University of Hawaii

Measuring Our Progress Report 2004 Update

This version of the U H Measuring Our Progress 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 proud to share this report, University of Hawaii: Measuring Our Progress, 2004 Update, with the Hawaii State Legislature, the people of Hawaii, and our alumni and friends. This document provides measures of performance, benchmarks, and other indicators of our efforts to meet the goals we set forth in the University of Hawaii Strategic Plan: Entering the University’s Second Century, 2002–2010.

In 2002, the University of Hawaii community—faculty, staff, students, alumni, regents, and friends—came together and crafted a strategic plan that sets the course for the University’s second century. Firmly grounded in Native Hawaiian values, including the notion of ahupuaa—from the mountains to the sea, sharing our finite resources for the benefit of all—this plan envisions a University that is locally responsive and globally significant, serving Hawaii and the world, through excellence in teaching, research, and service. Further, we affirm our commitment to be a Pacific-Asian university, bridging East and West as we articulate the values of sharing, community, and respect that island societies have to offer in an increasingly interdependent world.

Within this unique context, our strategic plan advances five goals that commit the University to an agenda of measurable improvements in all aspects of its operations:

• Goal 1: Educational Effectiveness and Student Success: Measures of student access, engagement, performance, satisfaction, and diversity are presented to demonstrate the University’s efforts to establish an optimum culture for student entry, retention, and success.



• Goal 2: A Learning, Research, and Service Network: Measures of affordability, economic impact, information and technology resources, research and scholarly productivity, the educational pipeline, and workforce development are presented to demonstrate the University’s progress in fostering the intellectual capital of the state of Hawaii.



• Goal 3: A Model Local, Regional, and Global University: Measures of student participation in Hawaiian language and cultural studies, the Pacific-Asia focus of international activity on campuses, and the efforts to internationalize the campus experience demonstrate the University’s progress in positioning itself as one of the world’s foremost multicultural centers for global and indigenous studies.



• Goal 4: Investment in Faculty, Staff, Students, and Their Environment: Measures of the University’s investment in faculty and staff and investment in the physical plant are presented to demonstrate the University’s progress in recognizing and renewing its most important assets.



• Goal 5: Resources and Stewardship: Measures of investment from the state and private sources and measures of accountability in the management of these resources are presented to demonstrate the University’s commitment to manage its resources in service to the state and its citizens.

The multiple measures presented here review the performance, effectiveness, and many achievements of our faculty, students, and administrators. We have begun to execute the compelling strategic plan we have in place. Measuring Our Progress honors our commitment to be accountable to the people of Hawaii. With the leadership of the Board of Regents, and together with members of the Executive Branch, the Legislature and our alumni and friends, we will continue to move the University forward on a voyage of discovery, transforming our students’ lives and giving them the ingredients for success, and in the process transforming Hawaii’s society, and changing the world we live in for the better.

David McClain
Interim President
University of Hawaii

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President’s Message

Contents

Introduction

University of Hawaii Campuses

Goal 1: Educational Effectiveness and Student Success

• Access
• Student Engagement
• Student Performance
• Student Satisfaction
• Diversity

Goal 2: A Learning, Research, and Service Network

• Affordability
• Economic Impact on Hawaii
• Information and Technology Resources
• Research and Scholarly Productivity
• Educational Pipeline
• Workforce Development

Goal 3: A Model Local, Regional, and Global University

• Hawaiian Language and Cultural Studies
• Pacific-Asia Focus
• Internationalizing the Campus Experience

Goal 4: Investment in Faculty, Staff, Students, and Their Environment

• Investment in Faculty and Staff
• Investment in the Physical Plant

Goal 5: Resources and Stewardship

• Investment from the State
• Investment from Private Sources
• Accountability

Distinctions and Achievements

The University of Hawaii Measuring Our Progress, 2004 Update, updates the Institutional Effectiveness Report, 2002 Update. The title of this report has been changed to reflect the importance the University places on measuring its progress on the goals of the recently adopted University of Hawaii System Strategic Plan: Entering the University’s Second Century, 2002–2010. 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.

As the University moves forward to celebrate its centennial in the year 2007, it honors the efforts of all of those who have contributed to the history and growth of the University. 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, Pacific, and Asian orientation and its position as one of the world’s foremost multicultural centers for global and indigenous studies.

Vision

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 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.

Commitments and Core Values

Overarching commitments reflect the core values that bind University of Hawaii faculty, staff, and students together and contribute to the 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; Hawaiian and Pacific-Asian commitment; innovation and empowerment; accountability and fiscal integrity; and malama aina sustainability.

Functioning as a System

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. 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. Accredited as autonomous units, the ten campuses serve multiple missions and pursue distinct pathways in response to state needs. They are bound, nonetheless, by their commitment to functioning as a system in service to the state.

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U H MANOA is a research university of international standing, offering bachelor’s degrees in 87 fields of study, master’s degrees in 86 fields of study, doctorates in 53 fields of study, first professional degrees in architecture, law, and medicine, and a number of certificates. It has widely recognized strengths in tropical agriculture, tropical medicine, oceanography, astronomy, electrical engineering, volcanology, evolutionary biology, comparative philosophy, comparative religion, Hawaiian studies, Pacific Islands studies, Asian studies, and Pacific and Asian regional public health. U H Manoa offers instruction in more languages than any U S institution outside the Department of State.

U H HILO is a comprehensive institution offering baccalaureate liberal arts and professional and selected graduate degrees. It offers master’s programs in education, Hawaiian language, tropical conservation biology and environmental science, and China-U S Relations. A master of arts in counseling psychology will soon be offered. Baccalaureate degrees are offered in various fields of the humanities, natural sciences, social sciences, and in agriculture, nursing, business, and computer science. Programs emphasize student-faculty collaboration, fieldwork, internships, and hands-on learning. Drawing on the geological, biological, and cultural diversity of the island of Hawaii, many programs are organized around the theme of “the island as a learning laboratory.”

U H WEST OAHU is an upper division institution offering bachelor of arts degrees in business administration, humanities, public administration, and social sciences. U H West Oahu also offers certificate programs that address pressing social needs such as substance abuse and addiction studies, disaster preparedness and emergency management, and environmental studies. A commitment to student access is demonstrated by a schedule of day, evening, and weekend courses as well as distributed education options for students on all islands.

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 career technical program that includes business, nursing, trades technology, hospitality, and public service careers. A unique program to Hawaii Community College is Tropical Forest Ecosystem and Agroforestry Management or FOREST Team Program.

HONOLULU COMMUNITY COLLEGE offers a comprehensive liberal arts program and 22 technical-occupational programs, including programs that are not offered at any other campus, example given, marine technologies, cosmetology, refrigeration and air conditioning, aeronautic maintenance, commercial aviation pilot training, and occupational and environmental safety management.

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. The college also offers degree programs in emerging technology fields, including new media arts and biotechnology, as well as programs for those seeking degrees as educational paraprofessionals and as fitness professionals in exercise and sport science.

KAUAI COMMUNITY COLLEGE offers both a comprehensive liberal arts program and career and technical education responsive to community workforce needs, including nursing, culinary arts, visitor industry, and information technology/electronics. As a University Center and distance learning leader, the college also provides access to baccalaureate and graduate level education for Kauai County. Non-credit, short-term courses are focused on skills for the workforce and community interests.

LEEWARD COMMUNITY COLLEGE offers an extensive liberal arts program, combined with selected career technical education 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 career program that includes business, culinary arts, nursing, trade technology, and public service career fields. Courses offered over the statewide cable system and interactive television system provide instruction throughout the state.

WINDWARD COMMUNITY COLLEGE offers a strong comprehensive liberal arts program and selected career educational programs, including business education and agriculture. The Employment Training Center, located at Windward Community College, provides job training for "at risk" populations in high demand areas such as food service, auto repair, construction occupations, and office technology.

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Educational Effectiveness and Student Success

Enabling student success requires an academic culture that supports students and student learning. Measures of student access, engagement, performance, satisfaction, and diversity are presented to demonstrate the University’s efforts to establish an optimum culture for student entry, retention, and success.

What is the status of access to the University of Hawaii?

Rapid enrollment growth beginning in the post-World War 2 era peaked in the early 1970s and was followed by an extended period of stable enrollment. Expanded access helped the U H system post modest overall gains from the early 1970s through the 1990s. Since fall 2000, enrollment has increased 12.9 percent and is projected to reach 56,000 by fall 2009.

Graph entitled “Historical and Projected Enrollment, by Unit.” Depicts enrollment by campus, fall semesters, from 1909 projected through 2009. Hardcopy and tabular data available by request from the Office of Planning and Policy.

ovppp@hawaii.edu

What is the going rate of recent Hawaii high school graduates who attend the U H?

After reaching a historical low of 31.7 percent in fall 2001, the going rate of recent Hawaii high school graduates into the University of Hawaii campuses increased to 32.8 percent in fall 2003. Going rates for Hawaii high school graduates reached an all-time high of 46.3 percent in fall 1972.

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 1993 to 2003. Hardcopy and tabular data available by request from the Office of Planning and Policy.

ovppp@hawaii.edu

Note: The going rate is the percentage of Hawaii high school graduates entering the University of Hawaii without delay upon graduation from high school.

What opportunities are available for high school students to begin college work?

Running Start is a joint-credit collaboration between the Department of Education and University of Hawaii whereby students can work toward an associate degree and a high school diploma at the same time. All U H Community Colleges and U H Hilo participate in Running Start.

The Running Start retention rate was 93 percent in 2002 and 90 percent in 2003. Credits earned increased from 628 to 1,203 in the same period.

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.

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

In fall 2002, 793 classes were delivered off-campus to students in-state and out-of-state. These classes accounted for 8,299 registrations, a 13 percent increase over the prior year. Classes apply to certificate, associate, baccalaureate, and graduate degrees. Sixty-three percent of the registrations were in classes that use the Internet, interactive television, cable television, or mixed modes. Internet classes increased 44 percent. Off-site instruction (classes to the military installations or faculty traveling to another island) continues to be a major method of delivery.

More than 50 credentials and degrees are offered to Hawaii residents via distance delivery. Programs address state workforce and professional development needs. U H also provides access to classes in education, nursing, and business to students in the Pacific and Asia.

What are the opportunities for non-credit continuing education across the U H system?

Annually, there are over 90,000 registrations in University of Hawaii non-credit continuing education programs.

Graph entitled “Continuing Education Registrations.” Depicts enrollment in non-credit continuing education programs from calendar year 1993 through 2003. Hardcopy and tabular data available by request from the Office of Planning and Policy.

ovppp@hawaii.edu

Note: While there has been some decline in continuing education enrollment over the period shown, differences in data quality and changes in reporting procedures allow for only a general comparison over time.

How do U H Manoa and U H Hilo perform on freshmen selectivity measures?

Scholastic Assessment Test (S A T) math and verbal scores for entering freshmen at U H Manoa are consistently above the U S and Hawaii norms.

U H Hilo entering freshmen verbal scores are comparable to Hawaii norms but math scores are slightly below.

In fall 2003, 47 percent of U H Manoa and 35 percent of U H Hilo first-time freshmen were in the top 20 percent of their high school class.

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How engaged are University of Hawaii students in their educational experience at upper division/four-year campuses?

Research on college student development shows that the time and energy students devote to educationally purposeful activities is the single best predictor of their learning and personal development. Two national surveys, the National Survey of Student Engagement (N S S E) and the Community College Survey of Student Engagement (C C S S E), focus on student engagement—student behaviors and institutional practices that are highly correlated with student learning and retention.

On the N S S E survey, five benchmarks of effective educational practice encompass multiple indicators. As benchmarks, these results provide comparisons with peer institutions and serve as baseline indicators against which future progress can be measured.

Benchmark #1 Level of Academic Challenge
Academic Challenge represents the nature and amount of assigned academic work, the complexity of the cognitive tasks required of students, and the standards faculty members use to evaluate student performance.

U H Manoa seniors report a slightly greater level of academic challenge than seniors from the comparison group. Although other U H groups report lower levels of academic challenge than their peer counterparts, academic challenge is perceived to increase by the time students reach their senior year.

Benchmark #2 Active and Collaborative Learning
Active and Collaborative Learning represents the extent to which students are actively involved in their learning through discussions, presentations, group projects, and community projects.

Students, both first-year and senior, report lower levels of active and collaborative learning than their peer counterparts.

Benchmark #3 Student-Faculty Interaction
Student-Faculty Interaction captures the personal interaction between students and their instructors as evidenced by discussions about grades and assignments, projects outside the classroom, and talks about career plans.

By the time students are seniors at U H Manoa, they report a level of student-faculty interaction on par with their peers. All other groups report less interaction than their peers report.

Benchmark #4 Enriching Educational Experiences
Enriching Educational Experiences are those activities that complement the academic program such as student government, community service, capstone experiences, and interacting with a diverse group of students.

U H Manoa students report an enriching educational experience comparable to their peers. U H Hilo and U H West Oahu students report fewer activities that complement their academic progress than their peers.

Benchmark #5 Supportive Campus Environment
Supportive Campus Environment provides support for student success, help students cope with non-academic issues, and offer quality relations among students, faculty, and staff.

All seniors report a level of support on their campuses that nearly equals or exceeds their peers.

How engaged are University of Hawaii students in their educational experience at lower division campuses?

The Community College Survey of Student Engagement (C C S S E) focuses on five benchmarks of student engagement—institutional practices and student behaviors that are highly correlated with student learning and retention.

The percentiles in the following charts indicate the performance of each U H community college relative to its comparably-sized peers. These results serve as baseline data against which future progress can be measured.

Benchmark #1 Active and Collaborative Learning
Through collaboration with others to solve problems or master challenging content, students develop valuable skills that prepare them to deal with the kinds of situations and problems they will encounter in the workplace, community, and their personal lives.

Relative to comparably-sized peers, six out of seven U H community colleges are at or above the 70th percentile in the area of active and collaborative learning experienced by students.

Benchmark #2 Student Effort
“Time on task” is a key variable in success, and there are a variety of settings and means through which students may apply themselves to the learning process.

When compared to like colleges, student effort at the U H Community Colleges ranged from a low in the 40th percentile to the maximum 100th percentile at Windward Community College.

Benchmark #3 Academic Challenge
Academic Challenge represents the nature and amount of assigned academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance.

Students found the academic challenge of the U H Community Colleges at or above the 80th percentile for five out of seven campuses when compared to similar-sized colleges.

Benchmark #4 Student-Faculty Interaction
Personal interaction with faculty members strengthens students’ connections to the college and helps them focus on their academic progress.

Survey results found the largest variation in student-faculty interaction relative to peers with a low in the 20th percentile to the maximum 100th percentile at Maui Community College.

Benchmark #5 Support for Learners
Community college students benefit from services targeted to assist them with academic and career planning, academic skill development, and other issues that may affect both learning and retention.

In campus support for learners, five of the colleges are at the 60th percentile or higher relative to comparable-sized colleges.

How does U H student participation in community-based projects compare to national levels?

The number of opportunities for experiential learning include—but are not limited to—internships, cooperative education placements, volunteer positions, fellowships, and practica. Service learning opportunities involve instructional strategies that link community service and academic study so that one strengthens the other.

The N S S E and C C S S E surveys include a question on how frequently students participate in community-based projects as part of a class requirement. U H and national comparison group responses fell somewhere between Sometimes and Never.

Although U H students appear to have slightly more exposure to community-based activities than their national counterparts, there do not appear to be many opportunities for either group.

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

The U H system lower division average class size remained stable at 24, with slight increases at four-year campuses.

Generally, U H system upper division average class size has increased since fall 1999 and is now at 20; campus averages range between 18 and 23.

Approximately 80 percent of all U H undergraduate and lower division classes enroll 30 or fewer students.

At the undergraduate level, 68 percent or more than two-thirds of student semester hours were taught by regular faculty in fall 2002, down from nearly 74 percent in fall 1998.

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What are the U H graduation and retention outcomes for entering students?

Graduation rate is the percentage of full-time, first-time, degree/certificate-seeking undergraduates that graduated six years after entry at U H Manoa and U H Hilo and three years after entry at the U H Community Colleges. Retention rate is the percentage still enrolled at the same institution. The graduation and retention rates have remained relatively stable over time. For U H Manoa, the average range over five years has been 64–65 percent and for U H Hilo and the U H Community Colleges, 34–36 percent. At U H West Oahu, the graduation rate for the fall 1998 cohort is 62 percent after four years; an additional 10 percent are still enrolled.

U H Manoa’s six-year graduation and retention rate for first-time students is slightly lower than the average rates for peer and benchmark groups. U H Hilo’s six-year graduation and retention rate for first-time students is lower than the average rate for its benchmark group but only slightly lower than the average rate for its peer group.

The one-year retention rate for first-time students at U H Manoa and U H Hilo is lower than the average rates for peer and benchmark groups. The one-year retention rate for U H Manoa has decreased from a high of 82.7 percent in 1990 to 78.0 percent in 2002. The U H Hilo retention rate has fluctuated between 1994 and 2001, dipping from a high of 63.5 percent in 1994 to a low of 56.7 percent in 1998 before reaching 65.5 percent in 2002.

What are the graduation and retention outcomes for ethnic groups?

The graduation and retention rate for Asian/Pacific Islanders at U H Manoa is slightly lower than the rates for peer and benchmark groups. Within U H Manoa’s Asian/Pacific Islander category, Chinese and Japanese students show comparable graduation and retention rates to peer and benchmark groups, while the rates for Filipino, Hawaiian, and the other Asian categories are lower.

The graduation and retention rate for Caucasians at U H Manoa is considerably lower than the rates for peer and benchmark groups.

The graduation and retention rate for Asian/Pacific Islanders at U H Hilo is lower than the rate for the benchmark group and slightly lower than that for the peer group. Within U H Hilo’s Asian/Pacific Islander category, Chinese, Filipino, and Japanese graduation rates are higher than or comparable to the peer group, while the rates for Hawaiian and the other Asian categories are lower.

The graduation and retention rate for Caucasians at U H Hilo is lower than those for both the peer and benchmark groups.

What is the volume of credentials awarded annually by U H?

On the average, over 7,000 degrees and certificates are awarded annually by U H.

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 in their fields of study.

Community College Programs. In 2002–2003, 100 percent of the U H Community College graduates who sat for the following national licensing examinations passed on their first attempt.

Dental Hygiene. All of the U H Manoa Dental Hygiene students taking the national licensing exam for the past five years passed.

Education. In 2002–2003, over 90 percent of U H Manoa College of Education and U H Hilo education graduates passed the professional knowledge exam portion of the Praxis Teacher Certification Exam. Pass rates for the various Praxis assessment areas for U H Manoa and U H Hilo graduates and for the state of Hawaii (which includes U H graduates) are provided below.

E T S. At U H Hilo, the Educational Testing Service (E T S) Major Field Achievement Test provides national comparisons and serves as a vehicle for program improvement. U H Hilo students usually perform at or above the national mean.

Law. Graduates of the U H Manoa William S. Richardson School of Law are consistently outperforming Hawaii bar exam test takers from other law schools. In 2003, 96 percent of U H Manoa Law School graduates passed the Hawaii state bar exam on their first attempt and the overall pass rate (86%) was higher than the state rate (75%).

Medical Technology. From 2001 to 2004, all U H Manoa Medical Technology students passed the national certification exams on their first attempt and scores were consistently above the national average.

Medicine. Medical students need to pass two exams prior to the completion of one year of residency. Students at the U H Manoa John A. Burns School of Medicine (J A B S O M) consistently attain pass rates on the United States Medical Licensing Exam (U S M L E) Step 1 Examination that are comparable to the national average. Those taking this exam in the 2003–2004 academic year achieved an average total score that was slightly below the national average. Students scored above the national average in 16 of 20 disciplines measured.

J A B S O M medical students performed very well on the U S M L E Step 2 Exam, consistently achieving pass rates that equal or exceed the national average.

Nursing. National Council for Licensing Examinations (N C L E X) results have fluctuated for the past several years; however, more than two-thirds of U H graduates pass the examination on a regular basis.

Orthopaedics. Residents in the Orthopaedic Residency Program of the John A. Burns School of Medicine consistently score well on the Orthopaedic 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. The program’s percentile rank was 87 in 2002 and 77 in 2003. For the past four years, all graduates have passed Part I of the National Licensing Examination on their first attempt.

Surgical Care. Over the past three years (2001–2003), 67 percent of residents in the Surgical Residency Program have passed the American Board of Surgery (A B S) qualifying exam on their first attempt. During the same time period, 100 percent of residents have passed the A B S certifying exam on their first attempt.

For the past three years (2001–2003), all fellows in the Surgical Critical Care Fellowship Program have passed the American Board of Surgery certifying exam for Surgical Critical Care on their first attempt.

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How satisfied are students with their educational experience?

The N S S E and C C S S E student surveys include one direct measure of student satisfaction: “How would you evaluate your entire educational experience at this institution?” In response to this question, the responses of students enrolled at the ten U H campuses ranged from 2.87 at U H Manoa to 3.51 at U H West Oahu (on a scale of 1 to 4, with 1=Poor and 4=Excellent). The range of responses from comparable institutions is 3.08 to 3.43.

The N S S E survey includes a second question that measures satisfaction: “If you could start over again, would you go to the same institution you are now attending?” The range of responses (from 2.94 at U H Manoa to 3.60 at U H West Oahu) indicates that students attending the three upper division campuses would Probably or Definitely attend the same institution if they could start over again. The range of responses from comparable institutions is 3.14 to 3.26.

Similarly, U H Community College students were asked by C C S S E if they would recommend their college to a friend or family member. Between 92 and 97 percent responded positively.

How prepared do U H students and alumni believe they are for employment?

Enrolled Students
When asked on the N S S E and C C S S E surveys to what extent their undergraduate experience has contributed to their ability to acquire job or work-related knowledge and skills, U H student responses ranged from Some to Quite a Bit.

U H M, U H H, and U H W O reflect senior student responses. First-year student responses for U H M and U H H are not included.

Source: National Survey of Student Engagement (U H M 2002; U H H and U H W O 2003)
Community College Survey of Student Engagement 2002

Alumni
In 2003, 93 percent of U H Manoa alumni respondents indicated they were Adequately to Very Well Prepared for their current primary job.

In 2003, 95 percent of U H Community College graduates and leavers indicated they were Adequately to Very Well Prepared for their current primary job.

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What are the demographic trends in the composition of the U H student body?

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.

Age
The mean age for the U H system has held steady since fall 1996 at or near 26 years of age.

Gender
The percentage of women continues to increase, accounting for nearly 58 percent of enrolled students in fall 2003.

Full-Time Status
Since fall 1996 more than 55 percent of U H students have been enrolled full-time.

Ethnicity
The U H is one of the most ethnically diverse institutions of higher learning in the nation–21.1 percent of the students are Caucasian, 16.6 percent are Japanese, 13.6 percent are Hawaiian or part-Hawaiian, 12.8 percent are Filipino, 5.8 percent are Chinese, and 11.9 percent report Mixed ethnicity.

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

There have been increases in the share of degrees conferred to students of Hawaiian/part-Hawaiian, Filipino, and Mixed ancestry, and decreases in the share of degrees awarded to students of Caucasian and Japanese ancestry.

Table: How do U H students relate to issues of diversity?

Hawaii’s unique demographic makeup and U H’s commitment to improving the entry, retention, and graduation of diverse student populations offer students opportunities to interact with others from different backgrounds.

N S S E and C C S S E survey results indicate U H students have a greater understanding of and more frequent interaction with others from different backgrounds than their national comparison group counterparts.

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A Learning, Research, and Service Network

Serving the state of Hawaii demands that the University system engage its diverse resources to contribute to the state’s economy, workforce and training needs, and the creation and application of knowledge. Measures of affordability, economic impact, information and technology resources, research and scholarly productivity, the educational pipeline, and workforce development are presented to demonstrate the University’s progress in fostering the intellectual capital of the state of Hawaii.

How affordable is higher education in Hawaii for students and their families?

In almost all states, higher education has become less rather than more affordable when the costs of attending college are considered in relation to family income.

Results from Measuring Up 2004 indicate that no state received a grade of A in affordability. Three states received a B or C, 22 percent received a D, and 72 percent of states received an F. Hawaii scored a D on the affordability of its public (U H) and private institutions. U H awards approximately $18.5 million in tuition waivers which are not included in the Measuring Up 2004 analysis.

In Hawaii, the percent of income (average of all income groups) needed to pay for college expenses has been declining since 2000, but Hawaii rates are still not comparable to those of the best performing states a decade ago.

What is the distribution of financial aid at U H campuses?

The share of first-time freshmen receiving aid in Annual Year 2002–2003 ranged from 55 percent (Hawaii C C) to 23 percent (Leeward C C). On average, financial aid recipients received between $1,700 and $2,900.

How do U H tuitions compare with like institutions elsewhere?

Almost all U H tuition rates are below W I C H E (institutions from 15 states that are members of the Western Interstate Commission for Higher Education) averages. All but two of the U H resident tuition rates are below W I C H E averages: U H Manoa John A. Burns School of Medicine rates are at the W I C H E average, and U H Hilo’s graduate rate is 6 percent above the average. All but one of the U H non-resident rates are below the W I C H E average. The U H Community College rate is 7 percent above the average.

How affordable is U H Community College tuition for low income families?

The U H Community Colleges have continued to be very affordable. In 2004, the share of income Hawaii’s poorest families paid for tuition was 9 percent, about as low as that of the best-performing states a decade ago (7%).

Source: The National Center for Public Policy and Higher Education
Measuring Up 2004 ®2004

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What is the overall economic impact of the U H system on Hawaii?

The University of Hawaii is a $1.4 billion enterprise and represents a major economic force in Hawaii.

The following is based on “The Contribution of the University of Hawaii to Hawaii’s Economy in 2003,” prepared by the U H Economic Research Organization (U H E R O), March 2004.

U H stimulates the business community

• Total U H system spending was $989 million, of which only $454 million came from state general funds.
• Total U H-related expenditures in F Y 2003 directly and indirectly generated $1.97 billion of business sales, 35,800 jobs, and $1.24 billion of earnings to households.

U H leverages taxpayer dollars

• For every dollar of general funds appropriated by the state, the U H system generates another $2.09 of education-related expenditures in the economy.
• Every dollar of general fund spending by U H generates $4.35 of total business sales and $2.74 of labor earnings.
• For every $1 million of state general funds invested in U H, 79 jobs are generated.
• Every dollar of general fund spending by the University of Hawaii generates $0.29 in state taxes.

U H generates a return on government investment

• Total U H expenditures generated $132 million in state taxes during the 2003 fiscal year. These expenditures represent 3.8 percent of total state taxes.
• Adjusted for inflation, a Hawaii resident who obtains a bachelor’s degree pays $137,000 more in state taxes over his or her lifetime than does a resident with a high school diploma.

U H expands the state economy

• In 2003, the University of Hawaii represented about 3 percent of Hawaii’s economy (gross state product) of nearly $46 billion.

Foreign investment in U H
The external non-U S economic investment in the U H continues to be substantial. For the past seven years, the average number of awards from foreign sources was 43 and the average amount awarded was $7.1 million.

The larger awards for F Y 2003 were $3.4 million from the Japan Marine Science and Technology Center and $0.7 million from the National Space Development Agency of Japan. In F Y 2002, the largest award was $0.7 million from the Government of American Samoa.

The state of Hawaii and the U H benefit from the large foreign investments in astronomy facilities and operations on Mauna Kea and Haleakala, even though these are not direct investments in the U H astronomy programs. Highlights include:

• Two new telescopes built on Haleakala during F Y 2000 and F Y 2001.
• A private United Kingdom organization providing $10 million for construction of the Faulkes Educational Telescope.
• Japan providing $10 million for construction of the Multicolor Active Galactic Nucleus Monitoring (M A G N U M) Telescope.
• Almost a billion dollars in observatories on Mauna Kea and Haleakala.
• Operations budgets of approximately $35 million per year for foreign-owned telescopes.

The U H has bilateral scientific cooperation agreements with each of the foreign observatory organizations. In return for providing the site and for managing the physical and operational infrastructure of the observatory complexes, the U H receives a guaranteed share of the observing time (typically 10–15%).

Technology Transfer
The Office of Technology Transfer and Economic Development (O T T E D) 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.

A reorganization of O T T E D’s priorities, with a renewed focus on licensing new University technologies to industry partners, has begun to pay dividends with a significant increase in the number of licenses executed, including licenses to several new Hawaii companies built upon U H technologies.

The number of invention disclosures climbed slightly in F Y 2003, while licensing revenues and the number of licenses and options executed during the year rose significantly. Cumulatively, O T T E D received more than 130 issued patents and realized licensing revenues of slightly more than $3.3 million.

Economic Development Highlights

• The new U H Manoa John A. Burns School of Medicine campus in Kakaako, funded by a $150 million bond backed by state tobacco settlement funds, will be completed in 2005. The project has generated hundreds of construction jobs, and hundreds more in biomedicine are anticipated.
• U H established the Academy for Creative Media (A C M), an initiative to create a world-class school of media creation. Programs offered at A C M are taught with industry-based software applications; faculty continually update courses to reflect the rapid changes in the multimedia industry.
• A $9 million National Science Foundation (N S F) Experimental Program to Stimulate Competitive Research (E P S C o R) grant was awarded to U H to build additional infrastructure and capacity for interdisciplinary research on biodiversity in an integrated island environment. Hawaii has received an additional $13.9 million in E P S C o R program co-funding for N S F proposals.
• The U H Manoa College of Engineering welcomed Lockheed Martin Corporation to the college’s Industrial Affiliates program, joining existing affiliates Boeing and Northrop Grumman. The program enables closer interaction between companies, faculty, and students through sharing resources and joint participation in conferences and education activities.
• The Pacific Asian Center for Entrepreneurship (P A C E) at the U H Manoa College of Business Administration continues to mentor and assist entrepreneurs throughout Hawaii through its annual Business Plan Competition and monthly U H Angel Investor meetings.
• University Connections awarded three Accelerated Research Commercialization (A R C) grants to enable U H faculty and local technology companies to conduct joint research with commercial potential in biotechnology, alternative energy, and atmospheric science instrumentation.
• Mauna Kea observatories have undergone hundreds of millions of dollars in construction and now have annual operating budgets totaling more than $60 million. The overall economic impact on the state of Hawaii of these observatories is estimated to be $150 million per year.

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Library

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

Among the 114 university libraries that are members of the Association of Research Libraries (A R L), U H Manoa ranks 64th—a significant improvement from 77th six years ago.
Source: 2002–2003 A R L Membership Index and Statistics

The indexed 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.

In the past four years, the library has made strides to regain its standing in terms of annual book/journal (materials) expenditures. The University has made a strong commitment to restoring book funds to the library.

Implementation of a new online library system in 2001, as well as completion of the Hamilton Library Addition and renovation of the existing building, adds greatly to the library’s ability to serve students and faculty with their scholarly, research, and information needs.

Current improvements are in line with the library’s strategic goal to be back in the A R L top 40.

How is U H capitalizing on technological change?

Information Technology
The primary activities of U H, like any university, involve the creation, sharing, and storage of knowledge. In the increasingly digital age of the 21st century, these activities are influenced by the capability of modern information technologies. In 2004, U H Manoa was recognized in two national rankings: 44th in Princeton Review’s “Most Connected Campuses” and 37th in Intel’s “Most Unwired College Campuses” (for wireless access).

Communication
Other than in-person, e-mail is now the primary form of communication for members of the University community. E-mail usage continues to grow steadily with an average of over 300,000 messages and 10 gigabytes of e-mail processed daily.

Travel has become more expensive and time-consuming, especially in the post-9/11 era. U H has implemented a system-wide videoconferencing system now available at all campuses and education centers.

Student Information System
U H completed the on-time and on-budget implementation of a new system-wide student information system serving all ten campuses. While there is much more work to be done, for the first time:

• 850,000 present and past student records are online
• Social security numbers are no longer the student I D
• All U H students can easily register online, to include classes at multiple campuses
• Students have a single student account that consolidates their tuition and fees
• Financial aid status and information are available to students online
• Students can easily see their academic history from all campuses online
• Paper transcripts are no longer required to transfer between campuses
• Faculty enter grades online and they are available to students within days rather than weeks
• Faculty can send e-mail, provide communication tools, or develop fully online courses with automatic updates from the current class list
• Students have an electronic calendar preloaded with their classes

Business Processes
U H has implemented the most advanced public sector electronic purchasing environment in Hawaii. Purchasers can solicit quotations online, thereby increasing openness and competitiveness, which provides lower prices. Winning quotes can be selected online and purchases made either paperlessly through the University’s Purchasing Card (P-Card) program or through automatic transfer to the web-based purchasing system for generation of a purchase order. This system saves time, reduces costs, and improves transparency.

To what extent do U H students use electronic media in their coursework and to communicate with instructors?

Web C T
Web C T is the web-based, online course management tool institutionally supported by Information Technology Services (I T S). The numbers represent courses that use Web C T to deliver fully online courses and those