AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: Tobin College of Business
Program Reviewed: Marketing BS Q
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
TCB_MKT_MKTG_BS_Q
Self-Study Template 1
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
2007
High School Average
2008
Program
1064
1062
1104
1083
School/
College
1094
1079
1111
1100
University
1068
1075
1075
1087
2009
2005
1078
2006
2007
2008
2009
86
86
87
86
88
1112
87
87
88
87
89
1092
86
87
87
87
88
Freshmen SAT Scores
Fall 2010
marketing
Fall 2011
1,127
Fall 2012
1,088
Fall 2013
1,080
1,075
Freshmen High School Average
Fall 2010
marketing
Fall 2011
86
Fall 2012
86
Fall 2013
87
88
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1111
1113
1116
1112
87
87
87
89
Total University
1097
1087
1096
1104
87
87
88
89
Intended college major for 2012 college-bound seniors
SAT
Intended College Major
Business Management, Marketing, and Related Support
TCB_MKT_MKTG_BS_Q
TestTakers
Mean
Scores
Number
Percent
(%)
Critical
Reading
14,762
10.9%
474
Mathemati Tota
cs
l
511
985
Self-Study Template 2
Services
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf.
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
83%
70%
85%
78%
66%
59
45
76%
School/
College
79%
74%
81%
81%
75%
445
346
78%
University
78%
78%
78%
79%
76%
3268
2557
78%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009
Total
MKT
38
2010
Returned
DNR
#
%
#
%
28
74%
10
26%
Total
37
2011
Returned
DNR
Total
#
%
#
%
29
78%
8
22%
2012
Returned
36
DNR
#
%
#
%
30
83%
6
17%
Total
49
Returned
DNR
#
%
#
%
39
80%
10
20%
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q/M
79%
83%
76%
376
299
80%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
TCB_MKT_MKTG_BS_Q
Self-Study Template 3
2c.
Undergraduate 6 Year Graduation Rate
Fall
1999
2000
2001
2002
2003
Program
56%
53%
71%
50%
63%
School/
College
Average Rate
63%
62%
65%
63%
62%
University
64%
59%
61%
61%
58%
2004
Total
MKT
39
2005
Graduated
#
%
24
62%
Total
47
2006
Graduated
#
%
22
47%
Total
2007
Graduated
44
#
%
30
68%
Total
40
Graduated
#
%
24
60%
Fall
2004
2005
2006
2007
School/College
Average Rate Q/M
59%
58%
61%
59%
Total University
58%
58%
59%
55%
Graduation rates are constant and remain higher than university wide rates.
2d.
Graduate Standardized Test Scores
Not Applicable
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
TCB_MKT_MKTG_BS_Q
Self-Study Template 4
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2005
2006
2007
2009
Majors
280
269
265
266
252
Minors
0
0
0
0
0
280
269
265
266
252
Total
MAJORS
MKTY
BS/MS
MKT
BS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
1
215
208
230
241
5
10
235
252
BS/MBA
Total
2h.
2008
215
208
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
BS
TCB_MKT_MKTG_BS_Q
04/05
05/06
06/07
07/08
08/09
97
70
81
75
62
Self-Study Template 5
TCB-UG
MKT
Marketing
BS
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
76
45
52
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 52-Business, Management, Marketing,
and Related Support Services.
20092010
20102011
20112012
Bachelors
Local
4,149
National 358,293
4,315
4,362
365,093
366,815
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
TCB_MKT_MKTG_BS_Q
Self-Study Template 6
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-plannning
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Fastest growing occupations and occupations having the largest numerical increase in employment by level of
education and training projected.
TCB_MKT_MKTG_BS_Q
Self-Study Template 7
Change, 2010-20
Fastest Growing Occupations
Market and Research Analysts
Advertising, Marketing,
Promotions, Public Relations
Managers, & Sales Managers
Percent
Numeric
41%
116,600
14%
29,400
Occupations having the
largest numerical increase
in employment
Market and Research
Analysts
Change, 2010-20
Percent
41%
Numeric
116,600
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow Much Faster Than Average - Increase 21% or More %
Market and Research Analysts
Percent
Numeric
41%
116,600
Changes, 2010-20
Grow About as Fast as Average - Increase 7 to 14.9%
Advertising, Marketing, Promotions, Public Relations Managers, &
Sales Managers
Percent
Numeric
14%
29,400
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
TCB_MKT_MKTG_BS_Q
Self-Study Template 8
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com
(Suggested limit 1/2 page)
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
272
8
280
Minors
FT
PT
263
6
0
Fall 2007
Total
269
FT
253
PT
12
0
Majors
& Minors
Combined
272
8
280
263
# of FTE
Students
(Majors &
Minors)
272
3
275
263
6
2
269
265
Fall 2008
Total
265
FT
PT
261
5
0
253
253
Fall 2009
Total
FT
266
PT
246
6
0
12
265
261
4
257
261
5
2
Total
252
0
266
246
263
246
6
2
252
248
# of FTE
Faculty
assigned to
the program
3.81
3.03
2.79
2.94
3.21
FTE Student/
FTE Faculty
Ratio
72.05
87.42
91.96
89.49
77.3
# of Total FTE
Faculty in the
Department
11.67
10.33
9.67
10.67
11.33
TCB_MKT_MKTG_BS_Q
Self-Study Template 9
Fall 2010
Fall 2011
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
213
2
215
206
2
Fall 2010
MAJORS/MINORS
FTE MAJORS
208
229
6
Fall 2011
235
248
4
Fall 2012
252
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
Total
213
2
215
206
2
208
229
6
235
248
4
252
Fall 2010
Total
Fall 2013
F
MAJORS
Total
Fall 2012
Fall 2011
Fall 2012
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
229
2
231
248
213
Fall 2010
0.667 213.667
Fall 2011
206
0.667 206.667
Fall 2012
1.333 249.333
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by SJU for all external reporting.
The figure for majors includes first and any second majors.
TCB_MKT_MKTG_BS_Q
Self-Study Template 10
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
1437
58%
1815
69%
1977
72%
2121
85%
2295
90%
PT Faculty
1023
42%
810
31%
750
28%
378
15%
261
10%
Total
2460
100%
2625
100%
2727
100%
2499
100%
2556
100%
FT Faculty
% consumed
by
NonMajors
Credit Hrs Taught
F-T Faculty
P-T Faculty (inc
Admin)
49%
Fall 2010
53%
Fall 2011
Number
Percent
Number
Percent
2583
98.9%
1803
85.1%
1716
92.3%
30
1.1%
315
14.9%
144
7.7%
100%
Fall 2010
% Consumed by
Non-Majors
1,491
TCB_MKT_MKTG_BS_Q
57.1%
0.0%
2118
100%
Fall 2011
1,248
58.9%
Number
Percent
1,437
90.7%
147
9.3%
0.0%
1860
0.0%
100%
1,584
Fall 2012
1,248
59%
Fall 2013
Percent
2613
61%
Fall 2012
Number
0.0%
Total
58%
67.1%
100%
Fall 2013
918
58.0%
Self-Study Template 11
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
27
68%
24
67%
25
76%
30
86%
FT Faculty
20
61%
PT Faculty
13
39%
13
33%
12
33%
8
24%
5
14%
Total
33
100%
40
100%
36
100%
33
100%
35
100%
Courses Taught
F-T Faculty
Fall 2010
Fall 2011
Fall 2013
Number
Percent
Number
Percent
Number
Percent
33
97.1%
34
89.5%
30
88.2%
27
84.4%
1
2.9%
4
10.5%
4
11.8%
5
15.6%
P-T Faculty (inc
Admin)
0.0%
Total
Fall 2012
34
TCB_MKT_MKTG_BS_Q
100%
0.0%
38
100%
Number
0.0%
34
100%
Percent
0.0%
32
100%
Self-Study Template 12
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next
page). How well does this support the program? (Suggested limit 1/2 page)
2005
#
FT
%
#
PT
%
Gender
Male
Female
8
2
80%
20%
5
0
100%
0%
Total
10
100%
5
Ethnicity
Black
Hispanic
Asian
White
Unknown
0
0
3
7
0
0%
0%
30%
70%
0%
Total
10
100%
Tenure Status
Tenured
Tenure-Track
Not Applicable
8
2
0
Total
10
2006
#
%
#
PT
%
13
2
7
2
78%
22%
4
0
100%
0%
100%
15
9
100%
4
0
0
0
5
0
0%
0%
0%
100%
0%
0
0
3
12
0
0
0
3
6
0
0%
0%
33%
67%
0%
5
100%
15
9
100%
80%
20%
0%
8
2
0
7
2
0
100%
10
9
TCB_MKT_MKTG_BS_Q
Total
FT
2007
Total
FT
PT
%
#
%
#
11
2
7
2
78%
22%
1
1
50%
50%
100%
13
9
100%
2
1
0
0
3
0
25%
0%
0%
75%
0%
1
0
3
9
0
0
0
3
6
0
0%
0%
33%
67%
0%
4
100%
13
9
100%
78%
22%
0%
7
2
0
8
1
0
100%
9
9
2008
Total
FT
2009
PT
%
#
%
#
PT
%
8
4
7
4
64%
36%
1
0
100%
0%
8
4
100%
12
11
100%
1
100%
12
0
0
0
2
0
0%
0%
0%
100%
0%
0
0
3
9
0
0
0
3
8
0
0%
0%
27%
73%
0%
0
0
0
1
0
0%
0%
0%
100%
0%
0
0
3
9
0
2
100%
12
11
100%
1
100%
12
70%
30%
0%
7
3
0
7
3
1
64%
27%
9%
7
3
1
100%
10
11
100%
11
#
%
#
8
3
7
3
70%
30%
1
1
50%
50%
100%
11
10
100%
2
0
0
0
2
0
0%
0%
0%
100%
0%
0
0
3
8
0
0
0
3
7
0
0%
0%
30%
70%
0%
2
100%
11
10
100%
89%
11%
0%
8
1
0
7
3
0
100%
9
10
Total
FT
Total
Self-Study Template 13
2010
FT
2011
PT
#
%
#
%
8
67%
1
100%
Female
4
33%
0
0%
Total
12
Total
FT
2012
PT
#
%
#
%
6
60%
3
100%
4
4
40%
13
10
Total
FT
2013
PT
#
%
#
%
7
64%
3
75%
4
4
36%
1
25%
13
11
Total
FT
PT
#
%
#
%
7
64%
1
33%
36%
2
67%
Total
Gender
Male
1
9
0%
3
9
10
5
4
15
11
25%
1
1
4
3
8
6
14
Ethnicity
Black
0%
0%
0
0%
0%
0
0%
Hispanic
0%
0%
0
0%
0%
0
0%
0%
0
3
25%
0%
3
2
20%
0%
2
2
18%
0%
2
9
75%
8
80%
9
82%
Asian
Native American
White
0%
1
0%
0
100%
10
0%
0
0%
3
0%
0
100%
11
0%
0
1
0%
3
0%
0
75%
12
0%
0
9%
1
33%
2
0%
0%
0
2
18%
0%
2
8
73%
0%
2
0%
0
67%
10
0%
0
2 or More Races
Native Hawaiian/Pacific
Islander
Unknown
Total
0%
12
1
0%
13
10
3
0%
13
11
4
0%
15
11
3
14
Tenure Status
Tenured
7
58%
7
7
70%
7
7
64%
7
7
64%
7
Tenure-Track
2
17%
2
2
20%
2
2
18%
2
3
27%
3
Not Applicable
3
25%
3
1
10%
1
2
18%
2
1
9%
1
Total
12
12
10
10
11
11
11
TCB_MKT_MKTG_BS_Q
11
Self-Study Template 14
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
No external funding.
Fiscal Year
External
$ Amount
Funding
04/05
05/06
06/07
07/08
08/09
Program
$ Amount Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
TCB_MKT_MKTG_BS_Q
-
-
-
Self-Study Template 15
5h.
Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
Instructional Vibrancy (Spring)
2011
2012
2013
2011
2012
2013
Marketing
3.59
3.30
3.78
3.87
3.63
3.92
(Q)
Tobin College
3.95
3.98
4.00
4.22
4.26
4.2i8
of Business
Total
4.01
3.21
4.07
4.27
4.29
4.35
Undergraduate
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
TCB_MKT_MKTG_BS_Q
Self-Study Template 16
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
TCB_MKT_MKTG_BS_Q
Self-Study Template 17