% | 14% |
| Denied | 1% | 19% | 31% |
What is the status of off-campus access to U H credit programs?
In fall 2001, the number of distance learning classes being delivered to students in-state and out-of-state increased by 290, or 55 percent since fall 1999. These 814 classes accounted for over 7,300 registrations in a variety of disciplines, including 50 graduate, bachelor, associate, and certificate programs.
Major technology delivery systems include 2-way interactive video, cable television, the internet, and mixed modes. Strategically, the U H continues to leverage interactive television and cable TV, while aggressively moving to the internet to make learning more accessible throughout the state and beyond.
Although technology is used to deliver over half (55%) of the University’s distance learning classes, off-site instruction, such as classes on military installations or faculty travelling to another island, continues to be a major method of delivery.
| HONOLULU | HAWAII | KAUAI | MAUI | U.S. & FOREIGN |
|---|---|---|---|---|
| Honolulu CC Kapiolani CC Leeward CC U H Manoa Waianae Education Center Correctional Facilities Hospitals Military Bases Public Schools Individual Homes |
Hawaii CC U H Hilo University Center, West Hawaii Correctional Facilities Hospitals Public Schools Individual Homes |
Kauai CC Hospitals Public Schools Individual Homes |
Maui CC University Center, Maui Educational Centers, Hana, Lanai, Molokai Hospitals Public Schools Individual Homes |
Asia Pacific Basin U.S. Mainland |
| GRADUATE | BACHELOR’S | ASSOCIATE/CERTIFICATE |
|---|---|---|
|
|
|
Registered nurses can now earn a bachelor’s degree in nursing or a master’s in clinical systems management online. The U H Manoa School of Nursing and Dental Hygiene distance learning program combines “real time” technical capabilities, such as chat room discussions, teleconferences, and video conferencing, with “any time” instruction using e-mail, web pages, electronic bulletin boards, CD-ROM, and video streaming.
An extensive review of distance learning was completed in 1997–98. This resulted in a comprehensive plan and policy base and University system-wide coordination of distance learning policy and planning activities.
| Tech-Assisted | On-Site | |
|---|---|---|
| Oahu | 194 (1,530) | 109 (1,283) |
| Kauai | 63 (212) | 13 (115) |
| Maui | 91 (726) | 16 (188) |
| Molokai | 36 (116) | 0 (0) |
| Lanai | 27 (32) | 0 (0) |
| North Hawaii | 2(3) | 3(54) |
| West Hawaii | 44 (206) | 54 (769) |
| UHH | 38 (107) | 1 (19) |
| Military | 0 (0) | 67 (1,111) |
| Out-of-State | 2 (2) | 19 (371) |
| Unspecified | 35 (477) | 0 (0) |
What is the status of remedial education at the University of Hawaii?
In fall 2001, seven University of Hawaii Community Colleges (UHCCs) offered adult basic education in English and mathematics resulting in over 2,600 class registrations. This is approximately 400 less than the 1999 volume of registrations.
The UHCCs 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 that federal and state support for the most basic level of remediation—Adult Basic Education (ABE)—is provided to the Department of Education’s (D O E) Adult Community Schools. The UHCCs work collaboratively with the
D O E Adult Community Schools to ensure that adult basic education classes are available to all students in need of such instruction.
Do Hawaii residents have sufficient opportunities to enroll in education and training at U H beyond high school?
In fall 1999, the proportion of the Hawaii 18–24 year old population served by U H slipped below the national average. The share increased in each of the last two years.
Running Start, a national program, allows some high school juniors and seniors to take community college classes while working toward their high school diplomas. The program is a joint-credit collaboration between the Department of Education and University of Hawaii whereby students can complete an associate degree and a high school diploma at the same time.
| 1991 | 1993 | 1995 | 1997 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|---|---|
| University of Hawaii | 21.4% | 23.3% | 23.4% | 21.6% | 21.3% | 21.6% | 22.2% |
| U.S. Public Sector | 21.2% | 22.7% | 22.9% | 23.6% | 23.8% |
The proportion of Hawaii’s 25–49 year old population enrolled as part-time undergraduates at U H was close to the national average in 1999, but has declined since then.
| 1997 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|
| University of Hawaii | 1.8% | 1.9% | 1.5% | 1.6% |
| U.S. Public Sector | 2.2% | 2.0% |
What are the opportunities for continuing education credit and non-credit instruction across the U H system?
The diversity and volume of U H continuing education programs and offerings, both credit and non-credit, are considerable and serve 100,000 students annually.
PLEASE NOTE: While there has been some decline in continuing education enrollment, differences in the quality of continuing education data in earlier years and changes in reporting procedures allow for only a general comparison over time. Data quality has improved in recent years.
Graph entitled “Continuing Education Enrollment.” Depicts enrollment in credit and non-credit continuing education programs and offerings in calender years 1991 through 2001. Hardcopy and tabular data available by request from the Office of the VP for Planning and Policy.
How affordable is higher education at U H for students and their families?
The share of income Hawaii’s poorest families pay for tuition at U H community colleges is about as low as that for the best performing states.
| U H | Top States | |
|---|---|---|
| Share of income that poorest families need to pay for tuition at lowest 2-year colleges | 10% | 9% |
A recent study completed by the Lumina Foundation for Education found that only in Alaska, Arkansas, Hawaii, Kentucky, and Wyoming are all four-year public colleges affordable for low-income dependent students. Additionally, Hawaii is one of only 11 states identified as “most consistently accessible,” i.e., loan free accessibility at state public institutions for low- and median-income students. The foundation based its criteria on admission standards, federal loan limits, income, and available financial aids.
Source: Lumina Foundation for Education, 2002
How do U H tuitions compare with like institutions elsewhere?
Undergraduate resident tuition rates at all U H campuses remain below WICHE averages. Undergraduate non-resident tuition is below or equivalent to WICHE averages for all U H campuses except Hilo (upper division) and the Community Colleges. Graduate tuition rates approximate or are below WICHE averages. U H M Medicine resident tuition exceeds the WICHE average, while non-resident tuition is equivalent.
| Resident | Non-Resident | |
|---|---|---|
| U H M Undergraduate | 94% | 75% |
| U H M Graduate | 100% | 78% |
| U H M Medicine | 121% | 100% |
| UHH Lower Division | 56% | 93% |
| UHH Upper Division | 85% | 102% |
| UHH Graduate | 96% | 93% |
| U H W O | 71% | 92% |
| UHCC | 71% | 113% |
What are the opportunities for a U H student to have access to international, especially Asian/Pacific, programs, faculty expertise, travel, etc.?
The University of Hawaii 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
Quote:
“Our university system should be the leader when it comes to language study, initiatives in foreign exchange, and building links to Asian universities.”
Evan S. Dobelle
President, University of Hawaii
How is the University of Hawaii strengthening its Asia-Pacific focus?
Of the 2,290 international students from 88 countries enrolled in the U H system, 86 percent are from the Asia-Pacific region. At U H Manoa, 83 percent of international students are from Asia-Pacific; at U H Hilo 86 percent are from Asia-Pacific; and at the U H Community Colleges 93 percent are from the Asia-Pacific region.
In the academic year 2000–01, international student enrollment at U H Community Colleges increased 14 percent, double the national average.
Source: Institute of International Education
U H Hilo ranked 14th nationally among 4-year liberal arts colleges in the category of Most International Students (10% in 2001).
Source: U.S. News & World Report, 2001
The percentage of Asia-Pacific students has increased at all campuses since fall 1999.
| Asia | Europe | Americas | Oceania | Africa/ Middle East |
Total Enrollment |
|
|---|---|---|---|---|---|---|
| Percent | 70% | 8% | 5% | 16% | 1% | |
| Number Enrolled | 1,599 | 179 | 112 | 373 | 27 | 2,290 |
In fall 2001, instruction in more than 16 Asia-Pacific languages was offered; 67 percent of language enrollment across the U H system was in Hawaiian, Asian, and Indo-Pacific languages. Over 800 courses offered by the U H system focus on the Asia-Pacific region.
Of the 605 students who participated in the international study/research programs, 397 (or 66%) went to the Asia-Pacific region.
In the academic year 2000–01, the number of U H students studying in Oceania more than tripled over the previous year, and there was a 30 percent increase in those studying in Asia.
| Asia | Europe | Americas | Oceania | Africa/ Middle East |
Total Students |
|
|---|---|---|---|---|---|---|
| Percent | 57% | 31% | 3% | 8% | 1% | |
| Number Enrolled | 345 | 186 | 19 | 52 | 3 | 605 |
Of the university’s 160 formal relationships with institutions overseas, 88 percent are with institutions in the Asia-Pacific region. These linkages, which have increased by 19 percent since academic year 1999–2000, provide opportunities for faculty and student exchange, short-term training, library exchanges, collaborative research, and the development of international programs that benefit the University. The largest increase in cooperative agreements has been with institutions in Korea and China.
| East Asia | Europe | Oceania | South Asia | Southeast Asia |
Americas | Total Formal Agreements |
|
|---|---|---|---|---|---|---|---|
| Percent | 65% | 9% | 8% | 1% | 14% | 3% | |
| Number of Agreements | 103 | 15 | 13 | 2 | 23 | 4 | 160 |
How is the University of Hawaii demonstrating its international leadership role?
In academic year 2000–01, 478 international faculty and visiting scholars taught, participated in international exchanges, and conducted research in the U H system. This represents a 55 percent increase over the previous year.
Of the 439 faculty under U H immigration sponsorship, the majority (56%) were from Asia, about a third (32%) were from Europe, and the remainder were from countries in Africa, the Americas, the Middle East, the Pacific, and Oceania.
| Asia | Europe | Pacifica/ Oceania |
Africa | Americas | Middle East | Total Scholars/Faculty |
|
|---|---|---|---|---|---|---|---|
| Percent | 59% | 30% | 3% | 1% | 7% | <1% | |
| Number | 283 | 143 | 12 | 5 | 33 | 2 | 478 |
In Annual Year 2000–01, there were 7,536 international participants in intensive English and other short-term training programs across the U H system. Of these, approximately 86 percent (or 6,438) were enrolled at U H M. Short-term programs and training grew by 35 percent over the previous year and generated $4.2 million in revenues.
| U H Manoa | U H Hilo | Community Colleges |
Total Students |
|
|---|---|---|---|---|
| Percent | 86% | <1% | 14% | |
| Number of Students | 6,438 | 15 | 1,083 | 7,536 |
The world’s largest resource faculty for Asia-Pacific studies resides in U H M’s School of Hawaiian, Asian, and Pacific Studies. The school pioneered the study of Japan in America and is home to the oldest and largest Korean studies program outside Korea.
Source: U H M School of Hawaiian, Asian, and Pacific Studies
How is the University ensuring an international dimension to students’ education?
U H students can earn a certificate with an international component in nearly 40 fields. Students have the opportunity to participate in international exchange, study abroad, and specially designed campus-based overseas programs. And the U H offers over 31 languages other than English.
Over the past ten years, registrations in Hawaiian/Indo-Pacific languages increased by over 50 percent, while those in East Asian and European languages decreased.
| 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| East Asian Lang | 3,780 | 3,568 | 3,222 | 3,398 | 3,474 | 3,566 | 3,169 | 3,434 | 3,154 | 3,155 | 3,091 |
| European Lang | 2,960 | 3,104 | 3,000 | 3,029 | 3,088 | 2,931 | 2,714 | 2,910 | 2,869 | 2,850 | 2,734 |
| Hawn/Indo Pac Lang | 1,613 | 2,131 | 2,394 | 2,700 | 2,917 | 2,869 | 2,740 | 3,046 | 2,756 | 2,426 | 2,433 |
How well is the University doing in its commitment to preserve and disseminate Hawaiian history, language, and culture?
At U H Manoa, registration in Hawaiian studies courses is currently at its highest ever. Registrations in Hawaiian language courses also increased, although registrations in fall 2001 were somewhat lower than the peak in fall 1997.
| 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Hawaiian Language | 457 | 643 | 686 | 771 | 960 | 1,029 | 1,065 | 1,000 | 877 | 733 | 754 |
| Hawaiian Studies | 177 | 174 | 233 | 378 | 469 | 303 | 383 | 323 | 417 | 399 | 518 |
Registrations in Hawaiian language and Hawaiian studies courses at U H Hilo have been relatively stable in recent years.
| 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Hawaiian Language | 195 | 242 | 266 | 277 | 255 | 193 | 210 | 241 | 212 | 198 | 225 |
| Hawaiian Studies | 250 | 275 | 291 | 331 | 250 | 234 | 275 | 230 | 217 | 217 | 218 |
In 1996, U H 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. In fall 1998, UHH became the first university in the nation to establish a college in an indigenous language. And, in spring 2002, UHH had its first graduate of the master’s program in Hawaiian language and literature.
U H West Oahu began offering a specialization in Hawaiian-Pacific Studies in fall term 1999.
At U H Community Colleges, student registrations in Hawaiian studies courses continue their upward trend.
| 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Hawaiian Language | 468 | 701 | 731 | 910 | 930 | 920 | 996 | 957 | 888 | 750 | 706 |
| Hawaiian Studies | 298 | 289 | 266 | 421 | 355 | 334 | 570 | 682 | 769 | 717 | 767 |
What is the overall economic impact of the U H system on Hawaii?
As a billion dollar player in Hawaii’s economy, the University of Hawaii system and its participants represent a major economic force in Hawaii.
The following are based on the 2000 “Study of the Economic Impact of the University of Hawaii System” prepared by the Department of Economics at U H Manoa:
| Forgone earnings, tuitions and fees | Increase in Lifetime earnings |
|
|---|---|---|
| Bachelor’s Degree | $68,190 | $1,045,456 |
| Graduate Degree | $122,902 | $2,016,668 |
The most important economic impact of the University of Hawaii is the development of human capital and a knowledge infrastructure. The integration of Hawaii into global academic, business, and technology communities is not possible without the University. U H produces a broad range of positive economic results and is key to repositioning Hawaii’s economy by:
The external non-U.S. economic investment in the U H has been substantial. In fiscal years (FY) 2000, 2001, and 2002, over $25.7 million was invested by non-U.S. entities. Highlights of this support include:
| Fiscal Year | Number of Projects | Amount Awarded |
|---|---|---|
| 1996-97 | 45 | $7.6M |
| 1997-98 | 36 | $7.3M |
| 1998-99 | 36 | $4.1M |
| 1999-00 | 49 | $11.2M |
| 2000-01 | 39 | $6.6M |
In the 1990s, over $12 million in language-related contracts and grants were awarded to the U H to fund national centers for East Asian, Southeast Asian, and Pacific Island Studies; the National Foreign Language Resource Center; and a Center for International Business Education and Research. Additional private endowments totaling $10 million supported cultural studies of East Asia (China, Japan, and Korea).
The Office of Technology Transfer and Economic Development (OTTED) serves as a gateway for access to the University’s rich educational, scientific, and technical resources by actively promoting new University inventions and discoveries to industry and by working with business and government leaders throughout the state to encourage economic development. The technology transfer process begins with the disclosure of inventions and new technologies by University researchers. These discovery and invention disclosures have resulted in more than 265 patents or patent applications filed by the University, over 40 active license agreements or other commercialization agreement for future licenses, and over $2.0 million in gross licensing revenues (cumulative).
| 1995 | 1996 | 1997 | 1998 | 1999 | 2000 | 2001 | 2002 | |
|---|---|---|---|---|---|---|---|---|
| Number of Disclosures | 21 | 11 | 14 | 18 | 45 | 20 | 45 | 31 |
What is the University’s image overall?
Nearly 80 percent of Hawaii residents polled in 2001 had a favorable opinion of U H, but 61 percent stated the belief that the U H system is inadequately funded by the state. About three-fourths (74%) agree that, with enough support, U H can truly become a world class university in the next decade.
Source: 2001 Public Opinion Poll, Opinion Dynamics
How effectively is the University of Hawaii contributing to student learning?
U H Manoa, U H Hilo, and U H West Oahu scored well in a national survey intended to show how effectively colleges are contributing to learning in five areas: 1) level of academic challenge; 2) active and collaborative learning; 3) student-faculty interaction; 4) enriching educational experiences; and 5) supportive campus environment. All are doing better than predicted in levels of student engagement in the learning processes, and all are at levels higher than in previous administrations of this survey.
The biggest area noted where improvement is needed was the level of academic challenge experienced by freshmen. To address this, the core curriculum at U H Manoa has been modernized, and there has been an expansion of learning communities. At U H Hilo, faculty are looking at increasing the rigor of freshman courses.
Source: 2001 National Survey of Student Engagement
What is the volume of credentials awarded annually by U H?
On the average, nearly 7,000 degrees are awarded annually by U H.
| 2-year | 4-Year | Post-baccalaureate | |
|---|---|---|---|
| FY 1990-91 | 2,330 | 2,721 | 1,340 |
| FY 1991-92 | 2,378 | 2,767 | 1,432 |
| FY 1992-93 | 2,469 | 2,997 | 1,644 |
| FY 1993-94 | 2,381 | 3,009 | 1,683 |
| FY 1994-95 | 2,642 | 3,156 | 1,731 |
| FY 1995-96 | 2,643 | 3,395 | 1,708 |
| FY 1996-97 | 2,697 | 3,279 | 1,660 |
| FY 1997-98 | 2,722 | 3,086 | 1,332 |
| FY 1998-99 | 2,615 | 3,089 | 1,413 |
| FY 1999-00 | 2,650 | 3,115 | 1,469 |
| FY 2000-01 | 2,534 | 2,951 | 1,325 |
What percentage of degree/certificate programs have a required practicum, service learning, or other service learning component?
The service learning process involves instructional strategies which link community service and academic study so that one strengthens the other. It is an instructional method by which citizenship, academic subjects, skills, value, and the concept of giving back to the community are placed into the classroom and students participate in service learning activities with various agencies in the community.
About one-fourth of the degree/certificate programs at U H Manoa require some form of service learning component.
One program at U H West Oahu requires a practicum. Students in business administration and public administration can elect a practicum or a senior project.
Twenty-three percent of degree/certificate programs at U H Hilo have a practicum, hands-on training, or other service learning component.
A distinguishing aspect of the Manoa undergraduate experience is the number of opportunities for experiential learning, including—but not limited to—internships, cooperative education placements, volunteer positions, fellowships, and practica. These opportunities not only link theory to practice, but also the university to its community. In 2000–01, the Office of Career Services processed 208 experiential opportunities in business, computer science, engineering, life/physical science, social science, humanities, and teaching.
What are the U H persistence and graduation outcomes for entering students?
The success rates (percentage of those who graduated or are still enrolled) as compared with the 2000 Benchmarks/Performance Indicators Report are:
| 6 years after entry 1991-1995 cohorts |
3 years after entry 1994-1998 cohorts | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| U H Manoa | U H Hilo | UHCC Average | Hawaii CC | Honolulu CC | Kapiolani CC | Kauai CC | Leeward CC | Maui CC | Windward CC | |
| Graduated | 54% | 29% | 15% | 23% | 16% | 9% | 22% | 12% | 18% | 12% |
| Still Enrolled | 10% | 5% | 21% | 14% | 18% | 27% | 18% | 25% | 17% | 16% |
U H Manoa’s 6-year success rate and 1-year retention rate for first-time students are slightly lower than the national average rates for peer and benchmark groups as derived from a national study. Students at U H M eventually graduate at rates comparable to those in the peer and benchmark groups; they just take longer to do so.
| Benchmark | Peer | U H M | |
|---|---|---|---|
| Graduated | 68% | 65% | 54% |
| Still Enrolled | 3% | 3% | 11% |
| Total | 71% | 68% | 65% |
| Benchmark | Peer | U H M | |
|---|---|---|---|
| Still Enrolled | 88% | 85% | 80% |
The success rate for Asian/Pacific Islanders at U H Manoa is slightly lower than the peer and benchmark groups. Within U H Manoa’s Asian/Pacific Islander category, Chinese and Japanese students show comparable success rates to 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 U H Manoa is slightly lower than the peer and benchmark groups but is considerably lower for Caucasians.
| Benchmark | Peer | U H M | |
|---|---|---|---|
| Graduated | 75% | 72% | 57% |
| Still Enrolled | 2% | 3% | 12% |
| Total | 77% | 75% | 69% |
| Benchmark | Peer | U H M | |
|---|---|---|---|
| Graduated | 69% | 65% | 42% |
| Still Enrolled | 3% | 4% | 5% |
| Total | 72% | 69% | 47% |
| Benchmark | Peer | U H M | |
|---|---|---|---|
| Graduated | 73% | 69% | 61% |
| Still Enrolled | 2% | 2% | 7% |
| Total | 75% | 71% | 68% |
| U H M | |
|---|---|
| Graduated | 49% |
| Still Enrolled | 10% |
| Total | 59% |
| Chinese | Filipino | Hawaiian | Japanese | Other Asian | |
|---|---|---|---|---|---|
| Graduated | 73% | 52% | 41% | 64% | 47% |
| Still Enrolled | 9% | 10% | 11% | 14% | 12% |
| Total | 82% | 62% | 52% | 78% | 59% |
What share of eligible students pass external exams in their field of study?
University of Hawaii students and graduates are scoring well on national and state exams.
Nursing. Of the 131 U H Community College Nursing Program graduates who took the licensing examination administered by the National Council for Licensing Examinations (NCLEX) in 2000–01, 85 percent passed. For U H M graduates the pass rate was 99 percent, and for UHH 82 percent received a passing score.
| 1998-99 | 1999-00 | 2000-01 | |
|---|---|---|---|
| U H M | 97% | 100% | 99% |
| UHH | 94% | 78% | 82% |
| UHCC | 94% | 91% | 85% |
Medical Technology. In 1999–2000 and 2000–01, all U H M Medical Technology students passed the national certification examination on their first attempt, and scores are consistently above the national average.
| 1996-97 | 1997-98 | 1998-99 | 1999-00 | 2000-01 | |
|---|---|---|---|---|---|
| Pass Rate | 85% | 87% | 92% | 100% | 100% |
Dental Hygiene and Other Programs. For the past three years, all U H M Medical Dental Hygiene students taking the national licensing examination passed on their first attempt.
Community College Programs. In 1999–2000, graduates of the following Community College programs passed National licensing examinations on their first attempt: Radiologic Technologist, FAA Airframe and Power Plant Aviation Maintenance Technician, Cosmetology, FCC Electronic Certification, and Nursing Assistant Certification programs.
Emergency Medical. The Emergency Medical Service Program at Kapiolani Community College is one of only two programs nationwide with average scores in the 95th percentile for the National Registry Exam. In 2001, their Radiological Technologist Program had the highest overall test score in the nation and won the U.S. Department of Education Secretary’s Award for Outstanding Vocational Education Program. The program has a 100 percent pass rate on the licensing exam for the past seven years.
Education. On average, U H M College of Education graduates score equal to or higher than the national mean in almost every assessment area on the Praxis Teacher Certification Exam and meet or exceed Hawaii State Department of Education qualifying scores in all areas.
| Assessment Area | U H Median Score | National Median Score | D O E Min. Qual. Score | U H Pass Rate |
|---|---|---|---|---|
| PRINC I PLES OF LEARNING & TEACHING | ||||
| K-16 | 174 | 174 | 163 | 87% |
| 7-12 | 173 | 173 | 157 | 94% |
| ELEMENTARY | ||||
| Curriculum, Instruction & Assessment | 179 | 177 | 164 | 84% |
| Content Area Exercise | 161 | 157 | 135 | 100% |
| ENGLISH | ||||
| Language & Literature Content | 165 | 174 | 164 | 63% |
| Pedagogy | 155 | 155 | 150 | 75% |
| MATHEMATICS | ||||
| Content Knowledge | 142.5 | 140 | 136 | 73% |
| Pedagogy | 145 | 140 | 135 | 93% |
| SOCIAL STUDIES | ||||
| Content Knowledge | 156 | 166 | 154 | 61% |
| Pedagogy | 178 | 183 | 144 | 100% |
| BIOLOGY | ||||
| Content Knowledge | 170 | 168 | 161 | 84% |
| Pedagogy | 155 | 155 | 139 | 100% |
| SPECIAL EDUCATION | ||||
| Knowledge-based Core Principles | 161 | 162 | 136 | 98% |
| Application-Core Principles Access | 150 | 153 | 141 | 82% |
| PHYSICAL EDUCATION | ||||
| Content Knowledge | 160 | 154 | 160 | 53% |
| Analysis & Design | – | – | – | – |
Medicine. Residents in the 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 exam. A score in the 90th percentile is considered excellent. U H graduates scored 91 in 2001 and 99 in 1998–2000.
Ninety-five percent or more of the students at the John A. Burns School of Medicine pass Step 2 of the United States Medical Licensing Exam (U S M L E) 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, 98 percent passed. On average, students score at the national passing percentage on Step 1.
| 6/2001 | 6/2000 | 6/1999 | 6/1998 | |
|---|---|---|---|---|
| U H Medical School | 84 | 95 | 91 | 98 |
| National | 90 | 92 | 93 | 95 |
| 8/2001 | 8/2000 | 8/1999 | 8/1998 | |
|---|---|---|---|---|
| U H Medical School | 98 | 95 | 100 | 98 |
| National | 95 | 95 | 95 | 95 |
Law. Graduates of the William S. Richardson School of Law are consistently outperforming Hawaii bar exam test takers from other law schools. On average, 85 percent of U H M Law School graduates pass the Hawaii state bar exam on their first attempt, and overall pass rates (81%) are consistently above the state average (72%).
| 1997 | 1998 | 1999 | 2000 | 2001 | |
|---|---|---|---|---|---|
| U H First-Time Takers | 83.6% | 89.1% | 81.7% | 85.0% | 86.0% |
| Overall U H | 80.0% | 82.3% | 79.0% | 85.0% | 78.0% |
| Overall State | 74.7% | 74.0% | 67.0% | 72.0% | 72.0% |
UHH. At UHH, the Educational Testing Service (E T S) Major Field Achievement Test provides national comparisons and serves as a vehicle for program improvement. UHH students usually perform at or above the national mean.
| 1998 | 1999 | 2000 | 2001 | |||||
|---|---|---|---|---|---|---|---|---|
| UHH | National | UHH | National | UHH | National | UHH | National | |
| Accounting | 39.4 | 48.9 | 47.9 | 48.9 | 50.3 | 48.9 | 49.7 | 48.1 |
| Computer Science | 156.0 | 148.0 | 162.0 | 147.0 | 153.0 | 147.0 | 156.0 | 147.0 |
| Economics | 49.7 | 40.8 | 42.2 | 40.8 | 47.8 | 40.8 | 41.9 | 40.1 |
| Management | 59.7 | 52.8 | 55.7 | 52.8 | 58.7 | 52.8 | 54.4 | 52.2 |
| Quantitative Business Analysis | 50.7 | 49.3 | 49.4 | 49.3 | 49.4 | 49.3 | 50.0 | 48.8 |
| Finance | 50.5 | 38.6 | 39.9 | 38.6 | 40.5 | 38.6 | 41.5 | 37.8 |
| Marketing | 65.6 | 47.1 | 50.1 | 47.1 | 54.0 | 47.1 | 54.4 | 46.9 |
| Legal/Social Environment | 55.3 | 41.7 | 43.0 | 41.7 | 44.3 | 41.7 | 38.0 | 41.1 |
| International Issues | 50.6 | 45.1 | 49.1 | 45.1 | 55.1 | 45.1 | 50.1 | 44.3 |
What do U H students think of their educational experience?
Graduating seniors reported increased satisfaction with their educational experience at U H Manoa. More than three-fourths (76%) rated their overall undergraduate experience as either Good or Excellent.
Source: Spring 2002 U H M Graduating Senior Survey
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Excellent | 11.4% | 12.6% | 9.2% |
| Good | 64.7% | 61.2% | 58.0% |
| Fair | 22.0% | 23.4% | 29.6% |
| Poor | 1.9% | 2.9% | 3.1% |
Over two-thirds (69%) of U H M classified undergraduates are satisfied with their experience at Manoa and most (72%) indicated that, if they could start over again, they would still choose U H M.
Source: 2002 U H M College Student Experiences Questionnaire
Most alumni continue to report increased satisfaction with their educational experience at U H Manoa. Over 80 percent of U H M alumni rated their overall undergraduate experience as either Good or Excellent.
Source: 2000 U H M Alumni Outcomes Survey
| 2000 | 1997 | 1994 | |
|---|---|---|---|
| Excellent | 14.2% | 11.2% | 11.5% |
| Good | 68.0% | 67.8% | 66.8% |
| Fair | 17.0% | 18.4% | 21.2% |
| Poor | 0.8% | 2.6% | 0.5% |
Ninety-two percent of undergraduates and 93 percent of alumni at U H West Oahu rated their educational experience as either Good or Excellent. A similar percentage indicated that, if they could start over again, they would do so at U H W O.
Sources: 2001 National Survey of Student Engagement
2001 Survey of Recent Graduates
2000 College Student Experiences Questionnaire
Eighty-seven percent of graduating seniors and 91 percent of alumni at U H Hilo rated their overall undergraduate experience at UHH as either Good or Excellent.
Sources: Spring 2001 UHH Graduating Senior Survey
2001 UHH Alumni Outcomes Survey
Over 93 percent of U H Community College graduates and leavers are Satisfied or Very Satisfied with the quality of their community college experience.
Source: 2000–01 UHCC Graduate and Leaver Survey
The foregoing U H 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 82.6 percent of respondents rate their experience as Good or Excellent.
Source: National Center for Higher Education Management Systems
How satisfied are U H students with their general education core requirements and experience?
| Overall Most Satisfied With: | Overall Least Satisfied With: |
|---|---|
|
|
| Overall Most Satisfied With: | Overall Least Satisfied With: |
|---|---|
|
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Eighty-three percent of U H West Oahu undergraduates felt they gained Very Much or Quite a Bit in broadening their general education knowledge.
Source: Fall 2000 College Student Experiences Questionnaire
Similar general education core requirement satisfaction patterns were noted at U H Hilo.
New U H M core. In a process beginning in 1999, U H M has, for the first time in more than three decades, overhauled its general core curriculum requirements to offer more options and flexibility. The new core is less rigid and more student friendly, reduces the number of core credits from 40 to 31, and adds breadth to the number and types of courses students may take.
New UHH core. In 2000, the Board of Regents approved and U H Hilo implemented a new 40-credit general education core curriculum. The three colleges within UHH (Agriculture, Arts and Sciences, and Continuing Education and Community Service) adopted the new general education core with modifications appropriate to their respective missions. In addition to basic written communication, computational skills, and world culture requirements, the new core includes requirements in Humanities, Social Sciences, and Natural Sciences.
How satisfied are U H students with their preparation for employment?
When asked what they gained from their undergraduate experience, about two-thirds of UHH (64%) and U H M (61%) graduating seniors and 58 percent of recent U H W O graduates mentioned preparation for employment.
Sources: Spring 2002 U H M and UHH Graduating Senior Surveys
Fall 2001 U H W O Survey of Recent Graduates
Ninety-two percent of U H M alumni indicated they were Adequately to Well Prepared for their current primary job.
Source: 2000 U H M Alumni Outcomes Survey
| 2000 | 1997 | 1994 | |
|---|---|---|---|
| Well Prepared | 16.6% | 11.9% | 14.9% |
| Moderately Well Prepared | 39.4% | 33.1% | 40.0% |
| Adequately Prepared | 35.9% | 43.1% | 35.7% |
| Poorly Prepared | 8.1% | 11.9% | 9.4% |
U H Community College graduates and leavers continue to report increased satisfaction with their preparation for employment. Over 89 percent are Very Well Satisfied or Well Satisfied.
Source: 2000–01 UHCC Graduate and Leaver Survey
| 1997-98 | 1998-99 | 2002-01 | |
|---|---|---|---|
| Very Well | 24.8% | 30.0% | 35.9% |
| Well | 56.3% | 54.1% | 53.2% |
| Poorly | 13.2% | 12.0% | 6.9% |
| Very Poorly | 5.8% | 3.9% | 3.9% |
How satisfied are U H graduating students with program quality?
Over 86 percent of U H M graduating seniors felt that the quality of academic programs was About What They Expected or Better.
Source: Spring 2002 U H M Graduating Senior Survey
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Better Than Expected | 16.3% | 13.2% | 13.7% |
| About What Expected | 70.1% | 73.0% | 69.7% |
| Worse Than Expected | 13.6% | 13.9% | 16.6% |
A vast majority (94%) of UHH graduating seniors felt that the quality of academic programs at Hilo was About What They Expected or Better. The proportion of those that felt the quality of academic programs exceeded their expectations more than doubled since fall 1999.
| 2002 | 1999 | |
|---|---|---|
| Better Than Expected | 49.3% | 24.3% |
| About What Expected | 45.0% | 67.6% |
| Worse Than Expected | 5.7% | 8.1% |
How satisfied are alumni with their academic preparation?
Ninety-nine percent of recent U H W O graduates indicated the quality of academic programs at West Oahu was About What They Expected or Better.
Source: Fall 2001 Survey of Recent Graduates
| 2002 | 1999 | |
|---|---|---|
| Better Than Expected | 66.0% | 65.0% |
| About What Expected | 33.0% | 32.0% |
| Worse Than Expected | 1.0% | 3.0% |
A vast majority (91%) of U H M baccalaureate alumni were Satisfied or Very Satisfied with their academic preparation. U H M Alumni Outcomes Survey findings for 1989, 1991, 1994, and 1997 were similar.
Source: 2000 U H M Alumni Outcomes Survey
| Very Satisfied | Satisfied | Dissatisfied | Very Dissatisfied | |
|---|---|---|---|---|
| % of Responses | 16.9% | 74.0% | 8.0% | 1.1% |
Similarly, the vast majority (94%) of UHCC graduates and leavers were Satisfied or Very Satisfied with academic programs at the U H Community Colleges.
Source: 2000–01 UHCC Graduate and Leaver Survey
| Very Satisfied | Satisfied | Dissatisfied | Very Dissatisfied | |
|---|---|---|---|---|
| % of Responses | 40.6% | 53.2% | 5.1% | 1.0% |
A third of UHH alumni were Very Satisfied with their academic preparation, and nearly all of them (96%) were either Satisfied or Very Satisfied.
Source: Summer 2001 UHH Alumni Survey
| Very Satisfied | Satisfied | Dissatisfied | Very Dissatisfied | |
|---|---|---|---|---|
| % of Responses | 33.3% | 62.7% | 2.6% | 1.3% |
How do graduating students and alumni view their degrees?
Over 91 percent of U H Manoa graduating seniors view their degree as Average or Above Average.
Source: Spring 2002 U H M Graduating Senior Survey
| 2002 | 1999 | 1996 | |
|---|---|---|---|
| Above Average | 24.8% | 25.3% | 23.3% |
| Average | 66.4% | 67.5% | 68.5% |
| Below Average | 8.8% | 7.2% | 8.2% |
The vast majority of U H Hilo graduating seniors (97%) and alumni (98%) perceive their baccalaureate degree as being of Average or Above Average quality.
Source: Spring 2002 UHH Graduating Senior and 2001 UHH Alumni Outcomes Survey
| View of Graduating Seniors | View of Alumni | |
|---|---|---|
| Above Average | 52.6% | 39.5% |
| Average | 44.4% | 58.6% |
| Below Average | 3.0% | 2.0% |
Ninety-six percent of U H Manoa alumni perceive the quality of their undergraduate degree as Average or Above Average. Similar perceptions were reported in 1991, 1994, and 1997.
Source: 2000 U H M Alumni Outcomes Survey
| View of Alumni | View of Others (as perceived by alumni) | |
|---|---|---|
| Above Average | 25.5% | 16.0% |
| Average | 70.5% | 73.1% |
| Below Average | 4.0% | 10.9% |
What is the University’s response to jobs in demand in Hawaii?
Quote:
“The critical role of postsecondary and continuing education in the quality improvement of the workforce is long recognized. It is also key to increasing the knowledge-based skills mix to match the state’s economy to include a wider range of technology sectors. The major responsibility for this rests with the University of Hawaii system because a public state university must respond to the communities’ needs.”
Source: 2002 Report to the Governor
Policy Brief: Hawaii Workforce Initiatives for Economic Stimulus
Department of Labor and Industrial Relations
Teachers. Annually, approximately 350 teacher education degrees are issued by the U H M College of Education. However, this accounts for less than half of the teachers needed throughout the state. Budget cuts starting around 1997 have proven to be very serious for the College.
In response to the need for special education teachers, an additional 60 to 100 students per year from the University of Hawaii will be eligible for an initial teaching license in Special Education. Sixty-five completed the program in 2001 and an additional 60 are expected to graduate in 2002.
In addition to the elementary and secondary master’s degrees in special education, a post-baccalaureate certificate program was added to address the pressing need for special education teachers. A dual preparation program in general elementary and special education was also started on Maui in spring 2001.
Until the Master’s of Education in Secondary Education with Middle Level Emphasis began in 1996, there was no education program in the state that focused on early adolescents and their teachers, and this remains the only such program.
Nurses. U H Manoa’s School of Nursing and Dental Hygiene partners with healthcare agencies in the community to expand the number of students admitted into its baccalaureate nursing program. Faced with the problem of decreasing numbers of available nurses to fill vacant positions, administrators in local hospitals have provided funding to the school to hire the additional faculty needed to accommodate additional students.
Information Technology Specialists. The Hawaii Center for Advanced Communications, a research and education center in U H M’s College of Engineering that specializes in broadband and wireless communications, assists in providing a trained workforce for Hawaii’s rapidly growing high tech industry.
The Pacific Center for Advanced Technology Training (PCATT), a collaborative venture with the U H Community Colleges and Employment Training Center, enables the community colleges to design and deliver customized training for new high technology industries—from telecommunications and computer networking to biotechnology and digital media arts. With PCATT’s training capabilities, the state will be able to attract new businesses that require high-quality workforce training.
Tourism Workforce. Tourism will continue to have a strong presence in the state’s economy. In response, the Culinary Institute of the Pacific led by Kapiolani CC builds on the existing culinary arts programs to create high-end culinary arts and executive chef training.
Source: State of Hawaii Employment Outlook for Industries and Occupations (1998–2008),
Department of Labor and Industrial Relations
How satisfied are employers with U H 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 Hawaii’s post-secondary institutions, including the University of Hawaii’s 4-year and 2-year campuses.
Source: 2000 Report to the Governor on Hawaii Workforce Development
In academic year 2000–01, sixty organizations (local and mainland) conducted student and alumni interviews at Manoa to fill current and future employment needs. Of those responding, almost 80 percent rated the academic preparation and training of U H M students as Good (above average) or Excellent. The most frequently offered advice/suggestion to better prepare students for employment is to improve their oral communication skills.
Source: 2001 Survey of Employer Perceptions of Graduates from U H M, U H M Career Services
| Excellent | Good | Average | Below Average | Poor | |
|---|---|---|---|---|---|
| % of Responses | 17% | 61% | 22% | 0% | 0% |
Of responses received from employers who rated U H M student on-the-job performance, 83 percent felt Manoa’s students met expectations.
Source: 2001 Survey of Employer Perceptions of Graduates from U H M
U H M Career Services
| Meet Expectations | Do Not Meet Expectations | |
|---|---|---|
| % of Responses | 83% | 17% |
The vast majority of U H M College of Education graduates are meeting or exceeding the expectations of principals in the Department of Education.
Source: Fall 2000 Principals’ Assessment Survey of College of Education Graduates
What is the likelihood of a U H Community College vocational student getting a job in Hawaii?
U H Community College career and technical education graduates who seek employment are highly likely to get jobs in Hawaii. The percentage of those employed has remained around 75 percent over the past four years.
Source: Annual UHCC Graduate and Leaver Survey
| 2000-01 | 1999-00 | 1998-99 | |
|---|---|---|---|
| Employed Full-Time | 39.2% | 45.7% | 43.7% |
| Employed Part-Time | 34.8% | 29.7% | 29.9% |
| Homemaker | 3.3% | 2.8% | 4.4% |
| Unemployed, Seeking Work | 9.9% | 10.0% | 10.6% |
| Unemployed by Choice | 12.7% | 11.8% | 11.4% |
How have U H research and training activities fared in recent years?
In 2000, U H Manoa ranked 61st among the top 100 research universities in the nation in federal expenditures for research and development.
Source: Chronicle of Higher Education, March 2002
For the fourth year in a row, the University of Hawaii has received record support for research and training. Extramural funds—grants and contracts from federal, state, private, and foreign sources—reached $252 million for fiscal year 2002, a 17 percent increase over the previous fiscal year and a doubling of support over the last ten years.
The largest gain was in non-research funding, where the level of support rose to $110.3 million, a 32 percent increase over the previous fiscal year. U H received $141.7 million in research funding, a 7 percent increase over the amount received the previous fiscal year and the seventh year in a row that extramural support for research has increased.
| Research | Training | |
|---|---|---|
| Actual | ||
| FY1975 | $23.7M | $11.9M |
| FY1976 | $16.3M | $8.7M |
| FY1977 | $21.6M | $7.8M |
| FY1978 | $21.4M | $11.0M |
| FY1979 | $27.0M | $15.1M |
| FY1980 | $25.7M | $15.3M |
| FY1981 | $27.1M | $19.1M |
| FY1982 | $26.5M | $10.8M |
| FY1983 | $33.8M | $11.9M |
| FY1984 | $30.2M | $17.7M |
| FY1985 | $36.7M | $16.6M |
| FY1986 | $35.8M | $18.2M |
| FY1987 | $35.8M | $16.7M |
| FY1988 | $39.4M | $22.1M |
| FY1989 | $47.0M | $24.9M |
| FY1990 | $49.4M | $34.3M |
| FY1991 | $58.1M | $48.0M |
| FY1992 | $65.8M | $59.1M |
| FY1993 | $61.1M | $70.0M |
| FY1994 | $77.8M | $64.8M |
| FY1995 | $70.2M | $69.0M |
| FY1996 | $76.7M | $57.8M |
| FY1997 | $89.1M | $71.7M |
| FY1998 | $91.7M | $68.2M |
| FY1999 | $92.7M | $71.4M |
| FY2000 | $102.8M | $77.8M |
| FY2001 | $132.8M | $83.4M |
| FY2002 | $141.8M | $110.3M |
| Projected | ||
| FY2003 | $129.5M | $100.4M |
| FY2004 | $135.7M | $105.3M |
| FY2005 | $141.8M | $110.1M |
| FY2006 | $148.0M | $115.0M |
| FY2007 | $154.2M | $119.8M |
| FY2008 | $160.4M | $124.6M |
| FY2009 | $166.5M | $129.5M |
| FY2010 | $172.7M | $134.3M |
| FY2011 | $178.9M | $139.1M |
| FY2012 | $185.1M | $144.0M |
In May 2001, the Air Force Research Laboratory awarded the University of Hawaii a four-year contract to operate the Maui High Performance Computing Center, home of one of the world’s most powerful supercomputing sites and the second most powerful supercomputing center in the Department of Defense. The contract may be extended up to 10 years with a potential value of $181 million. It is the largest single contract award in the history of the University of Hawaii.
Ranked Programs
Research Breakthroughs in Last Two Years
What is the status of U H undergraduate post-baccalaureate enrollment at U H Manoa?
Sixty-five percent of the spring 2002 U H M graduating seniors planned to attend graduate school. Of these, over half (55%) planned to attend graduate programs at Manoa.
Since 1999, the percentage of graduating seniors who planned to advance their higher education at Manoa has steadily increased, while those planning to do so on the mainland has decreased. Higher Quality Program Elsewhere (33%) was the most frequently cited reason for not attending U H Manoa.
Source: Spring 2002 U H M Graduating Senior Survey
| 2002 | 1999 | 1996 | 1993 | |
|---|---|---|---|---|
| U H Manoa | 55.4% | 50.4% | 47.5% | 59.0% |
| Mainland | 31.3% | 39.6% | 43.1% | 33.0% |
| Other | 13.3% | 10.0% | 9.4% | 8.0% |
Sixty-four percent of the spring 2001 UHH graduating seniors planned to attend graduate school. Of these, over half (56%) planned to attend graduate programs at Manoa (35%) or Hilo (21%).
The percentage of UHH graduating seniors who planned to advance their higher education on the mainland decreased significantly in 2001.
Source: Spring 2001 UHH Graduating Senior Survey
| 2001 | 2000 | 1999 | |
|---|---|---|---|
| U H Manoa | 34.7% | 23.1% | 27.3% |
| U H Hilo | 21.3% | 11.5% | 17.0% |
| Mainland | 36.0% | 45.2%</ |