AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: College of Professional Studies
Program Reviewed: Business Administration AS 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)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
SAT
2005
2006
2007
2008
High School Average
2009
2005
2006
2007
2008
2009
Program
820
1060
1103
1032
982
75
90
86
84
86
School/
College
977
1006
997
1017
1019
82
83
84
84
85
University
1068
1075
1075
1087
1092
86
87
87
87
88
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 1
Freshmen SAT Scores
Fall 2010
Fall 2011
Computed
Business
Fall 2012
Computed
1,047
Fall 2013
Computed
1,025
Computed
1,023
1,010
Freshmen High School Average
Fall 2010
Fall 2011
High School
Fall 2012
High School
Business
85
Fall 2013
High School
87
High School
83
81
SAT Scores
High School Average
2010
2011
2012
2013
2010
2011
2012
2013
School/
College - Q
1013
1014
1025
1028
84
84
85
86
Total University
1097
1087
1096
1104
87
87
88
89
2b.
Undergraduate 1st Year Retention Rate
Fall
2003
2004*
2005
2006
2007
2008**
# Fresh
# Ret
%
Program
78%
73%
81%
25%
40%
21
16
76%
School/College
75%
76%
72%
71%
71%
949
712
75%
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
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 2
One Year Retention
Returned - F09
CPS-Q
BUS
Did Not Return
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
17
53%
15
47%
32
100%
Returned - F10
CPS-Q
BUS
Did Not Return
Ir Pidm2
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
26
58%
19
42%
45
100%
Did Not Return
Total
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
8
57%
6
43%
14
100%
BUS
Did Not Return
CPS-Q
Total
Ir Pidm
Returned - F11
CPS-Q
Total
Returned
Total
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
Ir Pidm
Ir Pidm2
7
35%
13
65%
20
100%
BUS
Fall
2009
2010
2011
2012*
# Fresh
# Ret
%
School/
College - Q
74%
74%
71%
766
575
75%
Total University
78%
78%
76%
2757
2195
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 3
2c.
Undergraduate 6 Year Graduation Rate
Not Applicable
2d.
Graduate Standardized Test Scores
Not Applicable
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
Due to low enrollment, not applicable
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)
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2005
2007
2008
2009
Majors
65
66
42
44
65
Minors
0
0
0
0
0
Total
65
66
42
44
65
D
BUS
AS
MAJORS
BUS
AS
Total
2h.
2006
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
1
89
58
41
40
89
58
41
41
Number of degrees granted during the past five years. See table below.
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 4
Academic Year
Degrees
Granted 04/05 05/06 06/07 07/08 08/09
Undergraduate -AS
12
14
6
8
8
10/11
11/12
12/13
Degrees
Degrees
Degrees
Conferred Conferred Conferred
CPS-UG-Q
BUS
Business Administration
AS
13
21
7
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
Associates
Local
4
National 133,371
6
8
139,986
142,338
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)
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 5
2k.
Please comment on the students’ competencies in the program. Support your responses using data provided
below and any other data available. (Suggested limit 1/3 page)
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-planning.
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.
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 6
Change, 2010-20
Fastest Growing Occupations
Accountant and Auditors
Percent
Numeric
Occupations having the
largest numerical increase
in employment
16%
190,700
Accountant and Auditors
Change, 2010-20
Percent
16%
Numeric
190,700
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Percent
Accountant and Auditors
16%
Numeric
190,700
*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
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)
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 7
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
Fall 2007
Fall 2008
Fall 2009
# Majors/
FT Faculty
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
FT
PT
Total
Majors
47
18
65
53
13
66
27
15
42
36
8
44
59
6
65
Minors
0
0
0
0
0
Majors
& Minors
Combined
47
18
65
53
13
66
27
15
42
36
8
44
59
6
65
# of FTE
Students
(Majors &
Minors)
47.00
6.00
53.00
53.00
4.33
57.33
27.00
5.00
32.00
36.00
2.67
38.67
59.00
2.00
61.00
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Fall 2010
F
P
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
Majors
MAJORS
Fall 2011
86
CPS_A&E_Bus_with_Acc_AS_Q
3
89
55
3
58
39
2
41
38
3
41
Self-Study Template 8
Fall 2010
Total
FTE MAJORS
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
86
1
87
55
1
56
39
38
1
39
Fall 2010
Fall 2011
Fall 2012
0.667 39.667
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.
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
%
#
%
#
%
#
%
#
%
5193
54%
4821
50%
4710
49%
4257
46%
4386
49%
PT Faculty
4452
46%
4875
50%
4842
51%
4995
54%
4644
51%
Total
9645
100%
9696
100%
9552
100%
9252
100%
9030
100%
FT Faculty
% consumed by
Non-Majors
CPS_A&E_Bus_with_Acc_AS_Q
95%
95%
98%
98%
99%
Self-Study Template 9
Credit Hrs
Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
3,111
34.8%
3,042
34.9%
2,676
28.3%
2,508
27.7%
P-T Faculty
(inc Admin)
5,832
65.2%
5,685
65.1%
6,771
71.7%
6,537
72.3%
0.0%
0.0%
0.0%
0.0%
Total
8,943
100%
8,727
100%
9,447
100%
9,045
100%
% Consumed
by NonMajors
8,871
99.2%
8,310
95.2%
7,182
76.0%
7,965
88.1%
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
#
%
#
%
#
%
#
%
51
50%
49
51%
46
48%
45
48%
FT Faculty
53
52%
PT Faculty
48
48%
50
50%
47
49%
50
52%
49
52%
Total
101
100%
101
100%
96
100%
96
100%
94
100%
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 10
Courses
Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
32
34.4%
31
34.4%
33
30.8%
31
27.9%
P-T Faculty
(inc Admin)
61
65.6%
59
65.6%
74
69.2%
80
72.1%
Total
93
100%
90
100%
107
100%
111
100%
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)
Due to low enrollment, not applicable
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 11
2005
FT
2006
PT
Total
#
%
#
%
Male
9
60%
27
93%
Female
6
40%
2
Total
15
100%
Black
0
Hispanic
FT
2007
PT
Total
#
%
#
%
36
8
57%
28
93%
7%
8
6
43%
2
29
100%
44
14
100%
0%
6
21%
6
0
1
7%
0
0%
1
Asian
1
7%
1
3%
Native American
0
0%
0
White
11
73%
Unknown
2
Total
FT
2008
PT
Total
#
%
#
%
36
8
57%
20
95%
7%
8
6
43%
1
30
100%
44
14
100%
0%
4
13%
4
0
1
7%
0
0%
1
2
1
7%
1
3%
0%
0
0
0%
0
21
72%
32
12
86%
13%
1
3%
3
0
15
100%
29
100%
44
Tenured
15
100%
Tenure-Track
0
Not Applicable
Total
FT
2009
PT
Total
#
%
#
%
28
7
54%
25
100%
5%
7
6
46%
0
21
100%
35
13
100%
0%
4
19%
4
1
1
7%
0
0%
1
2
1
7%
1
5%
0%
0
0
0%
0
24
80%
36
12
86%
0%
1
3%
1
0
14
100%
30
100%
44
15
13
93%
0%
0
1
0
0%
0
15
100%
15
FT
PT
Total
#
%
#
%
32
7
54%
25
93%
32
0%
6
6
46%
2
7%
8
25
100%
38
13
100%
27
100%
40
8%
4
16%
5
1
8%
5
19%
6
0
0%
0
0%
0
0
0%
0
0%
0
2
1
8%
1
4%
2
1
8%
1
4%
2
0%
0
0
0%
0
0%
0
0
0%
1
4%
1
15
71%
27
11
85%
19
76%
30
11
85%
20
74%
31
0%
1
5%
1
0
0%
1
4%
1
0
0%
0
0%
0
14
100%
21
100%
35
13
100%
25
100%
38
13
100%
27
100%
39
13
13
93%
13
13
100%
13
13
100%
13
7%
1
0
0%
0
0
0%
0
0
0%
0
0
0%
0
1
7%
1
0
0%
0
0
0%
0
14
100%
14
14
100%
14
13
100%
13
13
100%
13
Gender
Ethnicity
Tenure Status
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 12
2010
2011
FT
PT
T
#
%
#
%
Male
4
44%
24
100%
Female
5
56%
0%
Total
9
FT
2012
PT
T
#
%
#
%
28
4
44%
31
97%
5
5
56%
1
3%
33
9
21%
6
1
0%
0
4%
FT
2013
PT
T
#
%
#
%
35
4
36%
31
82%
6
7
64%
7
18%
41
11
19%
7
2
0%
0%
0
1
0%
0%
0
0%
0
0%
1
3%
1
17
71%
25
89%
24
75%
32
1
4%
1
1
3%
FT
PT
T
#
%
#
%
35
4
40%
33
83%
37
14
6
60%
7
18%
13
49
10
13%
7
2
0%
Gender
24
32
38
40
50
Ethnicity
Black
1
11%
Hispanic
0%
Asian
0%
American Indian/Alaskan Native
0%
White
8
89%
2 or More Races
5
1
Native Hawaiian/Pacific Islander
6
18%
5
20%
5
13%
7
0
0%
0
0%
0
3%
2
0%
3
8%
3
0%
0
0%
0
0%
0
31
82%
39
80%
31
78%
39
1
3%
1
3%
1
0
0%
0
0
0%
0
0%
1
9%
1
0%
8
73%
8
0
Unknown
Total
8
11%
0%
9
0%
24
0
0%
33
9
100%
9
9
Tenure-Track
0%
Not Applicable
0%
0%
32
0
0%
41
11
100%
9
10
0
0%
0
1
0
0%
0
0%
38
0
0%
49
10
40
50
91%
10
9
90%
9
9%
1
1
10%
1
0%
0
0%
0
Tenure Status
Tenured
Total
CPS_A&E_Bus_with_Acc_AS_Q
9
9
9
9
9
11
Self-Study Template 13
11
10
10
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.)
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)
2011
2012
2013
Business includes
Accounting Option
(Q)
College of
Professional Studies
Total
Undergraduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
4.04
4.09
4.14
4.34
4.33
4.43
4.01
3.21
4.07
4.27
4.29
4.35
Note: Instructional 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 /3page)
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.
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 14
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)
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)
CPS_A&E_Bus_with_Acc_AS_Q
Self-Study Template 15