Accreditation Council for Business Schools and Programs (ACBSP)
Quality Assurance Report, 2008-2010
Accreditation Council for Business Schools and Programs (ACBSP)
Associate Degree Commission Accredited Institutions
Quality Assurance (QA) Report (Rev H – December 2009)
Institution Name: Roane State Community College
Address:
Date
December 7, 2010______________
276 Patton Lane, Harriman, TN 37748
Year Accredited/Reaffirmed: 2004
This Report Covers Years:
2008 – 2010
List All Accredited Programs (as they appear in your catalog):
1. A.A.S. Business Management Technology Program
Accounting Option
Business Administration Option
Business Management Option
Computer Science Option
E-Commerce Option
General Business Option
Office Administration Option (Terminated, Effective Fall 2010)
2. A.A.S. Contemporary Management Program
Quality Assurance Report, 2008-2010 Review
Page 2
List all campuses that a student can earn a business degree from your institution:
o Roane County (Main campus), Oak Ridge Branch Campus, Campbell County Center, Cumberland County
Center, Fentress County Center, Loudon County Center, Morgan County Center, and Scott County Center .
* Though not all classes are offered on-ground at each of Roane State’s campuses/centers, students are able to
supplement the on-ground courses with courses taught via distant education.
Person completing report: Mrs. Gloria Drake, Chairperson of Business Department
Phone: (865) 354-3000 Ext 4332
E-mail address: drakega@roanestate.edu
ACBSP Champion name: Dr. Diane Ward, Dean of Social Science, Business, and Education Department
ACBSP Co-Champion name: Mrs. Gloria Drake, Chairperson of Business Department
A. Faculty Qualifications
1. Complete the following tables for new full-time and part-time faculty members only since last Report:
o TABLE VI New Full-time and Part-time Faculty Qualifications. During this QAR reporting period (2008-2010), 99.48%
of the full-time equivalent (FTE) faculty were Master's or Doctorate degree qualified. Only .52% of the FTE faculty was
considered Master's or Doctorate degree Exception; thus, remaining within the 10% exception rate allowed.
B. Curriculum
1. List any existing accredited associate degree programs/curricula that have been substantially revised since your last
report and attach a Table VII – Curriculum Summary for each program.
o None. Existing programs have not been substantially revised since our last QAR.
2. List any new degree programs that have been developed and attach a Table VII – Curriculum Summary for each new
program since your last report.
o AAS Business Management Technology – General Business Option -- The General Business option was approved
by Roane State’s Academic Council during the Spring 2009 semester and became effective Fall 2009. The
curriculum for this new option is shown in Table VII and complies with the 25% standard on the professional
component, general education, and business major.
Quality Assurance Report, 2008-2010 Review
Page 3
3. List any accredited programs that have been terminated since your last report.
o AAS Business Management Technology – Office Administration Option – Due to low enrollment, the Office
Administration option was approved for termination by Roane State’s Academic Council and the Tennessee Board
of Regents during the Spring 2010 semester with a phase-out period ending Spring 2011. Because this termination
was approved during the academic years for this QAR (2008-2010), it is noted here. Students who are currently
enrolled in this option are being assisted by the Office Administration instructor to plan a schedule for completion.
However, any student who may not complete this degree option prior to the end of this phase-out period will be
encouraged to follow the new General Business option which will accept up to 30 previous credit hours from the
OAD program in addition to the common core classes already in place for both options. This will eliminate the loss
of credit hours toward the same Business Management Technology degree. Each student will be assisted by an
advisor within the Business Department to help make this transition seamless. In addition, if a student wishes to
pursue additional Office Administration courses, he or she may choose to attend one of our local Tennessee
Technology Centers.
C. Organization
1. List any organizational or administrative personnel changes within the business unit since your last report.
o Dr. Diane Ward, Dean of Social Science, Business, and Education Department: Since our last QAR, we have
undergone an internal administrative change which we feel will have a positive effect on faculty and staff within the
Department as well as on ACBSP. Our previous dean, Dr. Chris Whaley, was promoted internally to Vice President
of Student Learning, a key position for faculty, staff, and student support. Dr. Diane Ward, previously a program
director and the assistant dean within our current division, was then promoted internally to become our dean. Both
Dr. Ward and Dr. Whaley are very supportive of ACBSP and realize the positive impact accreditation has on our
programs. They are both true assets to our department and we foresee no negative implications with this internal
change in personnel. In addition, the makeup of the business department itself remains unchanged. The
Chairperson of the Business Department since January 2001, Mrs. Gloria Drake, continues to guide the business
unit. (Appendix A: Organizational Chart, pg 50)
2. List all new sites where students can earn an accredited business degree (off-campus or on campus, online) that have been added since your last report?
o None. No new sites have not been added since our last QAR.
Quality Assurance Report, 2008-2010 Review
Page 4
D. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed (Either for accreditation or from
feedback by commissioners for the Quality Assurance Report)
Please explain and provide the necessary documentation/evidence for addressing each condition/note/OFI since your last
report.
o Based on the last QAR submitted in 2008, there were three comments and/or Opportunities for
Improvement. Each is addressed below:
1. Commissioner’s Comment: “Major organizational changes but not effective during this reporting cycle.
Business Department dissolved. Now they are called the Social Science, Business, and Education
Department. What implications might this have for their future support for ACBSP?”
As indicated above, since our last QAR, we have undergone an internal administrative change which we
feel will have a positive effect on faculty and staff within the Department as well as on ACBSP. Our
previous dean, Dr. Chris Whaley, was promoted internally to Vice President of Student Learning, a key
position for faculty, staff, and student support. Dr. Diane Ward, previously a program director and the
assistant dean within our current division, was then promoted internally to become our dean. Both Dr.
Ward and Dr. Whaley are very supportive of ACBSP and realize the positive impact accreditation has on
our programs. They are both true assets to our department and we foresee no negative implications
with this internal change in personnel. In addition, the makeup of the business department itself remains
unchanged. The Chairperson of the Business Department since January 2001, Mrs. Gloria Drake,
continues to guide the business unit.
2. Commissioner’s Comment: “While there are Performance Measures for Business Management Technology
as stated on p. 9 of the QA report, the five areas of concentration (Accounting, Business Administration,
Business Management, Computer Technology, and Office Administration) lack specific performance
measures. While the five stated are perhaps core program outcomes, to determine assessment of student
learning within the five concentrations, performance measures would provide valuable data to improve the
teaching/learning process.”
Since receiving this OFI, we have further developed our overall Business Management Technology
program outcomes to include student learning outcomes specific to each option (area of concentration)
including Accounting, Business Administration, Business Management, Computer Science, ECommerce, and General Business. The chart on the following pages includes common program
outcomes as well as outcomes specific to the individual program options (concentrations).
Quality Assurance Report, 2008-2010 Review
Page 5
3. Commissioner’s Comment: “Manning and Standridge are listed as exceptions. Does this put Roane State
over the 10% allowed for exceptions?”
Having both Mrs. Glenna Manning and Mr. Jamie Standridge listed as an exception calculated to 4.6% of
the allotted 10% exception rate, thus, not going over the allowed range. However, since the submission
of the last QAR, we learned from Dr. Larry Zachrich of ACBSP that an MBA serves as Master’s Qualified
for all business-related courses. Following that understanding, we had only a 3.5 percent exception rate.
Quality Assurance Report, 2008-2010 Review
Page 6
E. Program Outcomes: List program outcomes for each accredited program.
The following chart indicates both common program outcomes as well as outcomes specific to individual
program options (concentrations).
A.A.S. Business Management Technology Program
A.A.S.
Contemporary
Management
Program
Accounting
Option
Business
Admin Option
Business
Mgt Option
Computer
Science Option
E-Commerce
Option
General Business
Option
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
including critical
thinking to succeed in
the 21st century.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Demonstrate the
knowledge and skills
needed to function as
a manager/supervisor
in a business
environment.
Quality Assurance Report, 2008-2010 Review
Page 7
Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Lead by using team
competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical building skills and
behavior, and points behavior, and points behavior, and points behavior, and points behavior, and points behavior, and points facilitating
of view needed for
of view needed for
of view needed for
of view needed for
of view needed for
of view needed for
collaborative
employment in
employment in
employment in
employment in
employment in
employment in
behaviors in the
marketing,
marketing,
marketing,
marketing,
marketing,
marketing,
accomplishment of
management,
management,
management,
management,
management,
management,
group goals and
accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer objectives.
science, or office
science, or office
science, or office
science, or office
science, or office
science, or office
administration.
administration.
administration.
administration.
administration.
administration.
Use and adapt current Use and adapt current
industry standard
industry standard
technologies that are technologies that are
applicable to the
applicable to the
student's specific area student's specific area
of study.
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Demonstrate a
working knowledge of
terminology common
to the accounting
environment.
Demonstrate a
working knowledge of
terminology common
to the small business
environment.
Demonstrate a
working knowledge of
terminology common
to the business
management
environment.
Demonstrate a
working knowledge of
terminology common
to the business
technology
environment.
Demonstrate a
working knowledge of
terminology common
to the e-commerce
environment.
Accounting students
will demonstrate
knowledge of the
accounting cycle.
Demonstrate the
knowledge and skills
necessary to operate
and manage a small
business.
Demonstrate the
knowledge and skills
of managerial
functions.
Demonstrate the
ability to apply
computer software to
create business
documents,
spreadsheets,
databases, and
presentations.
Demonstrate the skills
necessary to build and
manage websites for
commerce.
Demonstrate the
ability to apply
appropriate new
technologies to
business problems.
Demonstrate the
knowledge and skills
of the selling process
related to ecommerce.
Accounting students Demonstrate the
Demonstrate the
will demonstrate
knowledge and skills ability to apply
proficiency in use of of the selling process business ethics theory
commercial computer
to real-world business
accounting systems.
scenarios.
Quality Assurance Report, 2008-2010 Review
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Interpret and analyze
accounting information
for internal control,
planning, performance
evaluation, and
coordination to
continuously improve
business processes.
Recognize and
evaluate potentials of
entrepreneurial
opportunities for new
business ventures
Page 8
F. Performance Results
Table I Student Learning Results (Required for each accredited program)
Performance Indicator
1. Student Learning Results
Definition
(Required for each accredited program)
A student learning outcome is one that measures a specific competency attainment.
Examples of a direct assessment (evidence) of student learning attainment that might be used
include: capstone performance, third-party examination, faculty-designed examination,
professional performance, licensure examination).
To help students succeed, community colleges must both assess skills and remediate
deficiencies before students take more than 25 percent of the credits in business
programs.
Add these to the description of the measurement instrument in column two:
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes,
Between professors, between programs, between campuses, or compare to external results
such as results from the U.S. Department of Education Research and Statistics, or results from
a vendor providing comparable data.
Analysis of Results
Performance
Measure
(Competency)
1. The average
score for
graduates
Description of
Measurement
Instrument
to include
Formative,
summative,
internal,
external, or
comparative.
All graduates of
the Business
Management
Quality Assurance Report, 2008-2010 Review
Areas of
Success
Though the
benchmark
was met
Analysis and
Action Taken
Each year, the
faculty review
the results of
Results of
Action Taken
(occurs in the
following year)
Insert Graph of Resulting Trends for 3-5
Years (please graph all available data up
to five years)
The faculty will
continue to track
scores for specific
Page 9
taking the
Business
Graduate Exam
(Major Field
Test) will be 70
percent or
higher.
Source:
Momentum BGE
Technology and
the Contemporary
Management
programs take the
Business
Graduate Exam
(BGE). The 100
question
summative
examination was
developed by
business faculty
and is based on
the core business
courses. For BMT
majors, the core
includes
"Introduction to
Business" (Bus
101), "Principles
of Accounting I"
(Bus 221),
―Business Math"
(Bus 111),
"Management and
Supervision" (Bus
281) and
"Technology
Essentials" (COLL
1020).Comparable
classes are taken
in the
Contemporary
Management
program.
Summative and
Internal.
Quality Assurance Report, 2008-2010 Review
during the
Fall 2008
semester, the
scores
declined
slightly over
the next two
semesters.
(Graph 1.01:
BGE Class
Averages) In
comparison
to the
previous
semesters,
the scores
are
consistent.
An analysis of
the test
results for
each of the
five core
business
courses are
shown in
Graphs 1.02,
1.03, 1.04,
1.05, and
1.06.
*Note: The
data from Fall
2009 became
corrupted upon
export. Data
not available.
the BGE,
identifying
specific areas
in which a
concerning
percentage of
students may
be struggling.
Data is
reported for
each core area
as well as each
question within
each area so
faculty can
clearly see the
number of
students who
missed
particular
questions.
Appendix B
(pages 51-52)
indentifies
questions in
which 50% or
more of the
students
missed, using
Fall 2008 as
the baseline for
missed
questions.
Faculty are
asked to focus
on objectives
to improve
retention in the
identified
questions to
determine if
additional
improvements can
be made in the
wording or in the
construction of
questions, while still
addressing the
same subject
matter. Since
currently there is no
incentive or
repercussion for
students to do well
on this exit test,
faculty are
considering
developing a
capstone course for
all majors in which
the BGE will be
administered as
part of the student's
grade.
Page 10
areas. Based
on the findings,
in Fall 2010,
the business
faculty
determined
that because
Contemporary
Management
majors are not
required to
take the
Business Math
(BUS 111)
course, those
questions
would be
removed from
the exam,
changing less
than 20
percent of the
overall test.
Quality Assurance Report, 2008-2010 Review
Page 11
2. Based on
results from the
ETS Proficiency
Profile (College
general
education
exam),
business
graduates will
demonstrate
proficiency in
the General
Education core
competencies
established by
the College and
the Tennessee
Board of
Regents
All RSCC
graduates are
required to
complete the
Proficiency Profile
(previously named
MAPP – Measure
of Academic
Progress and
Proficiency) which
measures the
competencies of
the General
Education core.
Summative,
External,
Comparative
Source: Office of
Institutional
Research&
Effectiveness
Quality Assurance Report, 2008-2010 Review
For the past
four
academic
years, 100
percent of
RSCC
graduates
surpassed
the national
norms for the
total score on
the
Proficiency
Profile.
(Graph 1.07)
When
comparing
scores in
specific areas
of the
Proficiency
Profile, the
business
students
scored very
close to that
of all RSCC
students.
(Graph 1.08)
Because the
AAS degrees
have fewer
general
education
courses in the
curriculums, it
would be a
normal
consequence
that the scores
would be
lower.
However, the
faculty will
continue to
monitor the
student
success rate,
particularly in
the areas of
critical thinking,
reading,
writing, and
math and will
take
appropriate
action as
needed.
No significant action
is required at this
time but faculty will
continue to monitor.
Page 12
3. The average
score for the BMT
students taking
the
comprehensive
posttest at the end
of BUS 101
(Introduction to
Business) will be
70% or higher.
Faculty teaching
Bus 101
established a pre/
post test to assess
student learning
based on the
learning outcomes
set for this course.
Every student
completing the
course must
complete this test.
Source: Faculty and
Momentum
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
For academic
years 20082010, the
students
exceeded the
benchmark with
an average
overall student
score of 80%.
(Graph 1.09)
During the
previous 2006–
2008 years, the
average overall
score was 84%,
indicating a
slight decrease
in overall scores
for 2008-2010.
The Bus 101
faculty
completed a
test item
analysis,
revealing some
areas of item
difficulty.
These
questions were
modified to
improve quality
of the
assessment
and to improve
the index of
difficulty.
Though the
result of the
overall scores
did not
significantly
improve, the
average was
80%, exceeding
the benchmark.
The faculty will
continue to
analyze
individual
competency
areas for
improvements
in student
understanding.
In addition, in
Fall 2010, the
faculty agreed
to use a
consistent
percentage of
a student’s
overall grade
for this
posttest.
Page 13
4. The
average score
for the BMT
students taking
the
comprehensive
posttest at the
end of BUS
111 (Business
Math) will be
70% or higher.
Source: Faculty
and Momentum
Faculty
teaching Bus
111
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
For the
academic
years Fall,
2008 through
Spring, 2010,
the students
averaged
74% on the
posttest
which is
lower than
the 79% for
the previous
two years.
(Graph 1.11)
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
One possible
reason for a
decrease in
posttest scores
could be the
increase in the
number of
students who
wish to take
Business Math
as a web
course.
Though the
learning
outcomes are
the same,
many students
struggle with
this subject.
Grade
comparisons of
on-ground classes
to web classes will
be monitored and
analyzed.
The faculty will
continue to focus
attention on key
areas in which
students show
less than desirable
success. In
addition, faculty
will continue to
tweak test
questions for
improved wordings
to enhance
students
understanding.
Page 14
5. The average
score for the
BMT students
taking the
comprehensive
posttest at the
end of BUS
221 (Principles
of Accounting)
will be 70% or
higher
Source: Faculty
and Momentum
Faculty
teaching Bus
221
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
The average
posttest
score for the
past two
years was
68.25%
which is
below the
70%
benchmark.
However,
this is up
from 67.25%
for the
previous
reporting
period.
(Graph 1.13)
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
The overall
averages for
2008-2010
varied only
slightly from
the previous
reporting
period, 20062008. The
faculty
analyzed each
question in
which a
significant
number of
students
missed. These
questions were
minimally
"tweaked" to
improve
wording and/or
student
understanding.
The faculty will
continue to
analyze individual
questions to
determine which
areas need more
coverage in class
to improve student
understanding. In
addition, in Fall
2010, the faculty
agreed to use a
consistent
percentage of a
student’s overall
grade for this
posttest.
Page 15
6. The
average score
for the BMT
students taking
the
comprehensive
posttest at the
end of BUS
281
(Management
and
Supervision)
will be 70% or
higher
Faculty
teaching Bus
282
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
Source: Faculty
and Momentum
Formative,
Internal
For the past
several
years,
posttest
scores have
consistently
exceeded
the
benchmark.
(Graph 1.15)
However,
during the
2008-10
reporting
period, the
average
scores
decreased
slightly from
82.66 to
78.5.
Quality Assurance Report, 2008-2010 Review
The faculty
reviewed each
question on
the posttest,
focusing
special
attention on
the questions
in which a
significant
number of
students
missed. There
were two
questions
selected for
additional
study both in
the area of
improved
wording and
emphasis in
class. Both of
these
questions
related to
management
theories
(Theory Y and
Equity Theory).
The faculty will
continue to
analyze individual
questions to
determine which
areas need more
coverage in class
to improve student
understanding. In
addition, in Fall
2010, the faculty
agreed to use a
consistent
percentage of a
student’s overall
grade for this
posttest.
Page 16
7. The
average score
for students
completing a
project on
"Investing" in
BUS 101
(Introduction to
Business) will
be 80% or
higher.
Source: Faculty
This project
includes
investing and
the study of
financial
markets using
an imaginary
$100,000 to
invest in the
global stock
markets over a
14 week
semester. This
project grade
is not based on
the students’
profits; it is
based on their
activity in
investing. The
students’ profit
range changes
each semester
based on the
economy and
investing
choices.
The average
grade for the
past two
years was
81, which
exceed the
benchmark
set. (Graph
1.18)
Faculty will
provide
additional
support to
assist students
with quality
investment
choices.
Instructors will
continue to
expand this project
to give the
students even
more insight into
global economies.
.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 17
8. The
average score
for students
completing a
Business Plan
will be 80% or
higher.
Source: Faculty
This
comprehensive
business plan
is completed
as a team
project and
covers areas
such product,
price, place,
and promotion
in addition to
many other
elements of
business. All
students
enrolled in
BUS 278
(Entrepreneurs
hip) and MGT
200
(Foundations
of Business)
complete this
project.
For the past
two years, the
average score
was for BUS
278 students
was 82.25%,
exceeding the
benchmark.
For MGT 200
students, the
average was
85.75, also
exceeding the
benchmark.
When
comparing
scores in
different
classes, an
anecdotal
assumption
was the
higher overall
average in
MGT 200 was
due in part to
the large
number of
adult students
taking that
class who
often have a
broader
sense of how
a business
operates.
Faculty will
continue to
provide
students with
guidance while
working both
individually
and in teams
and continue
to track data.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 18
9. The average
grade for
students
completing a
Negotiation
Plan will be
80% or higher.
Source: Faculty
Each student
enrolled in BUS
236
(Negotiations
and Conflict
Resolution)
completes a
negotiation plan
and participates
in a face-to-face
negotiation
scenario.
The average
student grade
over the last
four semesters
was 84.25%,
exceeding the
benchmark
set.
Though the
average student
grades were
good, faculty will
continue to alter
the scenarios as
needed for
variety and
exposure to new
situations.
The faculty will
continue to
improve the
negotiation
cases to be
assigned and
the student's
negotiation
techniques.
Formative and
Internal
Quality Assurance Report, 2008-2010 Review
Page 19
10. The
average grade
for students
completing a
Financial
Analysis of a
publicly traded
company will be
80% or higher.
Source: Faculty
This
comprehensive
analysis is
completed by
all students
enrolled in MGT
207
(Managerial
Accounting).
This project is
done as a team.
Over the past
five semesters,
students have
demonstrated
success with
an average
grade of
85.4%,
exceeding the
benchmark.
Based on
feedback from
the students
completing this
project, faculty
will make
improvements
as needed.
The faculty will
continue to
provide support
to students both
individually and
as a team.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 20
Table II Student and Stakeholder-Focused Results
Student- and stakeholder-focused results examine how well your organization satisfies students and
stakeholders key needs and expectations.
Key indicators may include: satisfaction and dissatisfaction of current and past students and key
stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of
course surveys, alumni surveys, Internship feedback, etc.
2. Student- and StakeholderFocused Results
Each academic unit must demonstrate linkages to business practitioners and organizations, which
are current and significant, including an advisory board.
Periodic surveys should be made of graduates, transfer institutions, and/or employer s of graduates
to obtain data on the success of business programs in preparing students to compete successfully
for entry-level positions.
Performance
Measure
(Competency
)
Description
of
Measurement
Instrument
1. Current
RSCC students
will express
satisfaction with
their overall
experience at
RSCC with a
rating of 80% or
higher.
The
Community
College Survey
of Student
Engagement
(CCSSE) is
used to
conduct a
survey of
current
students every
three years.
The last survey
was conducted
in Spring 2009.
Source: Office of
Institutional
Research &
Effectiveness
.
Analysis of Results
Areas of
Analysis and
Success
Action Taken
The students
overall
satisfaction
rating was
3.2 out of 4
or 81.75%
(Graph 2.01).
This exceeds
the
satisfaction
rating for the
TN
Consortium
Colleges as
well as our
National
Peers.
Quality Assurance Report, 2008-2010 Review
Results for
specific majors
are not
available.
However,
Appendix C
(Graphs 2.02 –
2-05, pg. 53)
indicates
success rates
for selected
questions that
would relate to
BMT and CMGT
subject areas.
Results of
Action Taken
(occurs in the
following
year)
Insert Graph of Resulting Trends for 3-5 Years
(please graph all available data up to five
years)
Faculty will
continue
providing the
support and
assistance
needed to
students.
Page 21
2. At least 90%
of Alumni
graduates will
express
satisfaction with
their overall
academic
program.
Source: Office of
Institutional
Research &
Effectiveness
The Office of
Institutional
Research &
Effectiveness
conducts a survey
of alumni on a
three-year cycle.
The last survey
was conducted in
Spring 2010.
Quality Assurance Report, 2008-2010 Review
In Spring 2010,
No specific
96.2% of all RSCC action is needed
alumni were
at this time.
"satisfied" to "very
satisfied" with their
Educational
Experience (Graph
2.06). Alumni
from the BMT and
CMGT rated their
experience as
100% ―satisfied to
very satisfied‖.
(Graph 2.07)
In comparison to
the state, RSCC
alumni rated their
satisfaction level
the same as other
TN public colleges
(3.52 out of 4.0).
(Graph 2.08)
Additional success
rates are indicated
in Appendix D,
pages 54-55)
Faculty will
continue to
monitor the
results of future
surveys.
Page 22
3. At least 90%
of the
employers
surveyed will
express
satisfaction with
the work
performance of
graduates. In
addition, a
benchmark of
85% of the
respondent
employers
would hire
RSCC
graduates in the
future.
The Office of
Institutional
Research
conducts a survey
of area employers
every five years.
The survey was
administered in
the Spring, 2008
semester. The
next survey will be
conducted in
Spring 2013.
RSCC uses a
40% response
rate as a
benchmark for the
Institution and
31.1% responded.
Source: Office of
Institutional
Research &
Effectiveness
Quality Assurance Report, 2008-2010 Review
Of the employers
surveyed in Spring
2008, 83.4%
expressed an
overall satisfaction
rating of "satisfied"
to "very satisfied"
which was below
the benchmark of
90%. However,
91.1% of the
employers that
responded
indicated they
would hire future
Roane State
graduates which is
higher than the
benchmark.
The survey did
not break
responses down
by major. The
chart to the right
shows the top
ten selected
Competency
Areas, the Rank
of Importance by
the Employer
and the
Employer’s
Ranking as to
how well RSCC
graduates met
the Competency
Area. For the
complete listing,
please see
Appendix E, pg
56.
Continue to
monitor via
surveys,
advisory board
and focus
groups.
Page 23
4. The
placement rate
of business
graduates will
be 85% or
higher.
Source: Office of
Institutional
Research &
Effectiveness
Graduate
placement rates
are gathered
annually through
direct contact with
the graduates.
Only graduates
who are employed
in work-related
field or enrolled in
a senior level
institution are
included.
Quality Assurance Report, 2008-2010 Review
For the last four
academic years,
the average
placement rate for
Contemporary
Management
graduates was
93%, exceeding
the benchmark.
The average
placement rate for
BMT graduates
was 85%, meeting
the benchmark.
Faculty will
continue to
assist the
placement office
in collecting
accurate data of
student
placement.
The faculty will
continue to
monitor the
placement rates
and assist
students with
employer
contacts.
Page 24
5. The average
student rating of
courses and
instruction will
meet or exceed
the institutional
and national
norms based on
the ―Individual
Development
and Educational
Assessment‖
(IDEA).
Source: Office
of Institutional
Research &
Effectiveness
The ―IDEA‖
Student ratings of
instruction provide
a measure of
instructional
effectiveness
within the
business
department and at
the College. Two
main types of
scores are
reported: average
scores (five-point
rating scale) and
converted scores.
The diagnostic
reports provide
the following
summative
scores: 1) an
overall summary
evaluation score,
2) progress on
relevant
objectives, 3)
overall course,
and 4) instructor
scores. The
average scores
have limitations as
these do not
control for course
difficulty or
student
characteristics.
The converted
averages
(reported right)
Quality Assurance Report, 2008-2010 Review
Almost every
semester, the
business and
management
course evaluation
average for the
―Summary‖ items
exceeded the
institutional and
national norms.
(Graphs 2.16 –
2.19)
The faculty will
continue to
monitor the
student
evaluations to
make
improvements
as needed in the
individual
courses.
Workshops are
conducted on a
semester basis
to assist faculty
in understanding
the detailed
feedback
analysis given
by IDEA
instrument.
Page 25
compensate for
inequality of
average scores
and provide
normative
comparisons.
Converted normreference scores
compare the
ratings of all
business courses
taught here at the
institution with all
business courses
evaluated
nationally and with
all evaluated at
Roane State.
Course
evaluations are
administered in
individual classes
by the College.
The policy states
the following as
minimum
evaluations per
semester: 1)
First-Year Faculty
all classes.
2) Non-Tenured
Faculty two
classes.
3) Tenured
Faculty one class.
4) Adjunct
Faculty all
classes.
Quality Assurance Report, 2008-2010 Review
Page 26
6. Roane State
will provide cocurricular
resources to
facilitate student
learning.
Source: Learning
Resource Center
The Learning
Resource Center
was established to
assist students
with additional
help outside the
traditional studentteacher
relationship.
Quality Assurance Report, 2008-2010 Review
The Learning
Resource Center
offers one-on-one
tutoring in a
variety of general
education courses
as well as
business courses.
Students also
have free online
tutoring from
Smarthinking.com.
Data supplied by
the LRC
indicated a high
usage rate
among students.
Though
individual
participation was
not tracked
during this QAR
period, a large
number of
writing/research
assignments are
required in the
business and
management
programs which
encourages use
of the LRC.
Because of the
successful
benefits to
students offered
by the Learning
Center, the
faculty will
partner with the
center on
projects that will
encourage even
more
participation by
the students in
individual
classes.
Page 27
7. An Advisory
Committee will
be utilized to
give advice and
counsel on
programs within
the Business
Department.
Source:
Department's
Advisory
Committee
Minutes
Committee
members were
selected for their
knowledge and
expertise to
represent the
various areas
within our
programs. The
committee meets
two times each
academic year
with more frequent
contact if needed.
Quality Assurance Report, 2008-2010 Review
Some of the topics
the committee
discussed during
2008-2010 were
the proposal of a
new ―Green
Leadership‖
course as well as
a new
―technology‖
course for all of
our business
majors. In
addition, the
committee
discussed
International
Opportunities for
students, reviewed
the graduation
rates of each
program, and
discussed the
overall budget for
the College and
department
Per the
recommendation
of the
committee, a
new course in
green leadership
and
sustainability
was successfully
offered summer
2010. In
addition, a new
course in
technology was
approved and
developed.
The Business
faculty will ask
the Business
Advisory
Committee for
assistance in
recruitment and
will continue to
ask for their
council and
advice on
opportunities to
improve the
subject areas in
the programs.
Faculty will
continue to seek
advice and
counsel from the
Advisory
Committee
members. In
addition, faculty
will continue to
keep members
involved in the
programs by
serving as a
guest speaker in
our classrooms.
Appendix F-- Members of the Advisory
Committee (pg 57)
Page 28
9. The
business faculty
will encourage
practical
experience for
students
through summer
employment
and cooperative
education
opportunities
(Co-Op).
The faculty of the
Business
Department will
seek internships
and co-op
opportunities for
students in areas
relating to
business and
management.
Source: Faculty
Quality Assurance Report, 2008-2010 Review
Greater emphasis
has been placed
on assisting
students with
gaining work
experience as well
as academic
knowledge. The
faculty will utilize
the Advisory
Committees, the
Placement Office,
and outside
contacts to help
students secure
positions.
Some of the
projects
completed by
business
students include:
building
exercises to
improve
employee
productivity and
working
relationships;
researching
approval
process for state
purchase orders;
creating a
database to
include
members of the
Roane County
Employers
Association.
The faculty will
continue to
advise students
on selected
learning
projects.
Graph not applicable.
Page 29
10. The
Department will
partner with
outside
organizations to
provide
assistance in
the continuance
of business
education.
Source: FBLA
Representative
and Advisor
The Future
Business Leaders
of America is a
national
organization to
promote and
encourage
business
education for high
school students.
The Business
Department will
host competitions
for high school
students
participating in
FBLA.
Quality Assurance Report, 2008-2010 Review
Over 250 high
school students
participated in the
various
competitions.
Some of these
competitions
include:
accounting,
computer
applications, job
interview,
marketing,
entrepreneurship,
and ethics.
Business faculty
assisted in
judging
competitions in
business.
RSCC will
continue to host
the competitions
for the Future
Business
Leaders of
America as
requested. In
addition, faculty
will continue to
assist in the
judging of these
competitions as
needed.
Graph not applicable.
Page 30
11. The
Business
Department will
participate in
activities
organized by
Roane State to
benefit high
school students.
Roane State offers
an ―Academic
Festival‖ for area
high school
students to
compete in a
variety of subjects,
including business
areas.
Source: Alumni
Relations,
Academic
Festival
Representative
Quality Assurance Report, 2008-2010 Review
Within the past
two years, the
average number of
students served in
these competitions
was 2,878 overall.
On average, 94 of
those students
participated in
business-related
competitions. The
business faculty
led competitions in
keyboarding, word
processing,
bookkeeping, and
web searches.
During this QAR
period,
The Department
will continue to
be actively
involved with
various aspects
of the Academic
Festival
activities.
Graph not applicable.
Page 31
Table III Budgetary, Financial, and Market Results
Budgetary, financial, and market performance results examine (1) management and use of financial
resources and (2) market challenges and opportunities.
3. Budgetary, Financial, and
Market Performance Results
Adequate financial resources are vital to ensuring an outstanding faculty and teaching
environment. The resources budgeted for and allocated to business units should be adequate to
fund the necessary technology and training to allow students to develop the requisite
competencies for business environments.
Key indicators may include: expenditures per business student, business program expenditures as a
percentage of budget, annual business unit budget increases or decreases, enrollment increase or
decrease of business students, transfer in or out of business students, student credit hour production, or
comparative data.
Analysis of Results
Areas of
Analysis and
Success
Action Taken
Performance
Description
Measure
of
(Competency) Measurement
Instrument
1. Compare
RSCC Business
Department with
Kansas Cost
Study results in
area of FullTime Equivalent
(FTE) Student
per Full-Time
Equivalent
Faculty.‖
Source: Office of
Institutional
Research &
Effectiveness
2008-2009
Kansas Cost
Study results
by discipline
using the
comparison of
―FTE Student
per FTE
Faculty‖
The Business
Department
had a lower
number of
FTE students
per FTE
faculty than
our TN
Peers, NonTN Peers
and the
National
Mean.
(Graph 3.01)
Quality Assurance Report, 2008-2010 Review
The lower ratio is
partially due to the
increase in
interactive and
web classes.
Having classes
taught
interactively
permits sections
with low
enrollment to
―make.‖ In
addition, web
classes have a
lower-thantraditional class
enrollment cap.
Results of
Action
Taken
(occurs in
the
following
year)
Insert Graph of Resulting Trends for 3-5 Years
(please graph all available data up to five
years)
Continue
monitoring the
Kansas Cost
Study for
comparative
data.
Page 32
2. Compare
RSCC
Business
Department’s
Instructional
Costs per
Student Credit
Hour (SCH)
with Kansas
Cost Study
results by
discipline.
2008-2009
Kansas Cost
Study results
by discipline in
comparison of
―Instructional
Costs per
SCH.‖
The Business
Department
had a higher
instructional
cost per
student credit
hour as
compared to
our TN Peers,
Non-TN Peers
and the
National Mean.
(Graph 3.02)
This higher
comparative
ratio is a result
of the number
of long-time,
highly
qualified, fulltime tenured
faculty in the
department.
Continue
monitoring the
Kansas Cost
Study for
comparative
data.
Source: Office of
Institutional
Research &
Effectiveness
Quality Assurance Report, 2008-2010 Review
Page 33
3. Compare
RSCC
Business
Department
―Percentage
SCH taught by
FT Faculty‖
with Kansas
Cost Study
results by
discipline.
Source: Office
of Institutional
Research &
Effectiveness
2008-2009
Kansas Cost
Study results
by discipline in
comparison to
the
―Percentage
SCH taught by
FTE faculty‖
Business
Department
has seen a
drop in the
percentage of
SCH taught by
FTE faculty
from 20072008 to 20082009. The
percentage is
lower than
those for the
National Mean,
TN Peers, and
Non-TN Peers.
(Graph 3.03)
Quality Assurance Report, 2008-2010 Review
Because two
full time faculty
retired but are
participating in
the Post
Retirement
program, the
number of full
time faculty
available
decreased.
Once this postretirement
ends,
additional fulltime faculty will
be hired as
budget
permits. In
addition, an
increase in
enrollment has
led to the
necessity of
hiring more
adjuncts to
teach added
sections of
some courses.
Continue
monitoring the
Kansas Cost
Study for
comparative
data.
Page 34
4. Compare
business
department’s
financial budget
to previous
years.
Source:
Financial
Services
Business
Department
budget from
2008-2010
based on the
percent of
entire RSCC
budget and
percent of
department
budget used
for instruction.
Business
Department
has
experienced a
modest
reduction in
percent of the
overall budget
of RSCC which
directly affects
the percentage
provided for
instruction.
(Graph 3.04)
Budget
reductions
were across
the board for all
departments
due to a
reduction in
state
appropriations.
Quality Assurance Report, 2008-2010 Review
This reduction
is contributed
to the
economic
downturn
across the
nation.
RSCC will
continue
internal efforts
to become
more cost
effective and
continue to
track budget.
Page 35
Table IV Faculty- and Staff-Focused Results
4. Faculty and Staff Focused
Results
Performance
Measure
(Competency)
Description
of
Measureme
nt
Instrument
1. 100% of the
business faculty
will participate in
two or more
professional
development
activities per
year.
Faculty and
Staff MBO's
and
evaluations
from Deans.
Roane State
encourages
faculty and
staff to
participate in
professional
activities of
various types.
Source: Faculty
Faculty and staff-focused results examine how well the organization creates and maintains
a positive, productive, learning-centered work environment for business faculty and staff.
Key indicators may include: satisfaction or dissatisfaction of faculty and staff, positive,
productive, and learning-centered environment, safety, absenteeism turnover, or
complaints.
Analysis of Results
Areas of
Analysis and
Results of
Insert Graph of Resulting Trends for 3-5
Success
Action
Action Taken Years (please graph all available data up
Taken
(occurs in the
to five years)
following
year)
Roane State
offers in-house
professional
development
activities several
times each year.
The Center for
Teaching Arts
and Technology
(CTAT) offered
extensive
training in the
Desire to Learn
(Momentum),
program used in
all online
classes, pre/post
testing, as well
as to supplement
on-ground
classes. In
addition,
workshops were
conducted on
various topics
Quality Assurance Report, 2008-2010 Review
A number of
faculty have
utilized this
training as well
as individual
help with
special
projects to aid
in classroom
instruction.
Faculty
participation
has been
100% over the
assessment
period.
Additionally,
faculty have
been involved
in
conferences,
workshops,
and training
given by other
organizations.
Because of
budget
constraints for
the next
academic year,
the faculty will
utilize in-house
training more
extensively as
well as online
training and
webinars. The
State of
Tennessee
offers free or
reduced tuition
for employees
to take
additional
coursework.
This source will
also be
encouraged.
There will be a
professional
Appendix G -- Professional Development
Activities (pg 58)
Page 36
including
podcasting,
Skype,
Camtasia,
course design,
Web 2.0 and
Web 3.0,
retention and
motivation of
students, Google
apps, and
jazzing up
PowerPoints.
Quality Assurance Report, 2008-2010 Review
development
component in
the College's
upcoming
Quality
Enhancement
Program (QEP)
and the
Department
faculty will be
engaged in
implementation
of this project to
enhance
student learning
through
increased us of
learning
strategies and
learning styles.
Page 37
2. Employee
turnover rate
within the
business
department will
reflect a high
level of
employee job
satisfaction and
commitment to
the college.
Source:
Department Chair
Annual review
of
employment
status of
faculty and
staff within
the Business
Department.
During the past
two years, one
instructor has
retired and is
now serving on a
Post Retirement
teaching contract
through
December 2012.
No other
changes in
employment
status were
made during this
period.
Quality Assurance Report, 2008-2010 Review
A budget
request has
been
submitted to
RSCC
Executives
requesting the
hiring of an
additional fulltime faculty
member to
replace the
one who
retired.
Due to budget
restraints, hiring
a new full-time
faculty has
been
postponed.
However,
RSCC is
fortunate in
having quality
and qualified
adjuncts to fill
the void until a
full-time person
is hired.
Graph not applicable.
Page 38
3. 100% of the
Business
Department
faculty will earn a
minimum of
"satisfactory" on
their individual
performance
evaluation each
year.
Source: Division
Dean
Annual
evaluation
from Division
Dean.
All full-time
faculty members
within the
Business
Department
received a
minimum of a
―satisfactory‖ on
the individual
performance
evaluation
conducted by the
Dean.
Quality Assurance Report, 2008-2010 Review
Based on the
evaluations,
the business
department
encompasses
quality and
caring
instructors.
Any suggested
areas of
improvement
are discussed
with the
academic
dean and/or
mentors and
improvement
plans are
created.
Strive for
continued
improvement
each year.
Graph not applicable.
Page 39
Table V Organizational Performance Results
Organizational effectiveness results examine attainment of organizational goals. Each business unit
must have a systematic reporting mechanism for each business program that charts en rollment
patterns, student retention, student academic success, and other characteristics reflecting
students' performance.
5. Organizational
Effectiveness Results
Key indicators may include: improvement in safety, hiring equity, increased use of web-based
technologies, use of facilities by community organizations, contributions to the community, or
partnerships, graduation and retention rates by program, and what you report to governing boards
and administrative units.
Performance
Measure
(Competenc
y)
Description
of
Measureme
nt
Instrument
1. Increase
the number of
graduates by
five percent
from the
previous year
in the A.A.S.
Business
Management
Technology
and A.A.S.
Contemporary
Management
programs.
Data is
collected by
the Office of
Institutional
Research &
Effectiveness
and reported
to the
Tennessee
Board of
Regents using
the terms
Summer, Fall,
Spring to
represent a
reporting
year.
Source: Office
of Office of
Institutional
Research &
Effectiveness
Analysis of Results
Areas of
Analysis and
Success
Action Taken
In 2009-10, the
graduation rate
of the BMT
program
increased 75
percent from
the previous
year. This
increase is
partly due to
the new
General
Business
option being
added to the
program.
(Graph 5.01)
In 2009-10, the
graduation rate
Quality Assurance Report, 2008-2010 Review
Retention efforts
at Roane State
through student
contact, advising
and counseling
are done on an
on-going basis.
Results of
Action
Taken
(occurs in
the
following
year)
Insert Graph of Resulting Trends for 3-5
Years (please graph all available data up to
five years)
The faculty
will strive to
continue their
diligence in
supporting
students from
entry into the
programs to
graduation.
Page 40
of the CMGT
program
increased its
graduation rate
by 28 percent
from the
previous year.
(Graph 5.01)
As indicated in
Graph 5.02,
the number of
graduates of
each option
under the
Business
Management
Technology
program
increased, with
the exception
of the
accounting
option.
Quality Assurance Report, 2008-2010 Review
Page 41
2. Increase
the number of
courses
offered using
alternative
delivery
methods
and/or varied
start times by
five percent to
better
accommodate
today’s student
needs.
Source: Office
of Office of
Institutional
Research &
Effectiveness
Courses
offered via
distance
education
including web,
interactive,
and hybrid as
well as
courses
offered with
various start
dates within a
semester.
When
comparing Fall
semesters, the
business
department
increased the
number of
sections
offered via
interactive
delivery as well
as web
delivery.
However, due
to altering
these
offerings, the
number of
hybrid sections
decreased.
When
comparing
spring
semesters,
each of the
delivery
method
offerings
significantly
increased.
(Graph 5.03)
Quality Assurance Report, 2008-2010 Review
By increasing
our offerings in
the interactive
format, we are
able to reach
those students in
the outer lying
areas of our
service district
who do not wish
to take web
courses. In
addition, in the
Spring 2010, the
Contemporary
Management
program piloted
teaching the
core classes as
a hybrid model.
This increase is
depicted in
(Graph 5.03)
The faculty
will continue
to use the
data provided
by the
Institutional
Research &
Effectiveness
Office as well
as other
sources to
schedule
classes that
meets student
needs.
Beginning fall
2010, the
business
department
will offer at
least one 10week web
course that
will begin five
weeks after
the start of
the semester.
If proven
successful,
more will be
added in the
future.
Page 42
3. The
Business
Department
will equal or
surpass
enrollment in
line with the
college growth.
Source: Office
of Institutional
Research &
Effectiveness
Data gathered
from the
Office of
Office of
Institutional
Research &
Effectiveness
Enrollment
Synopsis.
The headcount
for BMT
majors shows
an increase
consistent with
the overall
growth at
RSCC for Fall
2009, though
that number
declined by
10.57 percent
the following
spring
semester.
(Graph 5.04
and Graph
5.05). Though
this decline is
consistent with
previous spring
semesters, it is
not consistent
with the overall
enrollment
increase at
RSCC.
Quality Assurance Report, 2008-2010 Review
The business
faculty is offering
multiple formats
of classes both
in the BMT
program as well
as the CMGT
program.
Though it is
difficult to
determine if the
alternative
delivery options
were the sole
reason for
increased
enrollment in the
BMT program,
the feedback
from the
students is
positive.
The
Department
faculty as well
as Roane
State’s
administration
are actively
involved in
plans to
increase the
enrollment in
both the BMT
and the
CMGT
programs by
way of
promotional
booklets,
face-to-face
recruiting, and
increasing
program
knowledge of
others within
the College.
Page 43
4. The
Business
Department to
will strive to
maintain at
least an 80
percent
student pass
rate and an
minimum
overall GPA of
2.5.
Source: Office
of Institutional
Research &
Effectiveness
Data tracked
by the Office
of Institutional
Research.
The overall
percentage
pass rate of
students
majoring in
BMT was in
line with RSCC
as a whole
each
semester. The
two-year
average for
RSCC as a
whole was
86%, for BMT
was 87% and
the average for
CMGT was
94%. (Graph
5.06)
The overall
GPA was also
consistent with
RSCC as a
whole. When
comparing
GPAs, the
average for
RSCC as a
whole was
2.78, for BMT
was 2.67, and
the average
GPA for CMGT
was 3.33.
Quality Assurance Report, 2008-2010 Review
The pass rate
and the GPA
calculations
exceeded the
goals set for
each program.
The consistent
high scores from
the
Contemporary
Management
program is
credited to the
high frequency
of adult learners.
The faculty
will continue
to maintain
vigilance in
monitoring the
Pass Rates
and the GPA
of students in
their
respective
majors
Page 44
TABLE VI -- 2008-10 Faculty Qualifications
During this QAR reporting period (2008-2010), 99.48% of the full-time equivalent (FTE) faculty were Master's or Doctorate
degree qualified. Only .52% of the FTE faculty was considered a Master's or Doctorate degree Exception; thus, remaining
within the 10% exception rate allowed.
TABLE VI
NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS
NAME
MAJOR
COURSES
LIST ALL
DOCUMENT OTHER
ACBSP
(List
TEACHING
TAUGHT
EARNED
PROFESSIONAL
QUALIFICATION
alphabetically
FIELD
(List the
DEGREES
CERTIFICATION
1. Master
by Last Name)
Courses
(State Degree as CRITIERA
2. Doctorate
Taught
Documented on
3. Professional
18 Graduate Cr.
During the
Transcript, Must
4. Exception
Hrs in Field
Reporting
Include Major
Two Years Work
Period,
Field)
Experience
Do Not
Teaching
Duplicate
Excellence
Listing)
Publications
Professional
Certifications
Branam, Darrell
Management
Campbell, Karen
Business and
Management
MGT 203 –
Human Resource
Mgt (1)
MGT 207 –
Managerial Acctg
& Finance (1)
BUS 101 – Intro
to Business (1)
BUS 261—Psy
Aspects of Mgt
(1)
BUS 281 – Mgt &
Supervision (1)
MGT 200 –
Foundations of
Business (1)
Quality Assurance Report, 2008-2010 Review
MS Business
Administration
BS Mechanical
Engineering
MBA
BS Organizational
Mgt
Special Achievement
Award
Member Prof.
Education of TN
Member Assoc of
American Education
4+ yrs Trainer for Employee
Assistant Program at Cariten
Healthcare
Master
Master
Page 45
Cecil, Justin
Management
Dials, Bill
Business
Heys, David
Business
Kluss, Geoffrey
Business
Laman, Michael
Business
MGT 206 –
Applied
Economics (2)
BUS 101 – Intro
to Business (2)
BUS 273 – Prin
of Marketing (1)
BUS 215 –
Business Ethics
(1)
BUS 101 – Intro
to Business (2)
BUS 111 – Bus
Math (2)
BUS 273 – Prin
of Marketing (2)
BUS 281 – Mgt &
Supervision (3)
BUS 111Business Math
(1)
Quality Assurance Report, 2008-2010 Review
MBA
BS Organizational
Management
Juris Doctor
MS MBA
MA Psychology
ML Liberal Arts
BA Psychology
MBA
BA Economics
11+ yrs President &
Cofounder of My Union
Journal
Master
Certificate of Training, Tech.
Instructor Course
MBA
BS Business
Administration
Ph.D Higher Ed
Administration
(minor Adult
Education)
MS in Education
BS
Cardiopulmonary
Sciences
Master
Master
Master
24 yrs. Teaching/
Administrative Experience
Exception
(Does not exceed the 10%
allowed exception rate)
Page 46
TABLE VII -- Curriculum Summary for new option under the Business Management Technology program
Quality Assurance Report, 2008-2010 Review
Page 47
Legend for Table VII
―EXHIBIT L‖ P R O F E S S I O N A L C O M P O N E N T Standard III – Curriculum
Standard: At least 25 percent of the business curriculum must consist of a professional component including four of the following
areas of study:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Accounting
Computer information applications
Quantitative methods of analysis
Principles of economics
Business in society - the international environment, legal/political environment, and ethical business behavior
Marketing
Entrepreneurship/free enterprise
Finance
Management
―EXHIBIT M‖ G E N E R A L E D U C A T I O N R E Q U I R E M E N T Standard III – Curriculum
Standard: Excellence in business education requires a foundation in general education. For accreditation, therefore, general
education must include no fewer than 25 percent of the credits required for the associate degree and must consist of courses which
contribute to the following educational goals:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Written, interpretive, and oral facility with the English language.
An historical perspective.
An understanding of the role of the humanities in human experience.
A personal ethical foundation.
An understanding of social institutions and the obligations of citizenship.
Knowledge of science and its applications.
An understanding of contemporary technology.
An understanding of the principles as well as the investigative strategies of the social sciences.
An appreciation of the fine and performing arts.
A global perspective.
Quality Assurance Report, 2008-2010 Review
Page 48
APPENDIX
Appendix A – Organizational Chart
Appendix B – Business Graduate Exam, Section Analysis
Appendix C – CCSSE Results of Business Related Questions
Appendix D – Alumni Survey Results
Appendix E – Employer Survey Results
Appendix F – Business Advisory Committee Members
Appendix G – Professional Development Activities
Quality Assurance Report, 2008-2010 Review
Page 49
Appendix A -- Organizational Chart
Social Science, Business, and Education Division
Organizational Chart
2009-2010
* OAD Option Terminated, effective Fall 2010
Quality Assurance Report, 2008-2010 Review
Page 50
APPENDIX B -- Business Graduate Exam, section analysis (referenced in Table 1.1)
The following information identifies questions by section in which 50% or more of the students missed on the Business Graduate
Exam. Faculty will review each of these questions for possible edits to the question s’ wording while maintaining the same
content.
Quality Assurance Report, 2008-2010 Review
Page 51
Appendix B continued.
Quality Assurance Report, 2008-2010 Review
Page 52
APPENDIX C — CCSSE Results of Business Related Questions (referenced in Table 2.1)
Quality Assurance Report, 2008-2010 Review
Page 53
APPENDIX D – Alumni Survey, Spring 2010 (referenced in Table 2.2)
The following graphs indicate the success rates for additional questions on the Alumni Survey that was
conducted in Spring, 2010.
Quality Assurance Report, 2008-2010 Review
Page 54
Appendix D continued
Quality Assurance Report, 2008-2010 Review
Page 55
APPENDIX E – RSCC Employer Survey, Spring 2008 (referenced in Table 2.3)
The following chart from the Employer’s Survey indicates the complete ranking of competencies 1-23 that employers determined
as important as well as how well they thought our students have met the competencies.
Quality Assurance Report, 2008-2010 Review
Page 56
APPENDIX F -- Business Advisory Committee (referenced in Table 2.7)
The following lists the current members of the Business Advisory Committee, 2008-2010.
Name
Place of Employment
Below, Quent
Kimberly-Clark (retired)
Bradshaw, David
SunTrust Bank, East
Tennessee
Chinn, Rick
R&R Properties, Oak Ridge
Owner/Operator
Entrepreneurship
Knight, Kathy
Economic Development
Council, Loudon County
Assistant Director
Economics
Melton, Brenda
Career Center, Morgan County
Training Manager
Business Administration /
Training
Miget, Ken
Wal-Mart, Rockwood
General Manager
Management/Leadership
Nora, Patricia
Maid in TN, Clinton
Owner/Operator
Entrepreneurship
Payne, Carol
Knoxville Utility Board
Team Leader,
Learning Center
Management / Training
Richardson, Angela TTC-Harriman
Director, BST program
Education / Business
Wykle, Jamie
Auditor
Accounting
TVA--Knoxville
Quality Assurance Report, 2008-2010 Review
Position
Financial System,
Owner
President Anderson/Roane
Counties
Area of Expertise
Accounting
Business/Management
Page 57
APPENDIX G – Professional Development Activities (referenced in Table 4.1)
Conferences:
o ACBSP Annual Conference, Los Angeles, CA
o ACBSP Team Evaluator
o Cengage Technology Conference
o National Association for Community College Entrepreneurship (NACCE)
o Community Colleges for International Development (presented in 2010)
Community Involvement:
o Roane County Women’s Association, (current active member and past president)
o Anderson County Drug Court
o Cumberland County Chamber of Commerce (2009 board member)
o Industrial Development Committee (2010 co-chair)
o Youth Achievement Foundation, Inc.
o Three-Star Program Implementation Team
o Mind Your Own Business Entrepreneurship Camp (director)
o Cumberland Business Incubator (assistant director)
o Creating a Rural Entrepreneurial System in Tennessee (CREST), pilot program
o Authoring and conducting a financial training course on Integrated Financial System
o TN Technology Center, advisory board member
o Presentation to Roane County Employer’s Association on benefits of education
o Presentation to Youth Leadership of Roane County on teenage stress
Coursework / Training / License:
o Basic Economic Development , State of TN
o Adobe Photoshop, two courses
o Senior tax Advisor, Level V, Tax Institute at H&R Block
o Renewal of Certified Public Accountant license
o Study Abroad program for CCID and RSCC to Denmark and Sweden, 2009-2010
o Study Abroad program for RSCC to Costa Rica, 2010
o Podcasting workshop
o MS Office --Access class
Quality Assurance Report, 2008-2010 Review
Page 58
Quality Assurance Report, 2008-2010 Review
Page 59