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

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Business Careers

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The last comprehensive review for this program was on 2008, and can be viewed at:
http://maui.hawaii.edu/faculty/program_review/2008/Annual%20Assessment%20SelfStudy%20BUSCR%202007-2008A.pdf

Program Description

The Business Careers program provides quality credit instruction to students and business professionals who wish an affordable education in a supportive environment. The program provides the first two years of a business education that can be used to enhance career possibilities and used as a springboard for additional education

The Business Careers program offers various levels of educational opportunity:
• Certificates designed for students and community members who wish to acquire or upgrade their skills and knowledge.
• One-year Certificate of Achievement that provides essential skills and knowledge in business, communication, writing, and mathematics.
• Two-year Associate in Applied Science with four options: Option I is general; Option II is articulated with the UH West Oahu Bachelor of
Arts in Business Administration (BABA) available in Maui County; and Option III provides the first two years for the Bachelor of Applied Science
in Applied Business and Information Technology at UH Maui College; Option IV is for Sustainable Science Management entry.
• Transferable courses for four-year business programs at UH Mānoa, UH Hilo, and other institutions.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: BUSC     Program CIP: 52.0101

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 240 1,086 1,013 Healthy
2 *New & Replacement Positions (County Prorated) 25 128 117
3 *Number of Majors 200.5 227.5 234
3a     Number of Majors Native Hawaiian 78 69 74
3b     Fall Full-Time 46% 47% 44%
3c     Fall Part-Time 54% 53% 56%
3d     Fall Part-Time who are Full-Time in System 8% 6% 6%
3e     Spring Full-Time 42% 39% 41%
3f     Spring Part-Time 58% 61% 59%
3g     Spring Part-Time who are Full-Time in System 6% 7% 5%
4 SSH Program Majors in Program Classes 636 660 750
5 SSH Non-Majors in Program Classes 1,386 1,779 2,415
6 SSH in All Program Classes 2,022 2,439 3,165
7 FTE Enrollment in Program Classes 67 81 106
8 Total Number of Classes Taught 28 37 44

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 24.4 22.0 24.0 Cautionary
10 *Fill Rate 91.3% 82.7% 87.9%
11 FTE BOR Appointed Faculty 3 3 1
12 *Majors to FTE BOR Appointed Faculty 66.8 75.8 234
13 Majors to Analytic FTE Faculty 66.8 55.3 47.9
13a Analytic FTE Faculty 3 4.1 4.9
14 Overall Program Budget Allocation $123,114 $75,310 $75,961
14a General Funded Budget Allocation $123,114 $74,517 $75,961
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $793 $0
15 Cost per SSH $61 $31 $24
16 Number of Low-Enrolled (<10) Classes 2 3 1
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 67% 67% 65% Healthy
18 Withdrawals (Grade = W) 35 55 73
19 *Persistence Fall to Spring 70.1% 73.7% 66.6%
19a Persistence Fall to Fall     44.4%
20 *Unduplicated Degrees/Certificates Awarded 74 68 92
20a Degrees Awarded 9 11 14
20b Certificates of Achievement Awarded 4 5 5
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 75 69 94
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 10 7 14
22a Transfers with credential from program 1 3 1
22b Transfers without credential from program 9 4 13

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 2 3 5  
24 Enrollments Distance Education Classes 54 91 162
25 Fill Rate 90% 96% 100%
26 Successful Completion (Equivalent C or Higher) 56% 66% 60%
27 Withdrawals (Grade = W) 4 7 11
28 Persistence (Fall to Spring Not Limited to Distance Education) No Fall Courses 88% 60%

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 91.67 Met  
30 2P1 Completion 50.00 6.25 Not Met
31 3P1 Student Retention or Transfer 74.25 75.50 Met
32 4P1 Student Placement 60.00 55.26 Not Met
33 5P1 Nontraditional Participation 17.00 34.59 Met
34 5P2 Nontraditional Completion 15.25 26.92 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     19  
36 Number of Degrees and Certificates Native Hawaiian     3
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     177
39 Number of Transfers to UH 4-yr     14
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Our Demand Indicators were healthy.  We improved in quite a few categories.  The only problem we have here is identifying NAICS codes to use since there are so many areas that our graduates are employed.  They include

Our Efficiency Indicators  were Cautionary.  The main problem here is the lack of FTE BOR Appointed Faculty.  This is compounded further since the only FTE BOR Appointed Faculty member is also doing other jobs that keep him from actually teaching.  It is urgent that Administration allows us to hire more full time faculty.

Our Effectiveness Indicators were Healthy.  Our Completion and Persistence did drop a bit this year.  I truly believe that a large part of this problem is the lack of FTE BOR Appointed Faculty in the program.  Lecturers do a good job – but they are not tied into the complete success and completion of a student as well as a FTE BOR Appointed Faculty would be.

 

 

 

Part III. Action Plan

We did not meet two Perkins Goals 2P1 Completion and 4P1 Student Placement  Business Students take courses for a variety of reasons:

In many of these cases they just take the courses to achieve their goal/need.  Unlike some programs where a certificate is needed ie Nursing or Automotive repair – my students just need a few courses.  This also effects Placement since many stay in their same job and get the promotion.

It would help however if we had more full time BOR faculty.  A full time faculty member tends to be more invested in a student’s long term goals as a mentor and a guide.  Since we have 234 majors for each BOR FTE – (the highest in the school) you can see where this is a hard task.

Therefore – our Action plan is to get more BOR FTE faculty.

Part IV. Resource Implications

My only Cautionary Indicator is Efficiency.  That is because we have 234 students per BOR FTE.  This does not allow the personal contact required to keep students in school.  My lectures are costing more as they rise in their pay schedules.  A Full Time BOR faculty member would help both of these conditions. 

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
PLO 1. Use leadership and interpersonal skills to promote business ethics, values, and integrity related to professional activities and personal relationships

2

Yes
PLO 2. Analyze and explain basic business transactions and financial reports.

3

Yes
PLO 3. Develop a sense and appreciation of Entrepreneurship.

A) Evidence of Industry Validation

In Business Careers we are training students to go into a whole host of occupations.  These include:

·         Advertising

·         Management

·         Marketing and e-Marketing

·         Entrepreneurship

·         Operations

·         Public Relations

To try and find one Industry Group to validate our whole program is hard to do.  We do however participate in the WAFC Retail Management Certificate Program.  This is a UH program – mostly for Oahu – that trains students in the retail trades.  We do not at present offer the Certificate – but most of the courses in program are programs we offer here – and may be used in the Oahu UHCC’s for the Certificate.  Below you can see the courses required for the certificate – almost all of which we teach here.

MKT 120 Principles of Marketing

MGT 124 Human Resource Management

MGT 122 Organizational Behavior

MKT 130 Principles of Retailing

ICS 101 Digital Tools for the Information World

ACC 201 Introduction to Financial Accounting

ENG 100 Composition I, ESL 100 Composition I,

OR ENG 209 Business & Managerial Writing

SP 151 Personal & Public Speech,

SP 181 Interpersonal Communication, OR

SP 251 Principles of Eff. Public Speaking

BUS 100 Using Mathematics to Solve Business Problems

We also meet with the members of our Advisory Committee several times a year on a casual basis (usually breakfast) to discuss programs.

B) Expected Level Achievement

Criteria for Success

In our program we use tests, projects, homework and class participation.  Some classes require yes/no answers – while others require the understanding of the shades and options.  Generally the grading system is shown below – but teachers have some latitude.   As program Coordinator – I try and impress on my lecturers that all grading options must be fully explained the first day on the Syllabus.

 

A

B

C

D

90-100%

80-89%

70-79%

60-69%

 

C) Courses Assessed

 

Map of Program Learning Outcomes by Course

 

 

BUS

120

BUS

125

BLAW

200

MGT

118

MGT

122

MGT

124

MKT

120

MKT

160

MKT

285

 

 

 

 

 

 

 

 

 

PLO

1

3

2

2

3

3

3

2

3

2

PLO

2

2

3

1

0

0

0

1

1

1

PLO

3

1

3

1

1

2

2

2

2

2



Business Careers Assessment Plan:  Timetable

PLO

SP 2010

FA 2010

SP 2011

FA 2011

SP 2012

FA 2012

SP 2013

1

MKT 120

BUS 125

 

MGT 118

 

BLAW 200

MGT 122

2

 

BLAW 200

MGT 124

 

 

 

MKT 285

3

BUS 120

MGT 122

BUS 130

 

BUS 125

 

 

 

D) Assessment Strategy/Instrument

MGT 122 – Organizational Behavior Spring 2013

Marti A Wukelic

PLO #1

“Use leadership and interpersonal skills to promote business ethics, values and integrity related to professional activities and personal relationships.”

In Spring 2013, the MGT 122 professor moved the course from Cable TV to a WWW course.  The development of a new tool – short, five minute videos – was deployed.  This tool was designed based on the belief that 100+ level students have the ability to understand textbook theories and they need not be restated by the instructor.  What is needed, however, is a perspective based on human experience in the real world.  The plan was to include from three to five mini-lecturers per chapter, based on content.  These lectures took a theory from the text book (i.e. Types of Goal Setting) and discussed it in terms of life for the students in Maui County. Example:  How might the cultural environment in Hawaii affect published, concrete goal expectations within the service industry? 

One reason the textbook Organizational Behavior by Tayla Bauer was chosen is that each chapter ended by framing the chapter’s topic within the concept of ethics.  Example: Regarding the chapter “Managing Groups and Teams” – research has shown that self-managed (rather than hierarchal) teams often exert a greater, sometimes to the point of negative, pressure on the team to perform.  What could management do to maintain a balance, in this situation?

To encourage an open atmosphere, students participated in casual weekly forum discussions as a group, as well as submission of weekly essay question responses privately to the instructor.  If an essay response was particularly good, the instructor would seek permission to share it with the group at large, usually within a five minute lecture.

In addition to the formal assessment, the instructor periodically polled the students to gauge their reaction to the format. Those who responded gave the mini videos a 5 (the highest rating) and commented that they were preferred and more helpful than hour long lectures.

Of the twenty-seven students enrolled in MGT 122, 20 (or 74%) ended with a C or better.  This is down 5% from the Spring 2011 MGT Cable course. 

The downside of the five minute videos is that the editing portion is very time consuming for the instructor. Re-using the videos in subsequent semesters is not practical, as the timeliness would be lost.  It was suggested that more experience would trim the editing process.

 

BLAW 200 Business Law  SP 2013 

Douglas Ige

PLO #1 Use leadership and interpersonal skills to promote business ethics, values, and integrity related to professional activities and personal relationships:

I do not have a time specifically set aside in the course for a discussion on “business ethics, values, and integrity related to professional activities and personal relationships.”  It is promoted throughout the course when I ask students to comment on court decisions and the law and how the law may evolve.  In our class discussions, the students learn that the requirements of the law do not always measure up to their personal,  company, professional, or industrial ethical or moral standards, and that they should adhere to their respective ethical standards when the requirements of the law is lower or not clear.  For example, we discuss the civil rights movement in the 1950s and 1960s before which period, it was legally permissible to treat African Americans different from those who were white, and women different from men, but it took Brown v. Board of Education, the Civil Rights Act, and college kids in the movement to change the law so that it finally measured up with the ethical standards of equal treatment.   We also discuss the failure of wall street bankers to adhere to ethical standards that resulted in a financial recession when it was arguable whether or not they complied with the minimum requirements of the law.  We also discuss legal duties of conduct that may fall short of one’s ethical standards.  Finally, students learn about equitable remedies based on fairness and justice, when legal remedies are inadequate.

 

MKT 285: Internet Marketing and Social Media

Sara Tekula

PLO #2 Analyze and explain basic business transactions and financial reports

In this course, students are exposed to a new world of marketing for business: using web-based marketing tools and the tools of social media to create, communicate, deliver, and exchange value with end-users and customers. A considerable amount of time is spent discussing how online pay-per-click advertising works, including Google’s AdWords, how affiliate marketing works, and how paid promotion on social networks can benefit a business.

Two major assessments in this class: the Internet Marketing Research Study and Report, and the Internet Marketing Plan provide students with an opportunity to simulate doing real work for real businesses.

With the Research Study and Report, students are encouraged to look into the community of Maui County and choose a small business to analyze and conduct marketing research for.  In the process of doing this, they are asked to evaluate and recognize the Internet Marketing tools that could help solve the business’ current marketing challenges. In their reports, they explain Internet Marketing solutions and strategies that may bring success.

With the Internet Marketing Plan, students do a full, soup-to-nuts marketing plan, including situation analysis, marketing research, outline the proposed marketing mix and corresponding internet marketing strategies, recommend a promotional campaign that is tailored to each business, and propose a budget to be set aside to reach these goals. The Internet Marketing Plan is a capstone project in this class, meaning failure to turn in a completed project results in failing the class.

E) Results of Program Assessment

Business Careers CASLO Summary Report

Survey:   UHMC CASLO Assessment--Written Communication

After reviewing the Faculty Report on CASLO Evidence, the correlating course outline, and the Written Communication rubric, please indicate your response to the following statement. The "minimally passing" evidence demonstrates student achievement of the Written Communications CASLO at a level of skill appropriate for the degree.

 

 

After reviewing the Faculty Report on CASLO Evidence, the correlating course outline, and the Written Communication rubric, please indicate your response to the following statement. The evidence presented in this assessment activity shows that students develop and demonstrate relevant writing skills that they will need as graduates of the program.

CASLO assessment methods (tests, projects, assignments, capstones, portfolios) should prompt students to demonstrate exit-level skills that are  relevant to the needs of graduates of the program. What suggestions do you have for improving this assessment method?

 

 

 

 

Count

Response

1

The rigor for what is acceptable should be increased

1

In this "minimally passing" sample, the student produced what amounted to less than a paragraph of very shallow prose. If the assignment required a workshop session or two, in which peers evaluated each others' work based on established criteria, maybe the quality of the final product would demonstrate a higher- level of critical thinking and more informed revision. It's important to note that the "minimally passing" sample included writing which was pasted directly from the instructor's writing prompt.

1

The writing assignment for the program should come from an assignment in the 200  level of a business careers course.

1

Some prescriptive methods work, some don't. Based on the example presented, I would maybe have the student(s) also write about the why's of their evidence- - and support with the who/what/where/why/how- - that provides rationalization for their choices/decisions (especially in this example).

1

Assignments may be more effective if given with a detail of expectations. Thoughtful development of a topic may be supported with preliminary outlines and then drafts prior to final deliverable.

1

While the course may be appropriate, the assignment chosen was not the best representation of what students learn in

ENG 209. It may be more appropriate to choose a different assignment, such as a research paper or report to represent exit level writing skills. Having a community member involved in program assessment would be helpful.

 

 

UHMC programs strive to design curriculum and learning experiences that result in graduates who are prepared to pursue academic, career, and personal goals. What suggestion do you have  for improving curriculum, instruction, or student services to better  develop the writing skills needed of graduates from the program?

 

 

 

 

Count

Response

1

Same as above - The rigor for what is acceptable should be increased

1

Perhaps integrate more opportunities for ungraded writing. Students might predict, construct questions prior to reading or listening, then summarize or respond informally after reading/listening. These low- stakes, high- volume writing processes help students build fluency, voice and vocabulary.

1

Based on this program, perhaps more small exercises/assignments, etc., based on the formalities of business expression: reading, writing, presenting- - some in a scaffolding mode where students can build these newly- acquired skills in stages instead of attempting to pour all of the contents of attempted acquired knowledge into one bowl and stir...

1

English faculty presenting a writing intensive may bolster student awareness of higher expectations. It may be that students think that the business teacher is not an english teacher and therefore choose the path of lower expectations.

1

From this example of writing, the student needs to find his/her own voice and not merely repeat the faculty's suggestions or instructions. The sample did not provide substance.

1

Because students in the Business Careers programs have diverse educational and career goals, this program does

 

 

 

not have a "capstone" and ENG 209  is most likely the appropriate exit level class to demonstrate graduate writing skills. However, the assignment chosen was not the best representation and the course may need some re- formatting to make sure it is meeting the programs needs. As with the Accounting program, it may be helpful to require students to receive feed back from tutoring services to refine their writing skills. I believe that all good writing requires outside eyes

to act as editor/feedback.

 

 

 

Assessment practices are designed to help programs align curriculum and instruction with the needs of students. How can this assessment practice be improved?

 

 

 

 

Count

Response

1

Choose a more representative writing assignment.

1

Excellent assessment tools.

1

Maybe – one assignment could be shown to Business Career faculty for comment ?

1

What if students were told that samples of their work were to be used in course evaluations.?

1

I think this is an effective strategy to promote open dialogue and move the faculty toward more varied and substantive writing integration.

1

I felt that the the meeting was very successful. So, why don't we do it (them) more often? Ideas were exchanged and knowledge was gained- - let's share more often.

 


Please share any other comments or suggestions that may be helpful in improving the writing skills of students in this program.

 

 

 

 

Count

Response

1

See above....I think I may have responded to this question in question 5.

1

Writing samples from exit- level business career courses need to be assessed for adequate rigor.

1

The use of plagiarism catching software would be a good investment for the college. Many of our students seem to not realize that they can not simply copy other people's work and present it as their own. d

 

 

 

 

 

 

F) Other Comments

I don’t mean to sound like a broken record BUT – as the largest CTE program on campus (number of Majors) we really need another full time faculty member.  Many smaller programs have 2, 3 or more BOR FTE members.  It is hard to get part time lecturers interested in CASLO and other ling term goals.

G) Next Steps

Our Plans and Goals for last year were:

Action Plan

We found a need for a 4 course Certificate of Completion.  It includes

·        MKT 120 Principles of Marketing

·        BUSN 150 Introduction to Business Computing

·        BUSN 261 Web Page Construction

·        MKT 285 Internet and Social Media Marketing (new course this semester)

We passed that Certificate through Curriculum.  It needs a little tweaking – but seems to be a strong option.

We also expressed a need for another full time faculty member – unfortunately the Powers that Be are going in the opposite direction.