University of Puerto Rico – Aguadilla Campus
Department of Business Administration
Self Study
Submitted to
Association of Collegiate Business
Schools and Programs
By:
Prof. Damaris Navedo, Department Chair
Prof. Ivelisse Vega, Accreditation Coordinator
Prof. Damaris Hernández, Assessment Coordinator
P.O. Box 6150
Aguadilla, PR 00604-6150
Tel. 787-890-5840
January 30, 2009
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Table of Contents
I. Executive Summary ……………………………………………………………………………...
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II. Institutional Overview …………………………………………………………………………..
1
III. Review of all academic activities ………………………………………………………………
Justification for exclusions requested ……………………………………………………...
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2
IV. Organizational Charts ………………………………………………………………………….
A. Description of the educational system and the institution’s governing body …………..
B. Description of the administrative relationship between the Business Academic
Unit and the Institution ………………………………………………………………….
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5
6
V. Conditions of Accreditation …………………………………………………………………….
A. Statement of Mission – Institution ……………………………………………………..
B. Statement of Mission – Business Administration Department …………………………
C. Public Information disclosed in the Institutional Units Catalog ……………………….
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8
8
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VI. Business Administration Department Organizational Profile ………………………………….
A. Organizational Description …………………………………………………………….
B. Organizational Relationships …………………………………………………………...
C. Organizational Challenges ……………………………………………………………...
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Standard 1 – Leadership ……………………………………………………………………………
A. How Faculty and administrators set, communicate and deploy Business
Administration Department values and performance expectations …………………...
B. How Faculty and administrators create an environment that fosters and requires legal
and ethical behavior …………………………………………………………………...
C. How Faculty and administrators review Business Administration Department
performance and capabilities to assess program success ……………………………...
D. How Business Administration Department has processes in place for evaluating the
performance of your administrators and Faculty ……………………………………...
E. How Business Administration Department address the impacts on society of your
program offerings, services, and operations …………………………………………..
F. How Business Administration Department ensure ethical business practices in all
students and stakeholder transactions and interactions ……………………………….
G. How Business Administration Department have measures for monitoring ethical
behavior throughout the business school or program …………………………………
H. Processes in place for monitoring regulatory and legal compliance in the Business
Administration Department …………………………………………………………..
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Standard 2 – Strategic Planning ……………………………………………………………………
A. Formal Process to set the Strategic Direction for the Business Administration
Department ……………………………………………………………………………
B. How Faculty and Staff participate in the process ……………………………………..
C. Business Administration Department Key Strategic Objectives and timetable for the
current planning period ………………………………………………………………..
D. Action plans for this planning period ……………………………………………........
E. Long term action plans ………………………………………………………………..
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F. Human resource plan as part of the business Administration Department short and
long-term strategic objectives and action plan ………………………………………..
G. Performance measures for tracking progress relative to the Business Administration
Department action plans ………………………………………………………………
H. How the Business Administration Department communicate the objectives, action
plans and measurements to all Faculty, staff and stakeholders ……………………….
Standard 3 - Student and Stakeholder Focus ……………………………………………………….
A. Targeted student segment ……………………………………………………………...
B. Methods to listen and learn to determine student and stakeholder requirements ……..
C. Periodically review listening and learning methods to keep them current with
educational service needs and directions ……………………………………………..
D. Process to use the information the Business Administration Department obtain from
students and stakeholders ……………………………………………………………..
E. Process to build relationships to attract and retain students and stakeholders ………
F. Process to seek information, pursue common purposes, and receive complaints from
students and stakeholders …………………………………………………………….
G. System to determine students and key stakeholder satisfaction and dissatisfaction …
H. Regularly review of students and key stakeholders satisfaction and relationship
efforts to ensure that they meet current needs and direction …………………………
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62
63
64
67
72
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Standard 4 - Measurement and Analysis of Student Learning and Performance …………………..
4.1 Selection and Use of Information and Data …………………………………………..
4.2 Selection and Use of Comparative Information Data …………………………………
4.3 Selection and Use of Information Results ……………………………………………..
4.4 Continuous Process Improvement: Student Learning and Performance ………………
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Standard 5 - Faculty and Staff Focus ………………………………………………………………
5.1 Human Resource Planning …………………………………………………………….
5.2 Employment …………………………………………………………………………..
5.2.1 How the makeup of the full-time and part-time Faculty matches program
objectives ……………………………………………………………………
5.2.2 How the Business Administration Department make extensive use of a
part-time Faculty …………………………………………………………….
5.2.3 Faculty Qualifications ……………………………………………………...
5.3 Faculty Deployment …………………………………………………………………...
5.4 Faculty Size and Load ………………………………………………………………...
5.5 Faculty Evaluation …………………………………………………………………….
5.6 Faculty and Staff Development ……………………………………………………….
5.7 Faculty Operational Procedures, Policies and Practices ………………………………
5.8 Scholarly and Professional Activities ………………………………………………...
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Standard 6 - Educational and Business Process Management ……………………………………..
6.1 Education Design and Delivery ………………………………………………………
6.1.1 Educational Design ………………………………………………………...
6.1.2 Degree Programs …………………………………………………………...
6.1.3 Common Professional Component (CPC) …………………………………
6.1.4 Curriculum Design …………………………………………………………
6.1.5 Other Business related programs …………………………………………..
6.1.6 Related programs …………………………………………………………..
6.1.7 Education (Design and Delivery) Evaluation ……………………………...
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118
123
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6.2 Management of Educational Support Services Processes and Business Operation
Processes …………………………………………………………………………..…..
6.2.1 Education Support Processes ………………………………………………
6.2.2 Business Operation Processes ……………………………………………...
6.3 Enrollment Management ………………………………………………………………
6.3.1 Admissions Policies and Procedures ……………………………………….
6.3.2 Articulation Processes ……………………………………………………...
6.3.3 Graduate Program Articulation Admissions Policy ………………………..
6.3.4 Academic Policices for Probation, Suspension, and Readmitting …………
6.3.5 Results ……………………………………………………………………...
6.3.6 Improvement ……………………………………………………………….
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I. EXECUTIVE SUMMARY
Introductory paragraph
The University of Puerto Rico was founded by an act of the Legislative Assembly on March 12, 1908.
The organization and mission of the UPR are based on the University Law approved on January 20,
1966 and amended on June 16, 1993. The University of Puerto Rico (UPR) is the only public higher
education institution in Puerto Rico. It has a strong tradition of and commitment to providing an
outstanding education and graduating well-prepared students. The UPR consists of eleven
institutional autonomous units, three graduate campuses and eight four-year colleges. It is one of the
premier Hispanic Serving Institutions.1 The Board of Trustees of the University of Puerto Rico is the
governing board of the University and fosters an environment of continuous improvement in all
academic and administrative endeavors. The UPR is committed to continue being a strong teaching
institution and becoming an outstanding research university.
The University of Puerto Rico has been accredited by the Puerto Rico Council of Higher Education
and the Middle States Commision of Higher Education (MSCHE). In June 2004, the Board of
Trustees approved Certification number 136 – Insitutitonal policy for the evaluation of the
institutional effectiveness and Certification number 138 –Institutional policy for the professional
accreditation of the academic programs and services of the UPR, which requires that all academic
programs susceptible to a professional accreditation must be accredited. To implement the
requirements of Certification number 138, the Vice Presidency of Academic Affairs appointed an
accreditation coordinator for the business administration programs of the eight campuses across the
system, all of which are mainly teaching institutions. The Business Administration Departments of
the eight campuses, including UPR-Aguadilla, started a continuous improvement process in 2004 and
they became candidates for the ACBSP initial accreditation in Summer 2007. An analysis of the
UPR- Aguadilla Business Administration Department strengths follows including the action items to
maintain or attain full compliance with the ACBSP standards and criteria.
II. INSTITUTIONAL OVERVIEW
A. Contact Information
Name of institution:
University of Puerto Rico at Aguadilla
Name of business school or program:
Business Administration Department
Name/title of president/chancellor:
José L. Arbona, Chancellor
Name/title of chief academic officer:
José M. Planas, Dean of Academics Affairs
Name/title of business unit head:
Damaris Navedo Velázquez, Business
Administration Department Director
2007-2008
Academic year covered by the self-study:
1
The Hispanic Association of Colleges and Universities (HACU) is a national educational association that
represents colleges and universities committed to Hispanic higher education success in the United States (including
Puerto Rico), Latin America, and Spain. HACU has 193 member Hispanic-Serving Institutions (HSIs) located in 11
U.S. states and Puerto Rico. To be considered a Hispanic-Serving Institution, the Hispanic enrollment at a college or
university must be at least 25 percent of the total student enrollment. http://www.molis.org/hsis.asp
1
The institution’s self-study coordinator contact information:
Name: Ivelisse Vega Acevedo, Assistant Professor
Campus Address: Box 6150
City: Aguadilla, Puerto Rico
00604
Phone: 787-890-2671 Ext. 383
Fax: 787-890-5840
E-Mail: ivega@uprag.edu
Individuals who helped prepare the Self-study of the Business Administration Department,
Aguadilla Campus
Prof. Eva Quiñones, Dean of Business Administration Department, Mayagüez Campus
Prof. Damaris Hernández, Assessment Coordinator
Prof. Damaris Navedo, Chair Department
Prof. Eileen Vega
Prof. Laura Galera
Prof. Miguel González
Prof. Carmen Berrios
Prof. Edna Pérez
Prof. Luis Rivera
Prof. Wanda Crespo
Prof. William Muñiz
Date of submission of the self-study:
30th day of January of 2009
III. Review of all Academic Activities
Column A:
List all business or business-related programs
Column B:
Indicate with “yes” or “no” whether the program is administered by the business
unit.
Column C:
Indicate with “yes” or “no” whether the program is to be accredited by the
ACBSP.
Column D:
Indicate number of degrees conferred during the 2007-2008 academic year,
which is the Preliminary Questionnaire year.
Campus
Aguadilla
Column A
Bachelor in Business Administration
Accounting
Finance
Marketing
Human Resources
Computer Information Systems
Column B
Column C
Column D
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
29
9
29
39
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Justification for exclusions requested
The degree programs included adequately cover the Common Professional Component (CPC)
and 25 percent or more of the undergraduate courses cover traditional business subjects, such as:
Accounting, Business Law, Decision Sciences, Finance, Human Resources, Management,
Management Information Systems, Management Science, Marketing, Operations Management,
2
Organizational Behavior, Organizational Development, Strategic Management, Supply Chain
Management, and Technology Management.
The exclusion requested for degree programs is based on the following criteria: the business
administration Faculty members do not participate in the development, delivery or oversight of
the program and teach less than 25 percent of an undergraduate program
(participation/independence); the degrees are clearly distinguishable by students, Faculty and
recruiters from the programs included by title of the degree granted and descriptions of the
programs; the programs excluded are not advertised in catalogs, brochures or websites in
conjunction with the programs included (branding/distinctiveness); and the Faculty of the
programs included have no control over the program and curriculum design, Faculty hiring and
development, or awarding of degrees (control/autonomy). The degree programs excluded are
non-business degrees. However, in some campuses, the programs excluded are administratively
housed along the business degree programs and the institution includes them in the Business
Administration Department administrative structure.
The Programs to be excluded are the Bachelor’s degree in Office Systems, and the Associate
degree in Office Systems.
Appendix A: The Request for Exclusion provides a brief explanation to why the Business
Administration Department has chosen to exclude them.
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Table 1: Details of the business administration degree programs and number of students graduated in the last three years
Location
Degree
Programs
BBA
Accounting
Finance
Marketing
Human
Resources
Computer
Information
Systems
UPR-Aguadilla
Campus
UPR-Aguadilla
Campus
UPR-Aguadilla
Campus
UPR-Aguadilla
Campus
UPR-Aguadilla
Campus
UPR-Aguadilla
Campus
Level:
Bachelor’s
Master’s
Doctoral
Date program
was established
Bachelor
1994-1995
Bachelor
1994-1995
Bachelor
1994-1995
Bachelor
1994-1995
Bachelor
2000-2001
# of courses
required for
degree
completion
40 courses
127 credits
40 courses
123 credits
40 courses
121 credits
40 courses
121 credits
40 courses
121 credits
Program
Length
(# of
academic
terms)
Length of
each academic
term
(# of weeks)
# of instructional
hours for
each course
8
15 weeks
8
# students
graduated in
2006
2007
2008
15 hours per credit
28
29
29
15 weeks
15 hours per credit
12
8
9
8
15 weeks
15 hours per credit
23
25
29
8
15 weeks
15 hours per credit
44
40
39
8
15 weeks
15 hours per credit
24
30
16
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IV. ORGANIZATIONAL CHARTS
A.
Description of the educational system and the institution’s governing body.
The University of Puerto Rico (UPR) is the only public higher education institution in Puerto Rico. Since
the enactment of the University Law of 1966, the UPR has been administered first by the Puerto Rico
Council on Higher Education (PRCHE), which served as a board of trustees to the UPR and as the
accreditation agency for post-secondary educational institutions, and now by its own Board of Trustees.
The Law of 1966 established three main campuses (Rio Piedras, Mayaguez and Medical Sciences), two
baccalaureate colleges (Cayey and Humacao) and four regional (community) colleges. The former
PRCHE, as board of trustees of the UPR, created the Administration of Regional Colleges by
Certification number 25 1970-71. The Administration of Regional Colleges had the same rights and
duties of a Campus and it was responsible for examining and reviewing the operating, financing and
academic plans of the regional colleges under its jurisdiction. The Law of June 16, 1993 amended the
University Law of 1966 so that the Board of Trustees administers the UPR system while PRCHE, since
then a separate entity, licenses all institutions of higher education on the island. The Board of Trustees
created by the amended University Law of 1996 approved a plan under Certification number 55 1997-98
to convert each regional college under the jurisdiction of the Administration of Regional Colleges into
autonomous campuses.
Now, the UPR consists of eleven institutional autonomous units. The Board of Trustees of the University
of Puerto Rico is the governing board of the University. Its membership consists of ten private citizens
who represent the public interest in higher education, two Faculty members, and a student representative.
The Governor of Puerto Rico, with the advice and consent of the Senate of Puerto Rico, appoints the
public interest representative. The Faculty and student representatives are elected among the nonuniversity administration members of the University Board. Five of the public interest members are
appointed to eight-year terms, three members to six-year terms, and the remaining two members to fouryear terms. The Faculty and student representatives serve one-year terms. Members representing the
public interest may be reappointed to additional terms as long as the total time served does not exceed
eight years. The Board of Trustees elects its president from among its members and is responsible for
examining and reviewing the budgetary and institutional development plans of the University; authorizing
the creation of new campuses, centers and other institutional units; appointing the President, Chancellors
and the Directors of each autonomous unit; defining the rights and duties of the various constituents of the
institutional community; defining student financial aid standards; and preparing an annual report to the
Governor and the Legislature on the state of the University of Puerto Rico. The Board of Trustees of the
UPR meets in regular public sessions according to an annual schedule which it approves and publishes
each year. Extraordinary meetings may be held at other times as determined by its president or requested
by five of its members.
The President of the University, the chief executive officer of the University System, is appointed to an
indefinite term by the Board of Trustees. Subject to the approval of the Board, the President appoints the
Chancellors to the various campuses; represents the University on corporate matters before the courts and
government agencies; is an ex-officio member of all the UPR’s faculties, academic senates and
administrative boards; is responsible for submitting an annual budget, an annual report, the institutional
development plan and its revisions, regulations, contracts and agreements, which require university
approval; and develops and maintains relationships with other cultural and educational institutions.
The University Board is constituted by the President of the University, eleven Chancellors representing
each autonomous institutional unit, a financial director, three additional members appointed by the
President with the approval of the Board of Trustees, one Faculty representative from each Academic
5
Senate, and one student representative from each unit. The Board is responsible for the preparation of the
general by-laws of the University, general by-laws of the student body, and the university's strategic plan
with recommendations from the Academic Senates. These documents are submitted to the President and
the Board of Trustees for their consideration and approval. The Board also considers the integrated
university budget and is the first avenue of appeal against any decision taken by the Administrative Board
or the Academic Senate of an autonomous unit.
The Chancellor of each Campus is the chief executive officer of the institutional unit. The Chancellor’s
main responsibilities include: presiding the Administrative Board, the Academic Senate and Faculty
meetings; appointing the deans, department directors and university personnel; resolving controversial
appeals against decisions made by deans; representing its Campus at functions, ceremonies and academic
activities; and preparing the Campus' annual report and budget petition for submission to the President.
The Administrative Board of each Campus consists of the Chancellor as presiding officer, the Deans, two
academic senators elected among those Faculty members of the Senate who are not ex-officio, and an
elected student representative. The President of the University serves as an ex-officio member. The Board
acts as an advisory body to the Chancellor, prepares the development plan of the Campus, approves the
proposed budget prepared by the Chancellor, and grants tenure, promotions and leaves of absence.
The Academic Senate of each Campus is composed by members of the Administrative Board, the
Director of the Library, representatives elected from the faculties (whose total number must not be less
than twice the number of the ex-officio members), an elected member of the Library and Counseling
Office, and student representatives. The Academic Senate is the official forum of the academic
community and its main task is to participate in the formulation of academic processes within the
University's legal structure.
The Faculty is composed of the Chancellor, the Deans, Department Directors and teaching personnel.
The UPR’s General Regulations define the Department Chair's functions, duties and rights. The
Department Chair, as the chief executive officer of the Department, presides Faculty meetings, represents
the Department, and is responsible of channeling Faculty meeting decisions through the University’s legal
and administrative structure. The Department Chair is also ex officio president of all Faculty committees,
except the Personnel Committee, in which he or she is a member. The UPR’s General Regulations define
Faculty members’ duties and responsibilities, which include, among others, attending Faculty and
institutional meetings, participating in departmental and institutional discussions, expressing opinions and
suggesting recommendations, behaving with intellectual honesty, keeping up to date in their disciplines,
participating in professional development activities, and fulfilling their responsibilities according to their
academic workload.
Appendix B includes the Institutional and the Business Administration Department’s organization
charts.
B. Description of the administrative relationship between the business academic unit and the Institution
Each Campus of the University of Puerto Rico is a co-educational, bilingual and non-sectarian
institutional unit. In addition to academic departments, it encompasses the Office of the Dean of
Academic Affairs, the Office of the Dean of Students, the Office of the Dean of Administrative Affairs
and the Office of Institutional Research and Planning.
The Office of the Dean of Academic Affairs is responsible for coordinating and supervising all academic
matters of the academic departments and the Division of Continuing Education and Professional Studies.
6
These include undergraduate programs, academic institutional research, continuing education programs,
and the professional enhancement of academic personnel. The office is responsible for the assessment,
planning and analysis of new curriculum proposals or changes, updating these curriculum innovations,
and developing research projects, which will contribute to academic excellence. Other auxiliary services,
such as enforcement of academic procedures and regulations, are provided to support an efficient teaching
and academic research system. The Office of the Dean of Academic Affairs supervises the following
units and programs: Admissions’ Office, Division of Continuing Education and Professional Studies,
Library System and Registrar's Office.
The Office of the Dean of Students assures and maintains an optimal learning environment by providing a
variety of services and activities as support systems for the academic programs. Students are urged to
take full advantage of these services and are encouraged to participate in extracurricular activities
designed to enrich their personal development and academic growth. The Office of the Dean of Students
supervises the following units and programs: Office of Athletic Activities, Band and Orchestra, Office of
Counseling, Freshman Orientation Week, Financial Aid Office, Health Services Office, Placement Office,
Office of Social and Cultural Activities, Student Center, and the Student Exchange Programs.
The Dean of Administrative Affairs supervises the following units and programs: Bookstore, Human
Resources Office, Finance Office, Physical Infrastructure Office, and Cafeteria. The Office of
Institutional Research and Planning, the Campus Computer Center and Budgeting Office are part of the
administrative structure.
V. CONDITIONS OF ACCREDITATION
Description of the governing bodies which authorize the Institution to grant its degrees and operate as an
institution of higher education and review the overall quality of the programs offered by the Institution.
Since the enactment of the University Law of 1966, the UPR has been administered first by the Puerto
Rico Council on Higher Education (PRCHE), which served as a board of trustees to the UPR and as the
accreditation agency for post-secondary educational institutions, and now by its own Board of Trustees.
The Law of June 16, 1993 amended the University Law of 1966 so that the Board of Trustees currently
administers the UPR system while PRCHE, since then a separate entity, licenses all institutions of higher
education on the island.
The PRCHE is the governmental agency responsible for coordinating all the matters related to higher
education in Puerto Rico. It is responsible for authorizing new higher education institutions in Puerto
Rico and following up on their operation, authorizing new academic programs, allocating funds for
financial assistance to students, collecting data and preparing statistics about higher education and
establishing higher education public policy for the Commonwealth of Puerto Rico.
The PRCHE was organized as a result of Law number 17, approved on June 16, 1993. The organizational
structure of the PRCHE responds to the duties and responsibilities assigned by Law number 17 and
consists of its President, an Executive Director and five operational units. The operational units are the
accreditation and license division, the administration of financial assistance programs division, the
planning and policy division, the administrative services division, and the legal affairs and regulation
division.
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The accreditation and license division guarantees to the community the academic quality of the education
program. It is responsible of evaluating all license applications submitted to PRCHE by the public and
private higher education institutions in Puerto Rico.
The Middle States Commission on Higher Education is the unit of the Middle States Association of
Colleges and Schools that accredits degree-granting colleges and universities in the Middle States region.
It examines the institution as a whole, rather than specific programs within the Institution. The MSCHE is
a recognized leader in promoting and ensuring quality assurance and improvement in higher education.
The MSCHE defines, maintains and promotes educational excellence.
The Campuses of the University of Puerto Rico are fully accredited by the Puerto Rico Council on Higher
Education. They hold membership in the Middle States Commission on Higher Education since their
creation as Regional Colleges under the jurisdiction of the Administration of Regional Colleges and now
as autonomous institutional units. The Middle States Commission on Higher Education reaffirmed the
institutional accreditation of all Campuses of the University of Puerto Rico.
The latest letter from the Puerto Rico Council of Higher Education and the letters from the Middles States
Commission of Higher Education granting reaffirmation of accreditation are included in Appendix C.
A. Statement of Mission – Institution.
Mission of the University of Puerto Rico System
Given its function of serving the people of Puerto Rico, the primary mission of the University of Puerto Rico is
to increase knowledge through the arts and sciences, and to contribute to the development and enjoyment of the
ethical and aesthetic values of society. To accomplish the mission, the University works toward cultivating love
of knowledge; encouraging search for and constant discussion of truth; preserving, enriching, and spreading the
cultural values of Puerto Rico; promoting students’ complete development as human beings in carrying out their
responsibilities as servants of their community and society; maximally developing the intellectual and spiritual
wealth latent in the people; and contributing and participating, within the limits of the academic community, in
the study and search for solutions to the problems of Puerto Rico.
The mission of the Aguadilla Campus defines its purpose within the UPR System of higher education.
Campus
Aguadilla
Institutional Statement of Mission
The mission of the University of Puerto Rico at Aguadilla is to provide educational alternatives,
within the arts, sciences and technologies that respond to the economic, social, and cultural
needs of Puerto Rico, particulary those of the northwestern part of the island. Academic options
include programs at the baccalaureate and associate degree levels, professional certificates, and
credit and non-credit courses for professional and technical development or personal growth.
B. Statement of Mission – Business Administration Department
The Business Administration Department’s mission is consistent with the mission of the Campus and has
significantly focused on student learning, ethical behavior, and continuous improvement. The following
table discloses the UPR-Aguadilla Business Administration Department’s Statement of Mission, which
was approved in departmental Faculty meetings.
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Campus
Aguadilla
Business Administration Department Statement of Mission
The Faculty of the Business Administration Department offers the student, primarily
in the North West area, a flexible and interdisciplinary program tempered to the
technological advances that will capacitate him or her to be an agent of change in the
administration of businesses and in the socio economic environment of Puerto Rico.
Our program develops creative graduates and ethical leaders who can make effective
decisions in a global environment. The Faculty of the Department develops research
to contribute to the well being of society.
C. Public Information disclosed in the Institutional Unit Catalog
Campus
Aguadilla
Catalog page number
1.) listing of the business degree programs – page number(s) 104-115
2.) the academic credentials of all Faculty members – page number(s) 203-211
3.) the academic policies affecting students along with a clear description of the
tuition and fees charged to the students – page number(s) 10-40
4.) the statement of mission of the institution – page number(s) 7
5.) the statement of mission of the business school or program – page number(s)
_______
http://www.uprag.edu/pdf/catalogo.pdf
VI. BUSINESS ADMINISTRATION DEPARTMENT ORGANIZATIONAL PROFILE
A. Organizational Description
1. Organizational Environment
a. What are the delivery mechanisms used to provide your education programs, offerings and services to
students?
The Business Administration academic programs of the University of Puerto Rico in Aguadilla are
delivered in person using different instructional strategies (disclosed in the course syllabi) and include,
among others, lectures, experiential exercises, discussion of problems and cases, laboratories, practicums
and internships. The Aguadilla Campus uses the “Blackboard” or “Moodle” platforms or an academic
web page, as a complementary instructional strategy, and Internet access and video conference equipment
are also utilized, especifically for distance learning, among other teaching/leraning activities.
Academic offerings and services to students are disclosed in the campus catalog and brochures, in the
UPR System’s main website (http://estudiantes.upr.edu) and in the Aguadilla Campus website
(http://www.uprag.edu). They are also disseminated during visits to high schools, open houses and info
sessions given to high schools counselors.
Student services are offered by department personnel, and the deanships of student, academic affairs and
administrative affairs. The primary services to students include: admissions, registration, financial aid,
health services, academic and professional counseling and advising, exchange program, computer centers,
tutoring and mentoring services, athletic and cultural activities, library, campus safety and security,
bookstore, internship and coop programs, placement services (job fairs), cafeteria and assistance to
students with special needs. Tutoring and mentoring services are sponsored by the Title V project or
9
offered by the Orientation Office. The UPR complies with the Americans with Disabilities Act (ADA),
the Family Educational Rights and Privacy Act (FERPA) and its Buckley Amendment. All campuses
have a Student Procurement Officer who deals with student claims.
b. What is your organizational context/culture?
The UPR is an institution with an extraordinary value to society, committed to deal with its problems and
identify feasible solutions. It fosters an academic culture that stimulates and supports the continuous and
systematic revision of academic offerings. The Colleges and Departments, as the academic foundation of
the University, revise their programs and courses to keep abreast of recent developments in each
discipline or field in order to adapt to technological, social, economic, cultural and political changes and
to satisfy the demands of the market. The UPR strengthens its role of forming professionals with critical
thinking capabilities that can add value to any organization in a competitive environment. It also fosters
research, investigation and creative work in all disciplines at both the applied and theoretical levels.
The UPR encourages a culture of evaluation and assessment in all its academic and administrative
endeavors in an ongoing and consistent manner to improve institutional performance and to measure
compliance with strategic goals and objectives. To this end, the UPR seeks evaluation by external
accreditation bodies to maintain and obtain professional accreditations. The UPR is committed to:
• providing students with the highest quality of academic programs, services and environment
for their development as well-rounded professionals;
• fostering an academic culture that will continuously adapt its curricular offerings to recent
developments in each discipline;
• providing technological, financial and administrative support to generate new knowledge,
fostering research and creative work;
• encouraging a culture of evaluation and assessment in all academic and administrative
endeavors to improve institutional performance;
• establishing and maintaining a state-of-the-art institution;
• maintaining effective links with the communities, fostering public service and social
responsibility;
• participating in worldwide dissemination of knowledge, encouraging cooperative and
exchange programs, and supporting publication and presentation of the results;
• creating and preserving the best possible surroundings for teaching, research and services;
• revising and simplifying regulations and administrative procedures to provide the conditions
in which the departments and colleges will have greater authority and responsibility; and
• strengthening institutional identity and prestige by publishing its main achievements.
The UPR System has a rigorous yet flexible process of institutional evaluation, planning and decision
making to promote long-term sustained growth. The UPR has been administered by the Board of Trustees
since 1993 when the University Law of 1966 was amended. The Board of Trustees is responsible for
examining and reviewing the budgetary and institutional development plans of the University; authorizing
the creation of new campuses, centers and other institutional units; defining the rights and duties of the
various constituents of the institutional community; and preparing an annual report to the Governor and
the Legislature on the state of the University of Puerto Rico. The President of the University, subject to
the approval of the Board, appoints the chancellors to the various campuses. The President represents the
University on corporate matters before the courts and government agencies and develops and maintains
relationships with other cultural and educational institutions. The President is responsible for submitting
an annual budget, an annual report, the institutional development plan and its revisions, regulations,
contracts, and agreements which require university approval.
10
The University Board is responsible for the preparation of the general by-laws of the University, general
by-laws of the student body, and the University's strategic plan with recommendations from the Academic
Senates. These documents are submitted to the President and the Board of Trustees for their
consideration and approval. The Board also considers the integrated university budget and is the first
avenue of appeal against any decision taken by the Administrative Board or the Academic Senate of an
autonomous unit.
The Chancellor of each Campus is the chief executive officer of the institutional unit. The Chancellor
presides the Administrative Board, the Academic Senate, and Faculty meetings; appoints the deans,
department directors and university personnel; resolves controversial appeals against decisions made by
deans; represents the campus at functions, ceremonies, and academic activities; and prepares the campus'
annual report and budget petition for submission to the President. The Administrative Board of each
Campus acts as an advisory body to the Chancellor, prepares the development plan of the Campus,
approves the proposed budget prepared by the Chancellor, and grants tenure, promotions, and leaves of
absence. The Academic Senate is the official forum of the academic community. Its main task is to
participate in the development of academic processes within the University's legal structure. The Faculty
is composed of the Chancellor, the Dean, Department Directors, and teaching personnel. The UPR’s
General Regulations define the Faculty's functions, privileges, duties and rights.
Faculty members’ duties and responsibilities include, among others, attending Faculty and institutional
meetings, participating in departmental and institutional discussions, expressing opinions and suggesting
recommendations, behaving with intellectual honesty, keeping up to date in their disciplines, participating
in professional development activities, and fulfilling their responsibilities according to their academic
workload. The Department Chair assigns the academic workload to each Faculty member.
Faculty member academic duties and responsibilities are usually accomplished through team work in
departmental and institutional committees. The overwhelming majority of Business Administration
Departments has the following committees: Personnel Committee for peer evaluation of Faculty
members being considered for tenure, promotion and leaves of absence; Curricular Revision Committee
for revision of academic programs and courses; Assessment Committee for design and implementation of
the student learning outcome assessment plan; Accreditation Committee for coordination of the
professional accreditation processs; and Professional Development Committee, among others. All
departmental committees must submit a final report at the end of the academic year to the Department
Chair and the Dean of Academic Affairs.
11
c. What is your stated vision?
The Institutional vision emphasizes excellence in education and related services, and collaborative work.
The Business Administration Department’s Vision, which is aligned to the Institutional Vision,
emphasizes excellence, quality technology and leadership in the business education. The following table
discloses the UPR-Aguadilla Campus Institutional and Business Administration Department’s Vision.
Campus
Aguadilla
Institutional Vision
The University of Puerto Rico in
Aguadilla will be a model of excellence
among similar institutions, in and out of
Puerto Rico. Therefore, our
commitment is with the quality of our
programs and services, the integral
development of our students and the
maintainance of an institutional climate
that favors productive and collaborative
work.
Business Administration Department
Vision
Continue offering the best and most
complete Interdisciplinary Program of
Business Administration.
d. What are your stated values?
The University of Puerto Rico is subject to and complies with the Law of Governmental Ethics of the
Commonwealth of Puerto Rico. As governmental employees, UPR personnel must behave with honesty,
integrity and impartiality, and must avoid conflicts of interest to guarantee the government’s optimal
performance and to earn and preserve the confidence of the general citizenry. In accordance with the law,
a governmental employee must comply with a minimum ethics education requirement of 10 hours every
two years. In compliance with the Law of Governmental Ethics of the Commonwealth of Puerto Rico,
each Campus of the University of Puerto Rico has an Institutional Ethics Committee.
The Business Administration Department Chair, the Accreditation Coordinator and the Assessment
Coordinator of Aguadilla Campus participated in ethics workshops during the 2005-2006 and 2006-2007
academic years. The workshops addressed ethics across the curriculum and the development of a Code of
Ethics. The Business Administration Department developed a code of ethics or values and formally
approved it in Faculty meetings. It includes the following values: Integrity, responsibility, respect, and
justice. (Appendix D: Our Values Statement, UPR-Aguadilla Campus).
The UPR’s General Regulations define the Faculty's functions, privileges, duties and rights. The UPR’s
General Regulations of Students define the duties and rights of the students.
e. What is your Faculty and staff profile? Include education levels, workforce and job diversity,
organized bargaining units, use of contract employees.
The following tables show the Aguadilla Campus Faculty and staff profiles as of the 2007 – 2008
academic year:
12
Table 2: Faculty Profile
UPR – Aguadilla Campus 2007-2008
Name
Aldarondo, Elidio
Alvarez, Luis
Barrios, Ricardo
Berrios, Carmen
Cerezo, Sandra
Cortés, Yamira
Crespo,Wanda
Díaz, Sandra
Figueroa, Alexis
Galera, Laura
Gómez, Raymond
González, Ariel
González, Miguel A.
Hau, Ismael
Hernández, Damaris
Hernández, Edna E.
Jiménez, Carlos
Lausell, Griselle
Miranda, Alicia
Muñiz, William
Navedo, Damaris
Neris, Fernando
Pérez, Edna
Rivera Benjamín
Rivera, Luis
Sánchez, Rosarito
Santiago, Roberto
Soto, Edgar
Vega, Eileen
Vega, Ivelisse
Vélez, Clara
Vélez, Juan
Villanueva Migdalia
Academic Preparation
MBA Accounting/ Finance
MBA Management
MBA Information Systems/
Finance/ Industrial
Management
MBA Marketing/ Human
Resources
MBA Management
MBA Marketing
MBA Marketing
MBA Accounting
MBA Management
MBA Accounting/ Finance
MBA Industrial
Management
MBA Finance
MBA Management
MBA Management
MBA Marketing
MBA Management
MBA Management
MBA Human Resources
MPA/ Economics Planning
MIS Management
Information Systems
MBA Human Resources
MBA Management
MBA Management
MBA Accounting
MBA Industrial
Management
DBA Information Systems
MBA Accounting
MBA Management
MPA Personnel
Administration
MBA Management
MBA Human Resources
MBA Finance
MBA Accounting/ Human
Resources
Workload
%
%
Research Administrative
Tenure
Non tenure
Non tenure
Non tenure
Non tenure
%
Teaching
100
100
100
%
Other
Non tenure
100
Tenure
Non tenure
Tenure
Non tenure
Non tenure
Tenure
Tenure
100
100
100
100
100
100
100
Non tenure
Tenure
Non tenure
Tenure
Tenure
Non tenure
Non tenure
Tenure
Tenure
100
100
100
85
25
75
100
100
25
75
Tenure
Tenure
Tenure
Tenure
Non tenure
25
100
85
85
100
Tenure
Non tenure
Non tenure
Non tenure
85
100
100
100
15
Tenure
Non tenure
Tenure
Non tenure
85
100
100
100
15
15
75
15
15
13
Table 3: Summary of Faculty Profile
UPR – Aguadilla Campus 2007-2008
Academic Preparation
Headcount
Doctoral Degree or Equivalent
1
Master’s Degree
32
Bachelor’s Degree
0
Total
33
Percentage
3.03%
96.97%
0%
100%
Table 4: Staff Profile
Name
Wilma Del Valle
Wanda Liz
Santiago
UPR – Aguadilla Campus 2007-2008
Tenure or Non
Duties and Responsibilities
Academic
Preparation
tenure
Tenure
Administrative Secretary IV
Associate Degree in
Secretarial Science
Bachelor’s Degree
Tenure
Administrative Assistant I
in Office Systems
Until June 2006, the minimum education requirement for a tenure track position as a Faculty member was
a master’s degree. In June 2006, the UPR Board of Trustees approved Certification number 145, which
requires a doctoral degree as the minimum academic qualification to be recruited in a tenure track
position. Certification number 86 2003-2004 of the UPR Board of Trustees establishes the criteria and
the financial aid available for Faculty members to pursue graduate studies. Although there has been an
increase in the number of Faculty members with a PhD or DBA and the focus is to hiring more, the trend
must be strengthened.
i. Brief explanation of the Association of Professors of the University of Puerto Rico (APRU), the
Institutional Committee for Labor Conditions of the Teaching Personnel (CODI) and other
organizations.
The Association of Professors of the University of Puerto Rico (APRU) is a not-for-profit organization. It
was created in 1985 in the best interest of the higher education and its teaching personnel. It has the
following purposes:
• Protect the rights of its members in its labor relations with the administration of the University of
Puerto Rico
• On behalf of its members, look for better labor conditions for professors and researchers
• Promote the values and heritage of the institution of higher education culture
The Institutional Committee for the negotiation of the labor conditions of the teaching personnel (CODI)
was approved by the Certification number 51 1997-1998 of the Board of Trustees with the previous
recommendation of its legal advisor and the President of the UPR. The CODI was created as the official
body to discuss the labor conditions on behalf of its members with the administration of the UPR subject
to the following pronouncements.
• The CODI is composed of six members appointed by the President of the UPR, two
representatives of the University Board elected among its members that represent the teaching
personnel and six professors from each institutional unit.
14
•
•
•
Each Faculty or school will select one representative and one alternate from its members. All the
representatives will select among them the representative of the institutional unit in the
Committee.
The Committee Coordinator will be appointed by the President of the UPR. The Committee will
set its organizational structure, its procedures and operations according to the Certification.
The main purpose of the Committee is to discuss and find solutions to the labor situations and
problems of the professors. All the decisions made must be submitted for the approval of the
President who can submit the proposal to the consideration of the University Board or the Board
of Trustees according to his/her judgment.
ii. Brief explanation of employees unions and collective bargaining contracts.
The Association of Supervisors and Administrators of the UPR (ASGUPR) is a good faith organization
according to the Law 134 of 1960. The organization was created in 1997. It has the purpose of fostering
the social and economic well being of its members, a progressive attitude toward the public
administration and promoting the efficiency in the services rendered to the campus community. The
Association promotes managerial policies that allow the exchange of ideas and the professional
development of its members. The members of the Association are the non teaching supervisors and
administrators with any kind of appointment that are not member of any other association of the UPR.
The exclusive representative of the non teaching personnel of the University of Puerto Rico is the
“Hermandad de Empleados Exentos No Docentes” (Brotherhood of non teaching exempt employees).
The organization does not represent the employees whose positions are included in any other organization
and the non teaching supervisors and administrators, with any kind of appointments, that are members of
any other association of the UPR according to the Certification of the Puerto Rico Council of Higher
Education (PRCHE). The PRCHE also recognized the “Sindicato de Trabajadores” (Workers’ Union) as a
bona fide organization for the maintenance, construction and agricultural services in the UPR.
f. What are your major technologies, equipment and facilities?
The Business Administration Department promotes and is currently and actively involved in the
integration of technology in the classroom. The Aguadilla Campus uses the “Blackboard” or “Moodle”
platforms or an academic web page, as a complementary instructional strategy. Internet access and video
conference equipment are also utilized, especifically for distance learning, among other teaching/learning
activities. The Department wants more coordination and system wide acquisition of technology
equipment and software for the consistent integration of information technologies in the business
administration courses. A detailed inventory and description of the major technologies, equipment and
facilities of the Business Administration Department will be disclosed during the site visit. The inventory
includes the description of the physical area, square feet used for these purposes, chairs, student’ desks,
podiums, filing equipment, tables, bookcases, computers, web cams, fax machines, scanners, printers,
infocus projectors, overhead projectors, projection screens and softwares.
15
B. Organizational Relationships
1. Student Segments and Stakeholders Groups
a. What are your key student segments and stakeholder groups? What are their key requirements and
expectations for your programs and services? What are the differences in these requirements and
expectations among students and stakeholder groups?
i. Students Profile
Most of the students admitted to the business administration program as first-year students came from the
public and private higher schools in Puerto Rico and have a high school diploma or its equivalent from an
educational institution accredited by the Department of Education of Puerto Rico. The total enrollment of
the business administration programs of the Aguadilla Campus of the University of Puerto Rico is 764
students for the academic year 2007-2008. Most of the students enrolled are females representing a 57.85
percent of the total student body. The academic programs with the highest enrollment are Accounting and
Human Resources. Table 5 discloses the business administration enrollment by academic programs and
gender.
Table 5: Enrollment by academic program – 2007-2008
Program
Accounting
Human Resources
Finance
Marketing
Computer Information
Systems
Total
Female
125
155
35
83
44
442
Total Enrollment
Male
Total
102
227
59
214
23
58
59
142
79
123
322
764
%
29.7
28.0
7.6
18.6
16.1
100%
ii. Private Stakeholders
The Business Administration Department Chair and Faculty members maintain close relationships with
professional associations such as: The State Board of Certified Public Accountants, Society for Human
Resources Management, the American Marketing Association, the Puerto Rico Manufacturers
Association, the Chamber of Commerce, Fraud Examiners and the Hispanic Association of Colleges and
Universities (HACU). Formal and informal communication with professional organizations, employer
evaluations of student performance in internships and participation of actual and potential employers in
job fairs provide input and feedback about the abilities and skills required in employees and measure the
quality of the academic programs. In addition, we use employment statistics and trends reported by the
Puerto Rico Department of Labor and the results of departmental and institutional student surveys and
employer surveys to assess satisfaction.
The Aguadilla Campus also maintains close relationships with alumni, and employers. The
communication mechanisms are in person, by phone, through the use of electronic devices or written
communications. This approach provides us with a sound understanding of trends in the business world
16
and the educational needs of professionals in different industries. Round tables consisting of current and
potential employers and alumni are used to validate the learning goals of the academic programs.
2. Requirements and expectations
a. Admissions Policy for undergraduate students
The UPR System has uniform admission standards for undergraduate students as established in
Certification number 25 2003-2004 of the Board of Trustees. Candidates for admission as a first-year
student to the UPR must file an application for admission with the Admissions Office. Applicants must
have a high school diploma or its equivalent from an educational institution accredited by the Department
of Education of Puerto Rico. Applicants for admission as first-year students must take the Admission
Test (PEAU, for its abbreviation in Spanish) administered by the College Entrance Examination Board
(CEEB). The Admission Test consists of aptitude and achievement tests. Applicants can take the English
version of the test (SAT). In addition, applicants must submit an official high school academic transcript,
official report of the test scores of PEAU or SAT and a certified check or money order for the application
fee.
Admission to the UPR is based on an admissions index formula. The General Application Index (IGS,
for its abbreviation in Spanish) is calculated as follows: 50 percent based on high school academic index,
25 percent based on the mathematical score, and 25 percent on the verbal score on the Aptitude Test of
the PEAU or SAT. These raw scores are then converted to obtain the General Application Index.
Admission is granted to students whose index strictly complies with the minimum General Application
Index approved by the Administrative Boards of the Campus to which the students apply. The minimum
General Application Index may vary from Campus to Campus and from year to year according to
program demand, admission space limitation and resources. First-year applicants are only considered for
admission in the fall semester of each academic year. Applications must be submitted before November
30 of the year prior to admission.
The UPR informs prospective undergraduate students about its academic offering and admission policy
by publishing a yearly manual; these are also disclosed in the UPR System main website
(http://estudiantes.upr.edu) and the Aguadilla Campus website (http://www.uprag.edu). They are also
disseminated during visits to high schools, open houses and info sessions given to high schools
counselors.
The UPR reserves the right to accept, as transfer credits, those courses taken at other institutions of higher
education for students admitted with advanced status. The academic departments process the course
equivalencies through the Registrar’s Office, which is primarily responsible for the academic record of
the student. Students who are enrolled in the UPR can request authorization to take courses for credit in
other national or international universities subject to certain restrictions.
17
Table 6: Minimum General Admission Index and freshman students admitted to Aguadilla
Campus during academic year 2007-2008
Campus
Aguadilla
Program
Accounting
Finance
Human Resources
Marketing
Computer Information
Systems
Total
2007-2008
General
Application
Index
255
255
250
250
255
Freshman
Students
admitted
55
13
18
21
19
Percent
126
100.00
43.6
10.3
14.3
16.7
15.1
b. Academic Progress Policy
The UPR policy and procedure by which student academic performance is evaluated are published in the
catalogs, and include the minimum requirements to achieve satisfactory academic progress, to continue
studies on probation or otherwise be suspended from the UPR. The three parameters to determine
academic progress are (i) a minimum grade point average according to the year of study, (ii) a minimum
number of credits approved, and (iii) progress toward degree completion in a time frame based on the
number of years of study required in the program curriculum.
A regular student will be considered as having satisfactory academic progress and “in good standing” if
he or she meets the conditions of the minimum GPA allowed and approves sufficient credit hours to
demonstrate academic progress toward degree completion. The Registrar’s Office will periodically
analyze students’s record at the end of the second semester to certify the students’s academic progress.
Students who do not comply with the criteria will be dismissed from the University of Puerto Rico for a
year, unless they are eligible to continue studying under a probationary status.
c. Minimum graduation requirements
To receive a degree, a student must pass the prescribed courses with a 2.00 minimum GPA, satisfy the
time-limit requirements for degree completion, comply with all financial obligations to the University,
file an application for the degree in the Registrar’s Office and receive Faculty recommendation for the
degree. After the time-limit requirement for degree completion, the University reserves the right to
require that a student repeats all courses, which, in the opinion of the Academic Department, need review.
d. Financial aid policy
The institutional Department of Financial Aid administers financial aid programs to assist students with
educational expenses. Even though costs at the UPR are considered low, each year most of the student
body qualifies for financial assistance. This assistance is provided through federal, state and institutional
sources. These programs include grants and scholarships, which do not have to be repaid, part-time
employment for students who wish to work, and loans that require repayment. In order to be considered
for any financial aid programs, students must complete and submit once every academic year the
Application for Federal Student Aid, the Institutional Application Form and all other required documents.
18
The Federal Pell Grant Program provides grants to undergraduate students who are enrolled in a degreegranting program and who do not hold a previous baccalaureate degree unless enrolled in a teaching
certificate program. The Legislative Scholarship Program receives funds assigned by the Puerto Rico
Legislature to assist students with financial needs and who meet specific academic criteria. The Federal
Work-Study Program provides on campus employment opportunities for undergraduate students with
financial need. Based on their determined financial need, the Loan Program allows students to borrow
low-interest federally subsidized funds through lending institutions such as banks.
e. Learning Outcomes
The Business Administration Department developed a student learning outcome assessment plan
consistent with their mission. The plan includes the expected learning outcome for the undergraduate
students upon graduation. The Department distribute the information through their catalogs and websites
to enable prospective students to become aware of the expected learning outcomes. At course level,
Certification number 130 1999-2000 of the Board of Trustees requires that all syllabi include the course
expected learning outcomes and states how these objectives will be measured.
3. Key partnering relationships and communication mechanisms
a. What are your key partnering relationships and communication mechanisms?
The Aguadilla Campus maintains partnering relationships with the actual and potential employers of its
students. The communication mechanisms are performed in person, by phone, using electronic devices or
through written communications. A pilot project was started during the spring semester of the 2007-2008
academic years to create an alumni data base. A questionnaire has been developed for graduation
candidates. The questionnaire was administered to the graduating class in May 2008. Focal groups
consisting of actual and potential employers and students were developed to validate the learning goals of
the academic programs.
As part of the student formation stages, we have established close relations and communications with
professional associations such as, the Puerto Rico College of Certified Publics Accountants, Society for
the Human Resources Management, the American Marketing Association, the Puerto Rico Manufacturers
Association, and the Chamber of Commerce; and with the Business Community of the regions, Foreign
Educational Institutions for students’ participation in exchanges with the Universidad Autónoma de
Madrid, Universidad Complutense de Madrid, Universidad Carlos III, and the University of Salamanca,
in Spain. Also, our students participate in other exchange programs such as the Hispanic Association of
Colleges and Universities (HACU), the Córdova Fernós Internships, and College Disney Program. Our
communications are carried out through via electronic media, telephone, formal letters, direct
participation of the students in internship programs, job fairs, seminars attendance and direct Faculty
involvement. Recently, we designated an Advising Committee for the program. The designation appears
in Appendix E.
Also, we maintain close relations with support department to coordinate the activities necessary to
improve students’ performance. Such activities are useful for programs assessment and evaluation. We
have student associations that foster student collaboration and professional relations. The academic and
administrative issues are discussed in Faculty meetings.
19
C. Organizational Challenges
1. Competitive Environment
a. What is your competitive position? Include your relative size and growth in the education sector and
the number and type of competitors.
The University of Puerto Rico (UPR) is the only public higher education institution in Puerto Rico. The
UPR consists of eleven institutional autonomous units. The four primary private higher education
institutions in Puerto Rico are the Interamerican University System (nine campuses); the Ana G. Mendez
University System, which is integrated by three sub systems: the Metropolitan University System (four
campuses), Turabo University System (four campuses) and University of the East System (six campuses);
the Pontifical Catholic University System (three campuses); and the Sacred Heart University. In 2004, the
University of Puerto Rico had 32 percent of the total enrollment in higher education in Puerto Rico while
the Interamerican University had 21 percent, the Ana G. Mendez University System was 17 percent, the
Pontifical Catholic University was 5 percent and the Sacred Heart University was 3 percent.
Most of the students admitted to the business administration programs of the UPR as first-year students
came from the public and private high schools in Puerto Rico and have a high school diploma or its
equivalent from an educational institution accredited by the Department of Education of Puerto Rico. On
average, 61.5 percent of the students admitted to the UPR came from public high schools.
The following table discloses the comparison between the University of Puerto Rico and the primary
private higher education institutions in Puerto Rico.
Table 7: Comparison between the UPR and Private Higher Education Institutions
Item
University of Puerto Rico
Private Higher Education
Institutions
Admission to UPR is based on an admission Candidates for admission
Admission
must file an application for
index formula. The General Application
Policy
admission. Applicants must
Index (IGS, for its abbreviation in Spanish)
have a high school diploma
is calculated as follows: 50 percent based
or its equivalent and must
on high school academic index, 25 percent
take the Admission Test
based on the mathematical score, and 25
(PEAU, for its abbreviation
percent on the verbal score on the Aptitude
Test of the PEAU or SAT. These raw
in Spanish) administered by
scores are then converted to obtain the
the College Entrance
General Application Index. Admission is
Examination Board (CEEB)
granted to students whose index strictly
or can take the English
version of the test (SAT).
complies with the minimum General
Application Index approved by the
Administrative Boards of the Campus to
which the students apply. The minimum
General Application Index may vary from
Campus to Campus and from year to year
according to program demand, admission
space limitation and resources.
A regular student will be considered as
Retention
having satisfactory academic progress and
Policy
“in good standing” if he or she meets the
conditions of the minimum GPA allowed
20
Item
Tuition fees
University of Puerto Rico
and approves sufficient credit hours to
demonstrate academic progress toward
degree completion. Students who do not
comply with the criteria will be dismissed
from the University of Puerto Rico for a
year unless they are eligible to continue
studying under a probationary status.
The tuition fees at the University of Puerto
Rico are considered low and most of the
students qualify for financial assistance.
Private Higher Education
Institutions
The tuition fees in the
private higher education
institutions are
approximately three times
the UPR fees.
The University of Puerto Rico in Aguadilla, founded in 1972, is one of the eleven campuses of the
University of Puerto Rico. It started to offer a Baccalaureate Degree in Business Administration in 1994.
Our student population comes mainly from the Northwest Region of Puerto Rico. The campus enrollment
for the academic year 2007-2008 is 3,126 students, of which 781 belong to the Business Administration
Department.
The enrollment of the Institution, as well as the Business Administration Program, has decreased during
the last years. The student population of the island has decreased during the same period due to a decrease
in the child birth rate. This situation directly affects the higher education institutions enrollment.
Many private institutions in the northwest region offer undergraduate and graduate business
administration programs.Some of them are: Interamerican University of Puerto Rico, Aguadilla Campus;
Metropolitan University, Aguadilla Campus; Universidad del Este, in Isabela; and the Pontifical Catholic
University, Mayagüez Campus.
2. Strategic challenges
a. What are your key strategic challenges? Include education and learning, operational, human resource
and community challenges, as appropriate.
The Program of the Business Administration Faculty has identified the following strategic
challenges:
1. Stimulate the systematic and continuing revision of the program to adjust them to the:
•
Discipline development
•
Job market demands
•
Socioeconomic needs
•
Student needs of odern enterprises
•
Faculty competence
2. Strengthen the teaching-learning processes
3. Increase the general index of student retention
4. Identify new processes of teaching, learning and new tendencies in Business
Administration Education
21
3. Performance improvement system
a. How do you maintain an organizational focus on performance improvement?
The Business Administration Department developed a student learning outcome assessment plan.
An assessment coordinator and an assessment committee has been appointed. The assessment
coordinators and the assessment committees have been responsible for the development and
implementation of the assessment plans and have been effectively working on this plan since the
year 2006 and will continue to do so on a permanent basis.
The Business Administration Department has developed and approved its mission, vision and
Student Learning Outcome Assessment Plan in Faculty meetings. The Student Learning
Outcome Assessment Plan is in the implementation phase.
The educational program of the Business Administration Department is evaluated at different
levels and uses multiple strategies that directly involve Faculty members.
1. Course Level - Faculty members have been trained and are encouraged to use
classroom assessment techniques that may help them identify areas of improvement.
2. Program Level - Intended changes to the curriculum and/or particular courses are
channeled through the Departmental Committee for their analysis and final
recommendations to the Faculty.
a. Current courses are assessed by professors.
b. Substantial revisions of the curriculum are directed and managed by the Business
Administration Department Committees, who meets with Faculty members to
consider substantial modifications to the curriculum.
c. Administration of a pre test to first-year students, at mid point and at the end of
their college career. We believe that the test will provide information that can
help us improve our academic program by allowing us to benchmark with similar
institutions and conduct trend analysis of our students’ performance.
d. Every semester a satisfaction survey is administered to outgoing students. This
survey was designed to measure student satisfaction levels in areas such as
student services, academic offerings, and teaching quality of Faculty members,
among others. Results are analyzed and reported to Faculty so that action may be
taken to improve programs.
The Business Administration Department established a pilot project to administer Faculty
evaluations by students in such a way that:
• Students are informed of the importance of these evaluations and will be given
clear and specific instructions on the process.
• The professors teaching the courses cannot administer the evaluation.
• Professors cannot influence students on how to answer questions.
• Evaluations are strictly confidential.
The Department Chair will initiate the process of teaching evaluations of course sections by the
students. Each semester, students will evaluate professors in a course in which they are registered.
At the beginning of the following semester, each professor receives the results of the evaluation,
which includes the average score per question in each course taught, and a copy of the comments
submitted by the students.
22
STANDARD 1 - Leadership
Currrent situation and strengths
The University of Puerto Rico has a leadership system that promotes performance excellence and
fosters an environment of continuous improvement. The President of the University is the chief
executive officer of the University System and the Chancellor of each Campus is the chief executive
officer of the institutional unit. The Vice Presidency of Academic Affairs and the Vice Presidency of
Students Affairs establish the system wide academic policies and procedures to assure consistency
and quality. The Administrative Board of each Campus, which acts as an advisory body to the
Chancellor, prepares the strategic and development plan of the Campus, approves the proposed
budget prepared by the Chancellor, and grants tenure, promotions and leaves of absence.
The Office of the Dean of Academic Affairs is responsible for coordinating and supervising all
academic matters of the academic departments and the Division of Continuing Education and
Professional Studies. These includes undergraduate programs, academic institutional research,
continuing education programs, and the professional enhancement of academic personnel.
The Academic Senate of each Campus is the official forum of the academic community. Its main
task is to participate in the formulation of academic processes within the University's legal structure,
including the approval and revision of academic programs and courses proposed by the academic
departments.
The Faculty is composed of the Chancellor, the Deans, Department Directors, and teaching
personnel. The UPR’s General Regulations define the Department Chairs’ functions, duties and
rights. The Department Chair, as the chief executive officer of the Department, presides the
Department Faculty meetings, represents the Department, and is responsible for channeling the
Faculty meeting decisions through the University’s legal and administrative structure. The
Department Chair is also an ex officio president of all Faculty committees, except the Personnel
Committee, in which he or she is a member. The UPR’s General Regulations define the duties and
responsibilities of Faculty members which include, among others: attendance at Faculty and
insitutional meetings, participation in the departmental and insitutional discussions, expressing
opinions and recommendations, behaving with intellectual honesty, keeping up to date in their
disciplines,participating in professional development activities, and fulfilling their responsibilities in
accordance with their academic workload. Faculty member academic duties and responsibilities are
usually accomplished through team work in departmental and institutional committees.
Faculty members are evaluated by their peers in the Personnel Committee while the staff personnel is
evaluated by their supervisors. Each Faculty member and staff personnel must comply with the
requirements of the Ethics Laws of the Commowealth of Puerto Rico and the Department’s Ethics
Code, and must be evaluated by their peers and supervisors to attain tenure or promotion. The
students must comply with the General Disciplinary and Academic Regulations of the UPR.
The continuous improvement process, which started in 2004, has allowed us to identify the strengths,
weaknesses, opportunities and threats of the Business Administration Department in view of the
professional accreditation standards and the stakeholder needs to determine the course of action that
will enable us to sustain the quality of the academic programs and services to better serve our
constituents. The Business Administration Department’s administrative structure was enhanced with
the appointment of accreditation and assessment coordinators. A series of seminars and workshops on
the topics of strategic planning, student learning outcome assessment, ethics across the curriculum
23
and the development of a code of ethics was organized by the system wide business administration
accreditation coordinator and given to the business administration department chairs, accreditation
and assessment coordinators.
Items to maintain compliance with the accreditation standard
An evaluation of the teaching learning process, which includes a questionnaire, has been developed to
allow the performance evaluation of each Faculty member by the students. The process was
implemented as a pilot project during the spring semester of 2008.
A. Do your administrators and Faculty set, communicate and deploy business school or program values
and performance expectations?
The University of Puerto Rico has a leadership system that promotes performance excellence and fosters
an environment of continuous improvement. The President of the University is the chief executive officer
of the University System and the Chancellor of each Campus is the chief executive officer of the
institutional unit. The Vice Presidency of Academic Affairs and the Vice Presidency of Students Affairs
establish the system wide academic policies and procedures to assure consistency and quality.
The Administrative Board, as an advisory body to the Chancellor, approves the strategic and development
plan of the Campus. The Chancellor, the Deans, four Department Directors, two Academic Senators and
a student, annually chosen by his peers compose the Board. The basic functions of the Board are the
following:
• Advise the Chancellor in carrying out his/her duties
• Approve projects and plans for the development of the University
• Consider the budget submitted by the Chancellor
• Grant, as proposed by the Chancellor, the licenses, the academic ranks, tenure and
promotions of the teaching staff and technicians in the unit, according to the UPR General
Regulations
The Academic Senate of each Campus is the official forum of the academic community and its main task
is to participate in the formulation of academic processes within the University's legal structure, including
approval and revision of academic programs and courses proposed by the academic departments. The
Senate is composed by the Chancellor, who will act as President, the Deans, the Director of the Library
and representatives of the tenured teaching staff. Four student representatives will participate in policy
discussions and academic processes in the Academic Senate as stipulated in Certification JS number 148
as amended (1997-98). The principle functions of this organism are:
Academic
Administrative
(1) Establish the general requirements for
(1) Determine the general orientation of
the teaching and research programs.
recruitment, tenure, promotions and
licenses to applicable Faculty
members.
(2) Participate in the search and selection
(2) Establish the general requirements for
admissions, promotions and student
process of Chancellors and Deans.
graduation.
(3) Make recommendations to the
(3) Make recommendations to the Board
of Trustees about the creation or
University Board about the UPR’s
reorganization of faculties, colleges,
General Regulations of the
24
schools or dependencies.
(4) Make recommendations to the Board
of Trustees about the creation and
awarding of academic distinctions.
University.
(4) Make recommendations to the
Administrative Board on the UPR’s
Students Regulation’s Project.
(5) Submit an annual report on their
work to the Faculty members.
The Dean of Academic Affairs supervises and analyzes the academic work of the Departments, including
analysis of proposals for the creation of new programs, academic program evaluation and revisions,
course creation and revisions, evaluation and recommendations to the Chancellor of potential candidates
for Department Chairs and recruitment of Faculty members, fostering research and professional
development of Faculty members. He is also in charge of the coordination of required resources for the
teaching-learning process, fostering of communication with the community and public and private
sectors, and coordination of institutional and professional accreditation processes. The Dean of Academic
Affairs is the link between the institutional unit and the Vice Presidency of Academic Affairs and is
responsible for the implementation of the system wide academic policies and procedures to assure
consistency and quality.
The Department Chair, as the chief executive officer of the Department, presides the Faculty meetings,
represents the Department, and is responsible for channeling the Faculty meeting decisions through the
University’s legal and administrative structure. The Department Chair is also an ex officio president of all
Faculty committees except the Personnel Committee, in which he or she is a member. It is important to
point out that the Department Chair has a direct relationship with the Deans and is responsible for
channeling the information and decisions of the Faculty.
Faculty members’ duties and responsibilities include, among others, attending Faculty and institutional
meetings, participating in departmental and institutional discussions, expressing opinions and suggesting
recommendations, behaving with intellectual honesty, keeping up to date in their disciplines, participating
in professional development activities, and fulfilling their responsibilities according to their academic
workload. Faculty members are required to have a workload of 12 credit hours per semester, 6 office
hours for the individual attention of students, 4.5 hours to attend departmental meetings and 15 hours for
class preparation, as well as research time needed to stay current in their discipline. The Department
Chair assigns academic workload to each Faculty member.
Faculty members’ academic duties and responsibilities are usually accomplished through teamwork in
departmental and institutional committees. Our Department features, among others, the following
committees: Personnel Committee for peer evaluation of Faculty members being considered for tenure,
promotion and leaves of absence; a Curricular Revision Committee for revision of academic programs
and courses; an Assessment Committee for design and implementation of a student learning outcome
assessment plan; an Accreditation Committee for coordination of professional accreditation processes;
and a Professional Development Committee, among others. All departmental committees must submit a
final report at the end of the academic year to the Department Chair and the Dean of Academic Affairs.
Our Department developed general rules and by-laws to consolidate all the departments’ committees’
duties and responsibilities and the process used to appoint Faculty members to Committees.
The Department’s Internal Regulations also establish the departmental committees in which a student
representative is incorporated among its members. These committees are: the Curriculum Committee, the
Library and Learning Resource Center Committee, the Academic Activities Committee, the
25
Readmissions, reclassifications and transfers Committee, the Assessment Committee and the Student
Orientation Committee. The principle objective of these committees is to promote the active participation
of the student body in the departamental academic decision making processes.
We also demonstrate our leadership in our daily work (classes, academic counseling, and department
committees, among others.). The Department Chair and Faculty members share the responsibility of
maintaining a direct communication with our internal and external stakeholders to make sure that their
motivations, expectations and/or learning needs are incorporated in the decision making process.
Figure 1.1 shows the organizational chart of the University of Puerto Rico in Aguadilla that delineates the
decision making process and the support services and programs available to the academic community.
26
Board of Trustees
President
Vice-presidency of Academic Affairs
Vicepresidency of Student Affairs
Chancellor
Administrative Board
Academic Senate
Dean of Administrative Affairs
Dean of Academic Affairs
Dean of Student Affairs
Dean’s Office
Dean’s Office
Dean’s Office
Academic Departments (10)
Finance
Guidance and Counceling
Learning Resources Center
Human Resources
Admissions
Continuing Education and
Professional Studies Division
Physical Resources
Financial Aid
Registration
Environmental Quality, Healthy and
Occupational Security
Medical Services
Honors Program
Communication and Transportation
Athletics Center
Evening Program
Reproduction Center
Placement Office
Office Security
Social and Cultural Activities Program
Document Administration
Student Center
Institutional Learning Assessment Committee
Quality of Life Office
Figure 1.1: Organizational Chart University of Puerto Rico – Aguadilla Campus
27
B) Do your administrators and Faculty create an environment that fosters and requires legal and ethical
behavior?
The University of Puerto Rico is subject to and complies with the Law of Governmental Ethics of the
Commonwealth of Puerto Rico. As governmental employees, the UPR’s personnel must behave with
honesty, integrity and impartiality, and must avoid conflicts of interest to guarantee the government’s
optimal performance and to earn and preserve the confidence of the general citizenry. In accordance with
the law, a governmental employee must comply with a minimum ethics education requirement of 10
hours every two years. In compliance with the Law of Governmental Ethics of the Commonwealth of
Puerto Rico, each Campus of the University of Puerto Rico has an Institutional Ethics Committee. This
committee is composed of public employees who will occupy the following positions or similar ones:
Special assistant to the head of the executive agency, or the person that he/she delegates
Director of the Legal Division or his/her representative
Director of the Human Resource Office or his/her representative
Director of Internal Auditing or Finances or his/her representative
Liaison Official of the executive agency or of the municipal government with the Office, if it is
not one of the above
Any other person named by the head of the executive agency as deemed necessary.
Among the functions of this committee we can mention to advise and coordinate workshops and
conferences on government ethics to accomplish the completion of the legal requirements of the 10 hours
every two years, as well as keeping a record of the completed hours and those not completed by each
employee. They are also in charge of investigating any non ethical situation that has been reported be it
anonymous or not and, if necessary, refer it to the Office of Government Ethics of the Puerto Rican
Government for its evaluation and required procedure. On the University of Puerto Rico in Aguadilla web
page you can find additional information about this committee. The link is http://www.uprag.edu/etica/.
The Business Administration Department Chair, the Accreditation Coordinators and the Assessment
Coordinators of each Campus participated in ethics workshops during the 2005-2006 academic year. The
workshops addressed ethics across the curriculum and the development of a Code of Ethics. Each
Business Administration Department developed a code of ethics or values and formally approved them in
Faculty meetings. The code of ethics or values has common values, such as: integrity, responsibility,
respect, justice/fairness, confidence and trust. We revised our Department’s Code of Ethics to address it to
students and administrative personnel in addition to Faculty members. A copy of the internal code of
ethics will be given to all students, Faculty and administrative personnel at the beginning of each
academic year. They will read the code and sign a document where they acknowledge that they read it
and make a commitment to comply with it.
We have other tools for accomplishing an ethical and legal conduct. For example, the General
Regulations of the UPR in Articles 61, 63, 64, 65 and 66 define the functions, duties, privileges and rights
not only of the Faculty, but also of all the personnel of the University, including the fulfillment of the
Equal Opportunity Employment requirements. It also includes in Article 35 the disciplinary actions for
non-compliance with what is stipulated in the Regulations. To re-enforce the Institutional Regulations,
our Department developed Internal Regulations, including the certifications related to student
participation in our different communication forums and committees of the governing bodies of the UPR
System (Board of Trustees and University Board) as well as the Academic Senate and the University’s
Administrative Board (Certification letters number 060-1997-98; number 017-1997-98; and number 281997-98). Student Regulations also exist at the Institutional level, which defines the responsibilities and
rights of the students; as well as the disciplinary actions, according to Articles 14 and 18, for not
complying with their duties. To reinforce compliance with the Student Regulations all the Campuses have
28
a Student’s Ombudsman and a Board of Discipline. The Board of Discipline is composed of students,
professors, and non teaching staff who are elected annually. According to Article 17 of the Student’s
General Regulations of the University of Puerto Rico, this committee is in charge of evaluating and
investigating any violation of the Student Regulations, and it makes its recommendations to the
Chancellor with respect to the disciplinary action to be taken. The Chancellor makes the final decision.
The Student’s Ombudsman is appointed by the Chancellor for a three year term with participation of the
students and is mostly an agent for dialogue and mediation between the student body and other members
of the academic community.
To maintain an open communication and to reinforce our goal of fostering a legal and ethical behavior in
our Department we will conduct at least one meeting every two years where professors, administrators
and students can discuss strengths, weaknesses, opportunities and threats of our Code of Ethics and
Internal Department Regulations.
C. Do your administrators and Faculty review business school or program performance and capabilities to
assess program success and your ability to address changing needs?
The Institutional Learning Assessment Committee develops measures to evaluate the achievement of the
learning goals proposed by each academic department. This committee promotes the integration of the
assessment processes to foster the continuous improvement of the academic programs. Our program
integrates the use of direct and indirect assessment strategies. These strategies are an integral part of
information gathering about students’ learning process. Our Faculty conducts formative assessment
through the integration of rubrics and classroom assessment. These tools provide the information needed
to adjust the teaching learning process while it is happening. Faculty members must ensure that students
achieve a targeted learning level according to standards based on programmed learning goals. The
Business Administration Faculty develops every semester, an assessment project in the classroom where
they evaluate the level of comprehension achieved by the students around a concept, problem or function.
Each Faculty member must submit a report of the assessment findings and strategies, if any, used to
accomplish the desired learning level. Besides formative assessment, summative evaluation has been
integrated into the program’s curriculum. They include diagnostic tests, general education tests and the
Major Field Tests (MFT) to measure students’ academic achievement.
During this academic year the Institution offered a diagnostic test to all incoming students to measure
their knowledge in different general education areas. This test will be administered annually to measure
their academic progress in areas such as Humanities, Biology and Spanish.
The Business Administration Department has an Assessment Committee whose purpose is to promote the
integration of assessment tools and strategies that contribute to the improvement of the teaching-learning
process in the classroom. During the first semester of the academic year 2007-2008, we offered a
diagnostic test to freshmen students that measures general business administration knowledge. This test
should be offered again at the midpoint of their college career and in the senior year we will use the
standardized MFT test. We integrated additional assessment strategies, such as focal groups, to gather the
opinion of employers, students and alumni about our academic programs. Two years ago, this technique
was implemented for the Computerized Information Systems program. Its main purpose was to validate
the program learning objectives and outcomes. A focus group was conducted during the fall semester of
this academic year for the Accounting and Finance programs. Representatives from local businesses,
actual and potential employers participated in the activity. The main objective was to determine
employers’ satisfaction with our students and alumni skills and knowledge on their specialty areas. Their
feedback and input will help us to improve our curriculum according to their expectations in a real work
environment. During this academic semester, a focus group will be conducted for the Human Resources
29
and Marketing programs. The Internship course provides also valuable information about the performance
of our future graduates in a real work environment through the employer’s evaluation. All the information
gathered leads us to make the curriculum changes needed to improve our program objectives, outcomes,
and teaching learning process.
D. Does your business school or program has processes in place for evaluating the performance of your
administrators and Faculty?
The General Regulations of the University of Puerto Rico establishes the guidelines and procedures to
evaluate the teaching and administrative staff. The President of the University conducts the performance
evaluation of each campus chancellor. According to Section 39.2 of the UPR’s General Regulations, “the
trusted Personnel that provide his/her services at the will of the President will be evaluated by him/her”.
These evaluations are completed at intervals of three to five years and include directives such as work
done, compliance with laws, university regulations and directives from the Board of Trustees. Section
66.5 of the UPR’s General Regulations establishes that the Faculty members in managerial functions
should be evaluated through criteria and instruments equal to those that are used to evaluate the teaching
staff. It also establishes that each unit will design an evaluation instrument for use by the personnel
committees that includes the teaching staff with managerial duties. The Administrative Board developed
an instrument to evaluate the performance of the Chancellor which contemplates directives such as
institutional planning, administrative process, academic process, leadership, decision making and problem
solving, external relations, professional development and students body. At present, the Academic Senate
elaborated an instrument, which will allow the university community the opportunity to express their
opinion about the Chancellor’s performance.
The Chancellor has the responsibility of evaluating the teaching staff with administrative duties, such as
the Deans and Department Chairs.
The Administrative Board or the Academic Senate of each Campus approved a certification that stipulates
the performance evaluation process for Faculty members who are candidates for tenure or promotion and
for the Department Chair. According to Section 45.2 of the UPR General Regulations, the department
personnel committees and the Faculty will make the direct evaluation of the members of the teaching
staff. Faculty members are evaluated by their peers in the Personnel Committee while the staff personnel
are evaluated by their supervisors. The students evaluate the Faculty members every semester. This
evaluation collects the opinion of the students with respect to the professor’s performance in areas such as
mastery of the subject, interaction with students, and evaluations strategies. The Director of the
Department conducts an annual evaluation of each Faculty member to measure the compliance with the
academic related activities. This evaluation measures areas such as fulfillment of duties and
responsibilities of the profession, contributions to academia, willingness to participate in meetings and
committees, and fulfillment of the norms adopted by the department, among others. All of these
evaluations are considered at time of granting tenure or promotion.
An evaluation process including a questionnaire has been developed to allow the evaluation by the
students of each Faculty member’s performance. The process, which was implemented as a pilot project
during the spring semester of 2008, included the discussion of the evaluation with each Faculty member
focusing on the three most important areas for improvement. A leadership questionnaire was created this
academic year (Appendix F), to be filled by the Faculty and non teaching staff of our department, which
measures the importance and satisfaction with institutional and departmental leaders. Some results of the
leadership questionnaire are:
30
Comunicación efectiva con:
80
70
Muy satisfecho
Por ciento
60
Satisfecho
50
Poco Satisfecho
40
Nada Satisfecho
30
N/A
20
10
0
Personal
Personal no
Director del Administración Administración
docente del
docente del Departamento de la Unidad
Central
Departamento Departamento
Institucional
Disponibilidad de recursos para realizar mi trabajo
70
Muy satisfecho
50
Satisfecho
40
Poco Satisfecho
30
Nada Satisfecho
20
10
pr
of
es
io
na
l
ca
s
Fí
si
De
sa
r ro
llo
M
on
es
In
st
al
ac
i
at
er
ia
le
s
0
Fi
na
nc
ie
ro
s
Te
cn
ol
óg
ico
s
Por ciento
60
31
Nivel de im portancia con la autoridad ("em pow erm ent") para
tomar decisiones que m e permitan realizar efectivam ente
m i trabajo
0%
11%
0%
Muy Importante
Importante
Poco Importante
No Importante
89%
Nivel de satisfacción con la autoridad ("empowerment") para
tomar decisiones que me permitan realizar efectivamente mi
trabajo
5%
11%
Muy satisfecho
47%
Satisfecho
Poco Satisfecho
Nada Satisfecho
37%
32
Claridad en los procesos para resolver conflictos
60
Por ciento
50
40
Muy satisfecho
Satisfecho
30
Poco Satisfecho
Nada Satisfecho
20
10
0
Departamento
Institución
Por ciento
Cumplimiento del plan estratégico
50
45
40
35
30
25
20
15
10
5
0
Muy satisf echo
Satisfecho
Poco Satisfecho
Nada Satisf echo
Departamento
Institución
Los valores del Código de Etica del
Departamento se ven reflejados en:
80
70
Por ciento
60
Muy satisfecho
50
Satisfecho
40
Poco Satisfecho
30
Nada Satisfecho
20
10
0
Ambiente de trabajo
Toma de decisiones
33
Cumplimiento de los procesos en el Departamento
para atender asuntos éticos de los:
60
Por ciento
50
Muy satisfecho
40
Satisfecho
30
Poco Satisfecho
Nada Satisfecho
20
N/A
10
0
Estudiantes
Profesores
Personal no-docente
Cumplimiento del proceso de evaluación de
desempeño que corresponde
0%
0%
Muy satisfecho
47%
Satisfecho
53%
Poco Satisfecho
Nada Satisfecho
Oportunidad para trabajar en equipo en:
80
70
Por ciento
60
Muy satisfecho
50
Satisfecho
40
Poco Satisfecho
30
Nada Satisfecho
20
10
0
Departamento
Institución
34
Capacidad del supervisor inmediato para motivar
a sus empleados
10%
21%
11%
Muy s atisfecho
Satisfecho
Poco Satis fecho
Nada Satis fecho
58%
Figure 1.2 shows the different strategies used to evaluate the performance of the Faculty members.
Evaluation of teaching staff
Peer evaluation
Student Evaluation
Evaluation of Director
Classroom visits
Figure 1.2: Evaluation strategies of the teaching staff
35
E) Does your business school or program address the impacts on society of your program offerings, services, and operations?
Our business department addresses the impacts on society in our program offerings, services, and operations. Our Mission and Vision are directly
related to the offerings of the best and most complete Interdisciplinary Business Administration Program, in addition to training our students to be
agents of change in the businesses and in the socioeconomic environment of Puerto Rico, especially in the Western Region of Puerto Rico. We
expect that our graduate students put into practice the learning experience they had in our business department by helping the companies in the
Western Region to be more productive and to create a competitive advantage. We are accomplishing our Mission since more employers are
selecting our students for internships and full-time positions. Our business department invites the community to our professional and academic
activities. “Mesa de Diálogo” (Dialog Roundtable) is an annual activity where experts from public/private organizations are invited to present their
points of view with regards to an economic, political and/or social topic of interest to the community. We will keep record of the people attending
the activities and their feedback to improve future activities. Other ways we use to address the impacts on society in our program offerings,
services, and operations are mentioned in Table 1.3
Figure 1.3
Table for Impact on Society
Programs
Societal
Requirements
Academic programs tempered by
employer’s needs
Key compliance
Process
1) Required internship course
2) Statistics of graduates employed by
industry
Excellent Academic Programs
1) Visit of Middle States Association (MSA)
every ten years.
2) Visit of the Puerto Rico Council of Higher
Education (PRCHE) every five years.
3) Periodic evaluation of academic programs
every five years according to Certification
43 (2006-07).
Measures
- Employers’ evaluations
- Job opportunities per program
-Employment Fairs
-Report of Focal groups
outcomes
- Questionnaires sent to alumni
1) MSA report.
2) Report from the Puerto Rico
Council on Higher Education
(PRCHE).
3) Report from the Vicepresidency of Academic Affairs.
36
Services
Societal
Requirements
Activities that benefit the
community such as:
1) Open House
2) University Fair
3) “Mesa de Diálogo”
4) Community activities by the
Student organizations, such
as: collection of solid wastes
at the beaches, Ronald
McDonald Foundation,
among others
Operations
Key compliance
Process
Measures
1) Visits to high school students to our
Department to learn about our
academic programs
2) Visits to high schools that can not
participate in the Open House to let
them know about our academic
programs
1) Register of high schools
3) Annual activity where experts from
public/private organizations
present their points of view with
regards to an economic, political
and/or social topic of interest to the
community.
3) Registry of participation
4) Make the population aware of the
environment and help the less
fortunate through the collection of
food and other basic articles.
2) Registry of high schools visited
4) List of participants of the
different activities conducted by
student organizations.
Offer services during extended
hours
Our service is offered from 8:00 a.m. to 4:30
p.m. and from 12:00 p.m. to 8:00 p.m. to assist
students from the evening classes
- Personnel attendance list
-Work done
-Annual report
Academic and Professional
Counseling
1) Evaluation of the student academic records
based on the list provided by the Registrar’s
1) Course approval sheet
37
Societal
Requirements
Key compliance
Process
Measures
Office.
2) After the Office of the Registrar establishes
the dates for pre-registration and
registration and divulges it to the
university community, the students visit
the academic counselor’s office where they
receive orientation about the courses they
should take.
2) Course approval sheet and
signatures of the students in the
academic counseling registry of
each professor.
3) Student referrals to the Office of
Orientation and Counseling.
3) Registry of visitors to the
Office of Orientation and
Counseling
List of Candidates for teaching
positions
The Departmental Personnel Committee has
the responsibility of evaluating the resumes
(Curriculum Vitae) submitted by candidates.
The purpose it is to determine if they fulfill the
requirements for a teaching position in the
Business Administration Department of the
UPR-Aguadilla. The qualified candidates are
sent to the Dean of Academic Affairs for
authorization.
-Grade sheet
Evaluation of teaching staff’s
performance
1) The Departmental Personnel Committee
conducted the peer evaluation of Faculty
members according to the following schedule
-Instructions guide for the
summary of scores for promotion
in rank of the teaching staff of
the UPRAG
-Visits’ Itinerary
-Form for teaching staff
evaluation (peers)
Faculty members on contract or in a tenure
track position – one evaluation per semester.
Tenured Faculty members – at least two
evaluations during the three years previous to
a possible promotion.
38
Societal
Requirements
Key compliance
Process
2) Student Evaluations are coordinated
through the Dean of Academic Affairs. A
member of the Departmental Personnel
Committee attends a previously selected class
session of the professor to be evaluated and
provides an official form to each student
registered in the course to allow them to
express their opinions in relation to the
teaching performance of the professor under
the following terms:
Measures
- Visits’ Itinerary
-Form for student evaluations
Faculty members on contract or in a tenuretrack position: two evaluations per semester.
Tenured Faculty members – four evaluations
during the three years previous to a possible
promotion.
3) Evaluation of academic related activities
conducted by the Director of the Department
who coordinates with the professors the date
of the evaluation.
- Visits Itinerary
-Evaluation form inherent in
teaching
Faculty members on contract or in a tenuretrack position: one evaluation per semester.
Tenured Faculty members – two evaluations
during the three years previous to a possible
promotion. These evaluations should be one
per year.
4) Evaluations of student satisfaction with the
Department’s administrative services.
-Each semester for second-year
students and higher
39
Societal
Requirements
Key compliance
Process
5) Pre-Test General Business Administration –
to assess general business administration
knowledge
Measures
-At the start of the academic year
to first-year students
6) Post-Test General Business Administration
– to assess general business administration
knowledge
-At the start of the academic year
to third-year students
7) MFT – to assess general business
administration knowledge
-To senior students
8) Satisfaction Questionnaire to evaluate the
level of with of the institutional and
department administrative and academic
services.
-To senior students
Department committees, such as:
1) Department Personnel
Committee
1) This committee evaluates the teaching
performance and recommendations
for promotions.
2) Curriculum Committee
2) This committee is responsible for updating the curriculum (syllabi) per
academic concentration, courses
according to society’s requirements
and demands.
3) This committee is responsible for updating the bibliographic and technical
resources and submitting
recommendations for the acquisition
of resources according to department’s
needs.
3) Library and Learning
Resource Center Committee
-Official letters of appointments
-Annual reports of work
performed
-Attendance sheets
-Evaluations
40
Societal
Requirements
4) Academic Activities
Committee
5) Readmissions, Reclassification,
and Transfers Committee
6) Technological Development
Committee
7) Strategic Planning Committee
8) Curricular Sequence
Committee for the following
concentrations- Information
Systems, Human Resources,
Accounting, Finance and
Marketing
9) Assessment Committee
10) Student Orientation
Committee
Key compliance
Process
4) This committee is responsible for
organizing professional improvement
activities such as conferences,
seminars and workshops on subjects of
interest to professors and students in
the department.
5) This committee is responsible for
evaluating and making
recommendations on applications
6) This committee is responsible for
identifying and making
recommendations regarding to the
technological needs to support
academic activities
7) This committee is responsible for
formulating the strategic plan and its
annual revisions together with the
department head and referring to the
consideration of the Faculty members.
8) This committee is responsible for
verifying that the relative norms and
general orientation of the teaching
program are fulfilled and make
recommendations regarding to the
academic requirements or new courses
9) This committee is responsible for
preparing a work plan and organizing
the assessment efforts with the Faculty
and non-teaching staff of the
department.
10) This committee coordinates
orientation activities for freshmen
and/or high schools students about our
program
Measures
41
Societal
Requirements
11) Regulations Committee
Key compliance
Process
11) The committee is responsible for
studying and recommending
corrections to the University of Puerto
Rico’s general by laws and
institutional regulations.
Measures
F) Does your business school or program ensure ethical business practices in all students and stakeholder transactions and interactions?
Our business school ensures ethical business practices in all students and stakeholder transactions and interactions. See Figure 1.4
G) Does your business school or program have measures for monitoring ethical behavior throughout the business school or program?
Our business school has measures for monitoring ethical behavior throughout the business school. See Figure 1.4
Figure 1.4
Table for Ethical Behavior
Within your
Business
School or
Program
Key Process for
Measuring/Monitoring Ethical
Behavior
1) Development of a
Department Code of
Ethics
Measures or Indicators
1) All students, Faculty and non-teaching
employees are provided with a copy of
the Code and they sign a document to
acknowledge that they read it, and
make a commitment to comply with it.
Frequency of Measures
1) At the beginning of each
academic year in the spring
semester in the case of
transferred students. At the
time of recruitment in the case
of Faculty members and nonteaching employees. The
Department Director is
responsible for distibuting the
Code of Ethics and collecting
the signatures.
42
Key Process for
Measuring/Monitoring Ethical
Behavior
Measures or Indicators
Frequency of Measures
2) Exhibit, in key places,
the Department Code
of Ethics so that every
Department employee
and student can
constantly read and
comply with it
2) Post the Code of Ethics on different
department bulletin boards
2) At the beginning of each
semester, if necessary
3) Create an Ad Hoc
Ethics Committee
3)
3)
a. This committee makes sure that
the Code of Ethics is indeed
handed out and complied with
the regulation.
b. This committee is in charge of
revising and making changes to
the Code of Ethics, if necessary.
a. At the beginning of each
academic year
4) Ethics in the
curriculum
4) Each course offered in the department
includes the topic of ethics within its
common professional component. Each
professor should speak about this
subject during the semester or make
reference to ethical behavior.
4) Course syllabi in the area of the
common professional
component
5) Governmental Code
of Ethics
5) Establishes acceptable or not acceptable
ethical behavior by any teaching or
non-teaching employee in addition to
possible sanctions for non-compliance
with the code.
5) Annual reports conducted by
the Office of Governmental
Ethics
b. Every two years at the
start of the academic
year
43
Key Process for
Measuring/Monitoring Ethical
Behavior
With your
Key
Partners
Measures or Indicators
Frequency of Measures
6) Institutional Ethics
Committee
6) This committee is in charge of assuring
compliance with the Governmental
Code of Ethics and the ten hours of
continuous education in ethics every
two years by each employee. It is in
charge of offering orientations, advising
and coordinating chats and workshops
about governmental ethics, and general
and antifraud norms for public
administration.
6) Reports performed every two
years
7) Office of Student’s
Ombudsman
7) This committee’s function is to deal
with situations that affect a student’s
educational process, such as, identifying
problem areas and recommending
changes in norms, regulations and
Institutional policies.
7) Annual report
8) Board of Discipline
8) This Board is in charge of evaluating
and investigating any violation to the
Students’ Regulations and making
recommendations to the Chancellor
regarding any disciplinary action to be
taken.
8) Annual report
1) Finance Department
(Internal)
1) It does not have a direct relationship
with the students and Faculty members
of the Department.
1) Does not apply
44
Key Process for
Measuring/Monitoring Ethical
Behavior
2) Employers
Measures or Indicators
Frequency of Measures
2) Every student must complete a
Practicum course (ADMI 4047) as a
requirement for the Bachelor’s degree
in ADEM. This course provides a work
experience to the student before
graduating. This experience can be in
Puerto Rico or outside mainly through
the Hispanic Association for College
and Universities National Internship
Program (HACU/HNIP).
2) Grades and employer reports
3) Universidad
Autónoma,
Universidad
Complutense de
Madrid, Universidad
de Salamanca y
Universidad Carlos
III All in Spain
3) The University has an agreement with
these Universities in Spain to provide
the students the opportunity of studying
a semester or an academic year as an
exchange student in one of these
universities.
3) Completed course grades
4) Students
4) We offer our students a fair registration
process, academic counseling and an
excellent teaching process
4) Results of satisfaction
questionnaires, registries of
academic counseling, results of
assessment projects and results
of Post-Tests and Major Field
Tests (MFT); they both
measure in graduating students
the knowledge acquired in
business administration during
their university years.
45
In your
Government
Structure
Key Process for
Measuring/Monitoring Ethical
Behavior
1) Governmental Code
of Ethics
Measures or Indicators
Frequency of Measures
1) Establishes acceptable and nonacceptable ethical behavior by an
employee in addition to the possible
sanctions for non-compliance with the
code.
1) Annual reports by the
Governmental Ethics Office
2) Institutional Ethics
Committee
2) This committee is in charge of assuring
compliance with the Government Code
of Ethics and the ten hours of
continuous education in ethics every
two years by each employee. It is in
charge of offering orientations, advises
and coordinates chats and workshops
about government ethics, and general
and antifraud norms for public
administration.
2) Reports performed every two
years
3) Office of Students’
Ombudsman
3) This committee’s function is to deal
with situations that affect a student’s
educational process, such as, identifying
problem areas and recommending
changes in norms, regulations and
Institutional policies.
3) Annual Reports
4) Circular letter
number 2001-09
4) Obligation to hand in reports by
members of the Auction Board,
purchasing officers, delegated buyer or
any person who occupies a similar post.
4) Upon assuming position and
later on a yearly bases
5) Circular letter
number 2001-08
5) Obligation to hand in Financial Reports
by public servants who participate in
any stage of the buying process
5) Upon assuming position and
later on a yearly bases
46
Key Process for
Measuring/Monitoring Ethical
Behavior
6) Notification of
participation in profit
making activities
outside of regular
working hours
Measures or Indicators
6) Every teaching and non-teaching
employee should fill out the sheet
provided to state if he/she participates
in profitable activities outside the
regular working hours.
Frequency of Measures
6) Regular employees once a year
and contract employees each
time they sign a new contract.
47
H) Does your business school or program have processes in place for monitoring regulatory and legal
compliance?
Yes, our business administration department has a process and documentation in place for
monitoring regulatory and legal compliance. Article 35 of the UPR’s General Regulations establishes
the behavior of the personnel subject to disciplinary sanctions, and the sanctions that would be applied. If
a violation to the regulations occurs, the nominating authorities and supervisors send a report to the
Chancellor for his/her information and final disciplinary action to be taken. In addition, the Student
General Regulations of the University of Puerto Rico in its Article 14 establishes the student conduct
subject to disciplinary sanctions and the sanctions that would be applied. Another body is the Disciplinary
Board which is composed of a member of the university personnel appointed by the Chancellor or a
corresponding functionary, two professors from that campus chosen by the Academic Senate, and two
students elected by the General Student Council. The Disciplinary Board is in charge of formulating
determination of facts and conclusions of rights in cases of violations to the student regulations and sends
them to the Chancellor for his/her information and final decision. A Student Ombudsman was appointed
by the Chancellor with student participation for a three-year term to reinforce compliance with the
Student Regulations. The Student Ombudsman acts as a dialogue agent and mediator between the
students and other members of the academic community.
The collective bargaining procedures with the labor unions of our institution allow the improvement of
the working conditions of the union members and facilitate the negotiation of related affairs in the work
environment such as tasks, increase of fringe benefits, salaries and medical insurance, among other
matters. The Collective Agreement with the “Hermandad de Empleados Exentos no Docentes” in its
Article 104 establishes the procedure for grievances which is used to resolve conflicts between the
University and the union employees.
48
STANDARD 2 - Strategic Planning
Current Situation and Strengths
The President of the University of Puerto Rico developed a strategic plan for the system for the next
ten years called “UPR Ten Challenges 2006-2016: An Agenda for Planning” through a participative
process including all academic community sectors: Faculty members, administration, staff and
students. The system wide strategic plan aims to guide the planning efforts in the System to
guarantee institutional continuity and define the areas of institutional priority that will be the object of
evaluation in the immediate future. The system wide strategic plan established ten main goals. The
Business Administration Department developed a strategic plan aligned to the campus’ and system
wide strategic plan. The structure and scope of the department’s strategic plan flow directly from its
vision and mission. The strategic plan includes the goals, objectives, strategies, metrics, time frames
and responsibility for attaining each goal. The Business Administration Department had identified its
main strategic objectives, action plans, key measures and results.
In 1966, the Puerto Rico Legislature approved the allocation of 9.67 percent of the revenues of the
government of Puerto Rico to the University of Puerto Rico. The Central Administration allocates the
available financial resources to the institutional units. The Administrative Board of each Campus acts
as an advisory body to the Chancellor, prepares the strategic and development plans of the Campus,
and approves the proposed budget prepared by the Chancellor.
Items to maintain compliance with the accreditation standard
An evaluation instrument has been developed for the strategic plan. The first evaluation of the
strategic plan will be made during the 2009-2010 academic year. The Business Administration
Department developed general rules and by-laws to consolidate all the departments’ committees’
duties and responsibilities.
a. Do you use a formal process to set the strategic direction for your business school or program?
The President of the University of Puerto Rico developed a strategic plan for the system for the next
ten years titled “UPR Ten Challenges 2006-2016: An Agenda for Planning”, which induces a
participative process including all academic community sectors: Faculty members, administration,
staff and students. The system wide strategic plan established the ten main goals. Each Business
Administration Department developed a strategic plan aligned with the campus’ and system wide
strategic plan. (Appendix G)
The structure and scope of the department strategic plans flow directly from its vision and mission.
The strengths, weaknesses, opportunities and threats in view of the professional accreditation
standards and the stakeholder needs were considered in the development of the strategic plans. The
vast majority of the Business Administration Departments appointed a committee for the
development of their strategic plans. The strategic plans were openly discussed in departmental
Faculty meetings and formally approved. The strategic plans include the goals, objectives, strategies,
metrics, time frames and responsibilities for attaining each goal.
In addition to the strategic plan, the Business Administration Department developed an annual
operational plan. The annual operational plan is discussed in Faculty meetings and submitted to the
Dean of Academic Affairs. See flow chart below.
49
Process for the Development and
Approval of Departamental Strategic Plan
Feb. 2006
Assessment and
Accreditation
Committee meet
and prepare SWOT
Documents used for Draft
preparation:
Departamental
Strategic Plan
Draft Created
•SWOT Analysis,
•UPR Ten Challenges,
•Institutional Strategic Plan
• Annual Departmental Action Plan
May 5, 2006
Draft submitted
to Faculty
approval
Yes
Does it need
modification?
Strategic
Planning
Committee
Modified and
submitted to
Faculty
approval
No
Nov 30, 2006
Strategic Plan
Approved
Does it need
additional
No
Modification ?
Yes
ss
Strategic
Planning
Committee
Aug 16, 2007
Faculty met to
include additional
topics in the
Strategic Plan
Strategic Plan approved
with additional topics
related to Cultural
Evaluation and
Institutional Assessment
50
b. Do Faculty and staff members participate or have a voice in this process?
Our Faculty and staff members participate in the process of developing the strategic plans. The
strategic plans were openly discussed and formally approved in departmental Faculty meetings.
The Strategic Planning Committee, together with the Department Director have the function and
responsibility of formulating the Departmental Strategic Plan, referring it to the consideration of the
Faculty, and making annual revisions for its alignment with the budgetary allocation.
The Strategic Planning Committee will be constituted by three (3) members, designated by the
Department Director. The term of the members to the committee will be extended to three (3) years,
as of the next fiscal year. The members of the committee will choose the president.
c. Have you established your business school or program’s key strategic objectives and the
timetable for the current planning period?
The strategic plan includes the goals, objectives, strategies, metrics, time frames and who is
responsible for attaining each goal.
The main strategic objectives of the Business Administration Department and the timetable for the
current planning period are highlighted in the following table.
Figure 2.1
Table for Strategic Direction
Short Term Key Strategic
Goals
Objectives
Stimulate the systematic and Design alternatives for new
continuing revision of the program programs leading to a degree,
to adjust them to the following:
certifications and licenses.
•
•
•
•
•
Recent development in the
discipline
Job market demands
Socioeconomic needs
Student training
Faculty competence
Strengthen the teaching-learning
process.
Timetable
May 2008
Student exposure to advanced
educational technology.
Continuing Improvement
Continuous revision process of
the program and the courses.
May 2008
Establish initiatives and links
with the business community.
May 2009
Provide an academic offering
that would allow the regular
students to complete the
program of studies in a given
time period.
Continuing Improvement
Promote and facilitate
professional development in the
teaching area.
Continuing Improvement
51
Improvement of the
educational alternatives and
services available to the nontraditional student.
Continuing Improvement
Design of computerized
modules as course support.
May 2007
Increase opportunities for the
Continuing Improvement
teaching personnel to complete
studies or improve their
teaching.
Continuous improvement
Maintain physical and natural Involve students, Faculty, and
environments that foster the other employees in voluntary
collaboration and creativity, in the activities directed to revamp the
community and in the work place, institution.
as well as in the teaching-learning
process.
Increase the general
student retention
index
of Development of an effective
student retention plan.
Goals
Long Term Key Strategic
Objectives
Strengthen the teaching learning Increase the opportunities for
the teaching personnel to
process
complete their studies or
improve their knowledge and
skills through leaves of
absence, and sabbatical leaves.
Identify new processes for teaching Support initiative in distance
and learning and new tendencies in learning
Business Administration education.
Increase and update the
technological equipment in the
laboratories, classrooms and
Faculty offices.
Continuing Improvement
Timetable
Continuing Improvement
May 2010
May 2010
52
d. Do you have action plans for this planning period?
Figure 2.2 Table for Action Plans
Key Strategic Objectives
Short Term - Action Plans
Stimulate the systematic and Diversify the course offerings to meet the
continuing revision of the program requirements for the different certifications
to adjust them to the:
and licenses.
•
•
•
•
•
Recent development in the
discipline
Job market demands
Socioeconomic needs
Student training
Faculty competence
Train the teaching personnel in the new
instructional strategies and technological
innovations.
Identify the external needs of the business
community and the work force to incorporate
them into the curriculum.
Coordinate with other Institutions of the UPR
system so they can support us in the offering
of other minor concentrations.
Continuous revision process of the program
and the courses.
Initiate transitions to modify courses to those
offered on line.
Strengthen the teaching-learning
process.
Coordinate visits to the businesses in the
North West region to identify their needs and
skills required in the workforce.
Provide the opportunities to Faculty members
so that they may begin and complete doctoral
studies.
Provide resources so professors can develop
courses that incorporate new instructional
strategies.
Offer training about how to prepare effective
modules.
Inform students about the opportunities for
exchange and internships.
Maintain the Business Administration
Program through the “Universidad Nocturna”.
Celebrate or host conferences seminars, chats,
and sessions to discuss ideas, and workshops
for professors in the area of teaching and
learning.
53
Maintain physical and natural
environments that foster the
collaboration and creativity, in the
community and in the work place,
as well as in the teaching-learning
process.
Increase the general
student retention
index
Maintaining and improving Departmental
physical facilities.
Equip the physical installations with the most
advanced technology.
of Maintain the Retention Committee.
Academic counseling offered by department
professors.
Offer tutoring in areas of major academic
difficulty.
Promote student participation in different
organizations.
e. Do you have long-term action plans?
The strategic plan of the UPR - Aguadilla Business Administration Department was developed as a
tool that will direct the plans for short as well as long-term action. The plan has eight critical areas
that were identified and on which we have been continuously working since 2007 until 2012. We
have developed objectives and strategies for each critical area. The Faculty will implement the action
plan by establishing key measures for performance. The Startegic Planning Committee is responsible
for the implementation and the identification of a specific time frame for its completion.
Figure 2.3 Long Term Action Plans
Long Term
Action Plans
Key Strategic Objectives
Strengthen the teaching learning Develop agreements with universities to offer
doctoral studies to our Faculty.
process
Motivate professors to be certified in their
areas of specialty.
Identify new process of teaching, Provide release time or additional
learning and new tendencies in compensations to professor to stimulate the
Business Administration Education development of modules to compliment on
line courses.
Arrange for an increase in the budget
allocated to increase the number of
laboratories and to update the equipment.
54
f.
Do you develop your key human resource plans as part of your business school or program’s
short and long-term strategic objectives and actions plans?
We developed a Recruitment and Faculty Development Plan aligned with article 43 of the UPR’s
General Regulations, Certification 145 (2005-2006) of the Board of Trustees and internal
certifications of the University of Puerto Rico. The following institutional certifications from the
Academic Senate and Administrative Board of the University of Puerto Rico in Aguadilla were
considered in the development of the Recruitment and Faculty Development Plan.
•
Certification 2003-04-15. This certification established that new Faculty members to be
hired must have a doctoral degree in their area of specialty or must commit themselves to
start doctoral degree studies in a period no longer than two years.
•
Certification 2003-04-70. This certification expands Certification 2003-04-15 to require
that the new Faculty members must be enrolled in doctoral degree studies on a full-time
basis, and that the University must be agreed upon between the professor and the Dean of
Academic Affairs.
•
Certification 2005-2006-37. This certification sets the criteria for granting tenure status to
Faculty members of the University of Puerto Rico in Aguadilla.
•
Certification 2005-06-44. This certification established an amendment to the procedures
of requesting and processing financial aid assistance and licenses to the Faculty members,
and amends the graduate studies academic progress report.
The following certifications approved by the University Board of Trustees were taken into consideration
in the Recruitment and Faculty Development Plan:
•
Certification 173 (1987- 1988). The objective of this certification is to promote the
research endeavors in the University of Puerto Rico. The certification established that
Faculty members who conduct research projects during their summer vacation period
could receive additional compensation for as much as one third of their annual salary.
•
Certification 86 (2003-2004). This certification sets the extraordinary license criteria and
compensation to be given to the personnel of the University of Puerto Rico to pursue
graduate studies in accordance to the University of Puerto Rico’s General Regulations.
•
Certification 72 (2006-2007). This certification sets the Institutional policy to award
presidential scholarships to pursue doctoral and post-doctoral studies.
•
Certification 78 (2007-2008). This certification grants all full time Faculty members up to
$475 for educational materials and equipment.
g. Have you established performance measures for tracking progress relative to your action plans?
The Departmental Strategic Planning Committee is responsible for evaluating and monitoring the
implementation phase of the Departmental Strategic Plan. An internal evaluation instrument was
developed for the strategic plan (Appendix H). The evaluation will be performed every two years
starting in the 2009-2010 academic year.
55
h. Have you communicated your objectives, action plans and measurements to all Faculty, staff and
stakeholders as appropriate?
Several Faculty meetings were conducted to achieve an effective dissemination of the objectives,
action plans and measurements among the Faculty members and staff. All the related information is
available on the Department Internet page. Our Department Internet page will be the most important
tool to communicate all relevant information with all our stakeholders such as Faculty members, staff,
employers, industry representatives and all members of the college community.
We are also conducting focal groups with Department students to improve the dissemination process.
An orientation workshop is given to all new students during the Freshman Orientation Week at the
beginning of each academic year. During this week, an orientation session is also given to the parents
of the incoming freshmen students.
The Strategic Planning Committee will be responsible for the dissemination of information on the
fulfillment of the objectives and short term and long term action plans. The committee was created in
2008 and among its functions and responsibilities are to formulate the Departmental Strategic Plan,
refer it to the consideration of the Faculty, and make annual revisions for its alignment to the
budgetary allocation. The Committee should submit a report at the end of the academic year in a
department meeting about the results obtained from the internal evaluation process.
56
STANDARD 3 - Student and Stakeholder Focus
Current Situation and Strengths
The UPR’s Vice Presidency of Students collects the statistical profile of the UPR system’s incoming
students, in addition to enrollment, retention and graduation rates for all campuses. The Institutional
Research Office, the Dean of Academic Affairs and the Office of the Dean of Students of each
campus maintain additional statistics about the academic progress, financial aid and enrollment,
among others.
The UPR System has uniform admission standards for undergraduate students as established in
Certification number 25 2003-2004 of the Board of Trustees. Admission to the Aguadilla Campus of
UPR is based on an admission index formula. Admission is granted to students whose index strictly
complies with the minimum General Application Index approved by the Administrative Boards of the
Campus to which students apply. The Aguadilla Campus of the UPR informs prospective
undergraduate students about its academic offerings and admission policy by publishing a yearly
manual; this information is also disclosed in the UPR System’s main website and the website of
Aguadilla Campus (http://www.uprag.edu). Most of the students admitted to the business
administration programs as first-year students come from the public and private higher schools in
Puerto Rico, mainly from the northwest area, and have a high school diploma or its equivalent from
an educational institution accredited by the Department of Education of Puerto Rico. A regular
student will be considered as having satisfactory academic progress and “in good standing” if he or
she meets the conditions of the minimum GPA required and approves sufficient credit hours to
demonstrate academic progress toward degree completion.
The Office of the Dean of Students assures and maintains an optimal learning environment by
providing a variety of services and activities as support systems for academic programs. Academic
and professional advising is available for the students in the campus. Many instruments and strategies
are used to assess the level of satisfaction of students, including surveys. All freshman students
receive an orientation at the beginning of their college career. The students can participate in an
internship or COOP plan program, exchange program, travel studies, student associations, athletic
programs, student council and other extracurricular activities to enrich their academic experience.
Our main constituents are students, parents, Faculty members, administrative personnel, alumni,
employers and the external community. In order to fulfill the expectations of our constituents, a
particular emphasis has been given to strategic planning and assessment.
Items to maintain compliance with the accreditation standard
A questionnaire has been developed for graduation candidates. The questionnaire was administered to
the graduation class in May 2008. On March 28, 2007 a focal group was developed for the academic
program of Computer Information Systems. During the month of November 2008, a focal group,
consisting of actual and potential employers, was developed to validate the learning goals of the
academic programs of accounting and finance. Focal groups for the academic programs of human
resources and marketing will be developed for next semester, specifically during the month of
February.
57
A. Have you determined or targeted the student segments your educational programs will address?
Most of the students admitted to the business administration programs as first-year students came from
the public and private higher schools in Puerto Rico and have a high school diploma or its equivalent
from an educational institution accredited by the Department of Education of Puerto Rico. In Aguadilla,
during the academic year 2007-2008 most of the students (87 percent) came from the public high schools.
Distribution of first-year students by type of high school program and gender
First semester 2007-2008
Business
Administration
Program
Accounting
Finance
Marketing
Human
Resources
Computer
Information
Systems
Grand
Total
Public
Private
Total
Female
Male
Total
Female
Male
55
13
21
18
51
11
16
16
30
7
10
15
21
4
6
1
4
2
5
2
2
1
3
1
2
1
2
1
19
16
4
12
3
1
2
UPR Aguadilla currently serves the educational region mostly comprised of the municipalities of
Aguadilla, Añasco, Aguada, San Sebastián, Moca, Isabela, and Quebradillas.
Municipalities with the greatest amount of students from the Business Administration
Department
58
Total enrollment by municipalities
Total Enrollment
ADEM
2007-2008
190
200
180
160
119
140
109
120
Añasco
Aguada
Students
Aguadilla
100
72
Isabela
72
Moca
80
Quebradillas
60
36
30
San Sebastián
40
20
0
Municipalities
Admission to the Aguadilla Campus of the UPR is based on an admission index formula. The General
Application Index (IGS, for its abbreviation in Spanish) is calculated as follows: 50 percent based on
high school academic index, 25 percent based on the mathematical score, and 25 percent on the verbal
score on the Aptitude Test of the College Board, PEAU or SAT. These raw scores are then converted to
obtain the General Application Index. Admission is granted to students whose index strictly complies
with the minimum General Application Index approved by the Administrative Boards of the Campus.
During the last three years the minimum General Application Index for the business administration
department of the Aguadilla Campus of the UPR varies from 250 to 255 according to program demand,
admission space limitation and resources. First-year applicants are only considered for admission in the
fall semester of each academic year. Applications must be submitted before November 30 of the year
prior to admission. By using as an evaluation criteria the General Application Index (IGS) and according
to the analysis done by Department Chairs, our department has reached outstanding students who have
been successful as professionals in the field of business administration
Average IGS for freshmen students by program
Programs
Accounting
Finance
Marketing
Human Resources
Computer Information
Systems
2005-2006
2006-2007
2007-2008
2008-2009
290
289
274
271
280
283
283
271
278
281
285
278
267
264
282
288
285
274
272
279
59
295
290
285
280
275
270
265
260
255
250
2005-2006
2006-2007
Computer
Information
Systems
Human
Resources
Marketing
Finance
2007-2008
2008-2009
Accounting
IGS
Average IGS for freshmen students by program
Programs
Under special conditions, students admitted for the fall semester, such as cases for sickness, pregnancy or
military services are required to present the corresponding evidence and their spaces are reserved for the
spring semester. They are required to write a letter explaining the reasons and accompanying the
evidence. If the student has to serve in the armed forces, he/she must present the orders or official
documents of activation in the military service.
The Aguadilla Campus of the UPR informs prospective undergraduate students about its academic
offerings and admission policy by publishing a yearly manual; these are also disclosed in the UPR System
main website (http://estudiantes.upr.edu) and the website of Aguadilla Campus (http://www.uprag.edu).
They are also disseminated during visits to high schools, open houses and info sessions given to high
schools counselors.
The Aguadilla Campus of the UPR reserves the right to accept, as transfer credits, those courses taken at
other institutions of higher education for students admitted with advanced status. The Business
Administration Department processes the course equivalencies through the Registrar’s Office, which is
primarily responsible for the academic record of the student. Students who are enrolled in the Aguadilla
Campus of the UPR can request authorization to take courses for credit in other national or international
universities subject to certain restrictions.
B. Have you identified methods to listen and learn to determine student and stakeholder requirements
and their importance to these groups’ decisions related to enrollment?
The main methods used by the Business Administration Department at the UPR at Aguadilla to determine
student and stakeholder’s requirements have been through student satisfaction questionnaires (Appendix
I) , alumni questionnaires (Appendix J) , interns’ evaluations by employers (Appendix K) , and feedback
from representatives that attend the job fairs. An evaluation of the teaching learning process, which
includes a student opinion questionnaire (COE) (Appendix L), has been developed to allow the
60
performance evaluation of each Faculty member by the students. The process was been implemented as a
pilot project during the spring semester of 2008 and currently during the fall semester of 2008. A
questionnaire has been developed for graduation candidates (Appendix M). The questionnaire was
administered to the graduation class in May 2008 and will be administered to the next graduation class in
May 2009. Another questionnaire is being developed for graduates of the Business Administration
Department to evaluate the activities and achievements of our graduates and how the department’s
Faculty has collaborated in the process for the achievement of these goals and objectives of our students.
On March 28, 2007 a focal group was developed for the academic program of Computer Information
Systems. On November 12, 2008, focal groups consisting of actual and potential employers was
developed to validate the learning goals of the academic programs of Accounting and Finance. Focal
groups for the academic programs of Human Resources and Marketing will be developed for next
semester, specifically during the month of February.
In addition, during the second semester of each academic year, the Dean of Student Affairs organizes an
employment fair. As part of the ADMI 4047 course (specialty practice or internship), the participating
employers’ supervisors fill out an evaluation form on the students’ performance during the 180 hours of
practice the students completed.
The following table discloses the action plan to be implemented by the Business Administration
Department at University of Puerto Rico at Aguadilla to obtain information of the stakeholders’
requirements. Our Business Administration Departments has implemented the items included in the table
to attain consistency and to allow benchmarking.
61
Stakeholder
Group
Students
Requirement
Academic
Advising
Course offers
and registration
process
Employment
Parents
Employers
Faculty and staff
Alumni
Academic
information
and job
opportunities
Skilled
employees
Academic
preparation
Competencies
and skills
Services
Contributions
Information source
Educational Features
a. Statistics of students
appointment for
academic counseling
b. Students satisfaction
survey
c. Graduation rate
d. Retention rate
e. Student opinion
questionnaire
f. Graduation
questionnaire
a. Alignment of course
offer to curriculum
requirements
b. Student satisfaction
survey
c. Enrollment
a. Evaluation of interns
program statistics
b. Alumni survey
a. Achievement Night
First-year student orientation
Academic advising by Faculty
members
Tutorial program
a. Focal groups of actual
and potential employers
b. Evaluation of interns
a. Evaluation form
b. Student Opinion
questionnaire
Curricular and course revisions
a. Alumni questionnaire
b. Letters for contributions
c. Alumni association
Innovative services
Sponsorships
Innovative Academic offer
Internships
Job fair
Career services
Orientation to parents
Discussion of evaluation results for
continuous improvement
C. Do you periodically review listening and learning methods to keep them current with educational
service needs and directions?
An orientation session for the parents of the incoming students will be implemented during the fresman
orientation week with the purpose of listening to the stakeholders and be up-to-date with the educational
services and needs. On this occasion, we will provide the opportunity to answer all the questions and
doubts related to our academic offerings, majors and minors, department missions and visions, code of
ethics, job opportunities for the students once they complete their academic degree, among other topics.
We will improve and reinforce the academic counseling process. Each student will be advised every two
years about the curricular sequence and the required courses according to the area of specialty with the
purpose of providing guidance and direction. An advisory board has been organized with professionals
62
and experts in the different academic programs our campus offers that provides insights on the following
topics:
a.
b.
c.
d.
previous experience with practicing students
our students strengths and weaknesses
skills they should have or should strengthen in their present courses
importance of the objectives/goals/results the department has identified and expect to
achieve with each student
e. what objectives/goals/results can be added or revised
D. Do you have a process to use the information you obtain from students and stakeholders for purposes
of planning educational programs, offerings and services; marketing; process improvements; and the
development of other services?
Yes. Our business administration department has a process to use the information obtained from students
and stakeholders in the planning of educational programs, offerings and services. See the accompanying
table for more details.
Student/Stakeholder Group
Students
Key Requirement
Questionnaire to graduation
candidates
Tutoring services sponsored by a
Title V proposal
“Mesa de diálogo”
Marketing of academic programs
and services
Visit to high schools
Open house
Careers room (at employment
office)
Students associations activities
Education Program Features
Evaluation about academic
programs, services, infrastructure
and technology
Results are analyzed to propose
curricular and services changes,
if any, and as a means for
continued improvement
Implemented to evaluate
consistency and for
benchmarking purposes
Service offered in the disciplines
with the highest failure rate,
specifically in accounting
Presentation of current affairs by
majors of the academic programs
Performed by the Vice
Presidency of Students, by the
Dean of Academic Affairs and
the Dean of Students
Promotion of academic programs
by Faculty members
Promotion of academic programs
by Faculty and students
Student orientation on job offers
and actual and potential
employers
Business Administration’s
academic program and services
are disseminated in the
extracurricular activities
organized by the student
associations and Faculty
63
Employer
Focal groups of actual and potential
employers
Evaluation of interns
Job fair
Parents
First-year students’ orientation
week
Faculty and Staff
Curricular Revision Committee
Report
Admissions’ Office
members as community service,
such as the volunteer income tax
assistance program, and student
competitions, such as the student
in free enterprise competition and
the successful college
entrepreneur competition of the
El Nuevo Día newspaper
Curricular and course revisions
validation of the learning goals of
the academic programs
Questionnaire to actual and
potential employers
To create a liaison between the
parents and Department Faculty
in a way to improve our services.
Analyzes curricular changes
proposed by Faculty members
and is responsible for the creation
and revision of academic
programs and courses
Formally discussed and approved
in departmental Faculty meetings
Changes approved for continuous
improvement are implemented
Number of applications received
and the admission, retention and
graduation rates of each
academic program are analyzed
to make decisions for the next
academic year
E. Do you have a process to build relationships to attract and retain students and stakeholders, to enhance
student performance, and to meet and exceed their expectations for learning?
In our department there is a professor in charge of students at risk (students with a low grade point
average, that may possibly be suspended or placed on probation). The professor is in charge of analyzing
their academic records and provide follow-up so they may avoid suspension. A student is considered on
probation once his/her grade point average falls under 2.00. The professor in charge recommends
corrective action such as repeating the courses with grades of D or F and suggests an academic load of 12
credits to raise the student’s grade point average. Our department also offers tutoring services to students
in the discipline with the highest failure rate, specifically in accounting.
64
The following is a diagram that offers details on the recruiting activity in our department.
Recruiting Practices
Students
Parents
Open House
Open House
School Counselors
Open House
Visits to high schools
Visits to high schools
Conferences presented
by professors in their areas
of specialty
Computer Information Systems
Orientation – Workshop to high
school counselors
Conferences presented
by professors in their areas
of specialty
** The professors in the Computerized Information Systems made an appointment with counselors from
various high schools for an orientation - workshop on the program and on PowerPoint. There were
favorable results that caused a 6 percent raise in the number of students officially registered in the
program as compared to the number of students registered for the academic year 2006-2007 and 20072008.
Our department also has an Internet page (http://adem.uprag.edu/) to disclose all the information about our
academic programs, specialty areas, information about majors and minors, Faculty, and information
related to job opportunities in the area of studies.
The UPR policy and procedures by which students’ academic performances are evaluated are published in
the catalogs, and include the minimum requirements to achieve satisfactory academic progress, to
continue studies on probation or otherwise be suspended from the UPR. The three parameters to
determine academic progress are (i) a minimum grade point average according to the year of study, (ii) a
65
minimum number of credits approved, and (iii) progress toward degree completion in a time frame based
on the number of years of study required in the program curriculum.
A regular student will be considered as having satisfactory academic progress and “in good standing” if
he or she meets the conditions of the minimum GPA allowed and approves sufficient credit hours to
demonstrate academic progress toward degree completion. The Registrar’s Office will periodically
analyze students’ records at the end of the second semester to certify the students’ academic progress.
Students who do not comply with the criteria will be dismissed from the University of Puerto Rico for a
year unless eligible to continue studying under a probationary status.
The following is a diagram of some of the retention practices used in our Business Administration
Department.
Practices for
student retention
Tutoring in
areas of
difficulty
(accounting)
First-year
students are
tested on
acquired
knowledge
Internships
and trips
off the
island
Active
participation
in student
associations
Professors’
office hours
66
F. Do you have a process to seek information, pursue common purposes, and receive complaints from
students and stakeholders?
The following is a flowchart that summarizes the procedure to deal with a complaint between a professor
and a student. This indicates the communication channels and course of action to be followed in the order
in which the affairs must be resolved.
Student
Professor
Situation
Solved?
No
Student talks
to Department
Chair
Yes
End of
situation
Department
Chair meets
with professor
Situation
Solved?
No
Student talks
to Student
Ombudsman
Yes
End of
situation
Ombudsman meets with
Department Chair and
informs about situation
presented to him (her)
No
Situation
Solved?
Yes
Student Ombudsman
intervenes directly in
the situation to solve it
as conflict mediator
End of
situation
67
The following is a flowchart that summarizes the procedure to be followed if a student files a complaint
against the service offices such as Financial Assistance, Registrar’s Office, Admissions Office, among
others.
Student
Personnel in
service
office
Situation
Solved?
No
Student talks to
Director of
Service Office
Yes
End of
situation
Director of
Serv. Office
meets with
personnel in
serv. office
No
Situation
Solved?
Student talks
to Student
Ombudsman
Yes
End of
situation
Ombudsman meets with
Director of Service
Office and informs about
situation presented to
him (her)
Situation
Solved?
No
Student Ombudsman
intervenes directly in
the situation to solve it
as conflict mediator
Yes
End of
situation
68
The following is a flowchart summarizes the procedure to be followed for solving situations
related with Faculty staff (professors).
Professor
Dept.
Chair
Dept. Personnel
Committee
(if necessary)
No
Situation
Solved?
Prof. talks to
Dean of
Academic
Affairs
Faculty Personnel
Committee intervenes (if necessary)
Yes
Dean of Academic
Affairs talks to
Dept. Chair
End of
situation
No
Situation
Solved?
Prof. refers
matter to
Admin. Board
Examinator
Officer (if
necessary)
Yes
Admin. Board
talks to Dean of
Acad. Affairs
End of
situation
No
Situation
Solved?
Prof. refers
matter to
Chancellor
Yes
Chancellor talks
to Admin. Board
End of
situation
No
Situation
Solved?
Prof. refers
matter to
Univ. Board
Yes
Univ. Board
talks to
Chancellor
End of
situation
No
Situation
Solved?
Prof. refers
matter to
President UPR
End of
situation
President UPR
talks to Univ.
Board
Yes
No
Situation
Solved?
Prof. refers
matter to
Board of
Trustees
Yes
Board of Trustees
talks to President
End of
situation
No
End of
situation
Situation
Solved?
Yes
Board of Trustees
intervenes going
backward assuring
situation is solved
69
The following is a flowchart representing the procedure to be followed to attend claims and affairs related
to the non teaching staff
Non Faculty
Staff
Immediate
Supervisor
No
Situation
Solved?
Employee talks
to Dean of
Administrative
Affairs
Yes
Dean of Admin.
Affairs talks to
Immediate
Supervisor
End of
situation
No
Situation
Solved?
Employee
refers matter to
Chancellor
Yes
Chancellor
talks to Dean of
Administrative
Affairs
End of
situation
No
Situation
Solved?
Yes
End of
situation
Employee
refers matter to
Institutional
Board of
Appeals
Institutional
Board of
Appeals talks to
Chancellor
Employee
refers matter
to President
of UPR
No
Situation
Solved?
Yes
End of
situation
President UPR
talks to
Institutional
Board of
Appeals
No
Situation
Solved?
President of UPR
intervenes going
backward assuring
situation is solved
Yes
End of
situation
70
The following is a flowchart representing the procedure to be followed to assure the fulfillment of
protocol for reasonable accommodations for handicapped students.
The following is a flowchart representing of the procedure to be followed to assure the fulfillment of the
protocol for reasonable accommodation for handicapped employees.
According to Certification number 2001-02-07 of the Academic Senate it is required that students
protected by the protocol of reasonable accommodation and graduation candidates be given the
opportunity to register in a course that has reached the maximum quota for enrollment.
71
G. Do you have a system to determine students and key stakeholder satisfaction and dissatisfaction?
Yes. Our department has a system for those purposes. Refer to the following table for more details.
Student/Stakeholder
Instrument
Group
Student satisfaction questionnaire
Students
Student opinion questionnaire
Faculty and Staff
Candidates for graduation
questionnaire
Evaluation of employers to student
practitioners
Focal groups
Leadership questionnaire
Parents
Will be developed
Employer
Satisfaction
Measure
Very Satisfied or
Satisfied
Very Satisfied or
Satisfied
Very Satisfied or
Satisfied
Excellent, Good or
Average
Satisfied
Very Satisfied or
Satisfied
Will be developed
Dissatisfaction
Measure
Unsatisfied or
Very Unsatisfied
Unsatisfied or
Very Unsatisfied
Unsatisfied or
Very Unsatisfied
Below Average or
Unsatisfied
Unsatisfied
Unsatisfied or
Very Unsatisfied
Will be developed
H. Do your regularly review your student and key stakeholder satisfaction and relationship efforts to
ensure that they meet current needs and direction?
Our department has as an objective to use the results obtained from the administration of the instruments
itemized so they may take measures towards the continuous improvement of the processes and the criteria
evaluated through the different questionnaires described.
An annual Faculty meeting will be called to discuss the results obtained from the different instruments
referred to in the above table. In the case of “the Student Satisfaction Questionnaire” we established as a
rule to consider as acceptable the criteria that obtains 80 percent or more as an outcome. The criteria in
which the outcome is 79 percent or less, will be evaluated so corrective measures can be taken to rectify
any deficiency according to student perception. Upon identifying specific aspects, we will proceed to
inform the involved parties, and they will receive the results in writing to those referred to, as well as
recommendations and suggestions to be implemented to improve. The results obtained the next time the
instrument is administered will be compared to the previous in hopes of determining the percent of
change, if any, and the level of progress obtained.
As per the student opinion questionnaire, it evaluates the performance of the professor in the classroom
and their academic performance. In the same manner we apply the same rule of 80 percent or more as is
appropriate. This signifies that a professor with a result of 80 percent of the students being satisfied with
his/her performance will be considered acceptable. In the case of professors who obtain an average of 79
percent or less, the Personnel Committee will meet specifically with that professor with the purpose of
making recommendations and suggestions in those areas that require improvement The progress and the
implementation of the recommendations made will be evaluated and contrasted with the results obtained
the next time the questionnaire is administered. With these new results we will be able to evaluate the
percentage of change and/or improvement as applies.
In relation to the graduate candidates questionnaire, when an 80 percent or more of satisfaction is
obtained from the students, it will be interpreted as an appropriate result. In the eventuality that the
questionnaire results in a level of satisfaction of 79 percent or less, we will carefully evaluate each rule
72
and criteria that is indicative of these results. Once they are identified, they will be quickly attended in
order to take affirmative action for their correction and improvement of this (these) criteria in particular.
Concerning the questionnaire on the evaluation of employers of practicing students, in the same manner
we will apply the rule of accepting as appropriate a level of satisfaction of 80 percent or more. We hope,
through this questionnaire, to provide adequate follow-up for the improvement of our academic programs.
We hope that our students will be considered as potential human resources with diverse skills so that they
become competitive and valuable asset. To these ends and considering the percentages obtained from said
evaluations, we are having focal groups with employers and prospective employers by areas of specialty
of those offered in our department, and we will continue to have focal groups every two years to receive
valuable insights on this detail. Through these groups we hope to learn the preoccupations and
recommendations of present and potential employers to improve the quality of the product we offer to the
business world.
In addition, we will hold an annual meeting where the Faculty will, at the right time, evaluate each and
every one of the instruments and/or questionnaires, with the purpose of continually improving them so
they can be representative of the the criteria they hope to measure. Furthermore, the continuous
evaluation of the reference instruments peruses as a goal that they be up-dated in accordance with the new
tendencies in higher education and in the performance of the teaching tasks, in the end to benefit the
teaching-learning process and in favor of our department students.
73
STANDARD 4 -Measurement and Analysis of Student Learning and Performance
Current Situation and Strengths
The Aguadilla Campus has an Institutional Assessment Committee. The business administration
department developed a student learning outcome assessment plan. An Assessment Coordinator and
an Assessment Committee has been appointed in the Business Administration Department. The
assessment coordinator and the Assessment Committee have been responsible for the development
and implementation of the assessment plans. The assessment plan is at different stages of
implementation. The departmental committee must submit a final report at the end of the academic
year to the Department’s Chair and the Dean of Academic Affairs after being discussed in Faculty
meetings.
The Business Administration Department developed and approved its mission, vision and student
learning outcome assessment plan in Faculty meetings. Assessment seminars and workshops have
been offered to Faculty members at the institutional and departmental levels to foster an assessment
culture in the classroom. The primary focus of the assessment plans is to improve academic programs
and to meet the accreditation requirements. Assessment strategies have been implemented to assess
the program goals, including the development of a diagnostic test. The diagnostic test was
administered to the 2007 incoming students at the Aguadilla Campus.
Items to maintain compliance with the accreditation standard
The diagnostic test will be administered at the mid-point and the Major Field Test (MFT) at the end
of the students’ college career. Some Faculty members are developing a course portfolio for each
course taught.
4.1 Selection and Use of Information and Data
a. Do you have an outcomes assessment program?
The Business Administration Department has developed a student learning outcome assessment plan. An
Assessment Coordinator and an Assessment Committee have been appointed in the Business
Administration Department. The Assessment Coordinator and the Assessment Committee have been
responsible for the development and implementation of the assessment plan.
Process for the development of the Assessment Plan
74
We received various assessment training sessions offered by Central Administration. An assessment plan
was developed with seven learning goals based in the Institutional goals and the skills every graduated
student must possess. The learning outcomes are the following:
• Apply team work skills
• Apply the knowledge acquired in Business Administration with a local, national and global
perspective
• Apply research, technological and communications skills in an interdisciplinary form
• Use analysis skills to solve problems
• Demonstrate leadership qualities
• Decide how to act in an ethical way
• Apply knowledge from your specialty area in a real work environment
Three of the goals have already been implemented: apply team work skills, apply the knowledge acquired
in the area of Business Administration with a local, national and global perspective, and apply knowledge
from your specialty area in a real work environment. For the academic year 2010-2011, all the goals
should have been implemented. (Assessment Plan, Apendix N)
b. How are “student learning outcomes” appropriate to the rigor and breadth of the degree established?
Our student learning outcomes are based on the document “Diez para la década” (Ten for the Decade) and
in the learning outcomes of the Aguadilla Campus. We also use the benchmarking technique to compare
our learning goals with two universities accredited by ACBSP. We found many similarities, which
demonstrate that we are developing common skills and preparing competitive professionals and good
citizens.
Learning Goals
UPR-Aguadilla
Apply team work skills.
New Jersey City University
•
Apply the knowledge acquired in
Business Administration with a
local, national and global
perspective.
•
Knowledge of their
disciplinary or
interdisciplinary fields.
•
Apply research, technological
and communications skills in an
interdisciplinary form.
•
Effective written and oral
communication.
Information and technology
literacy.
•
Use analysis skills to solve
problems.
•
•
Critical thinking.
Quantitative literacy.
•
•
Millikin University, Illinois
Students will demonstrate a
strong sense of individual,
leader, and team roles and
responsibilities.
Students will discover the
global nature of business,
including immersion or
familiarization with diverse
cultures and cultural
environments.
Students will communicate
facts and ideas in written and
verbal formats using
language, grammar, and
organizational skills
appropriate to business
situations.
Students will apply those
problem-solving and
decision-making skills
expected of entry-level
business professionals.
75
Demonstrate leadership
qualities.
Decide how to act in an ethical
way.
•
•
Responsible citizenship in a
cultural complex world.
Apply knowledge from your
specialty area in a real work
environment.
•
•
Students will demonstrate a
strong sense of individual,
leader, and team roles and
responsibilities.
Students will be actively
engaged citizens using their
education and skills to serve
the community.
Students will demonstrate
competent application of
business theory and concept
to practical situations in
communities outside the
formal classroom.
We also utilize the employer’s evaluation and focal groups for assessing students’ job performance,
judgment, communication, team work, initiative, ethical behavior, quality of work and ability to learn. We
use this information as feedback about the business curricular sequence, courses’ relevancy and rigor, and
students’ readiness to enter into the business world to advance in their current positions. Employers’
recommendations help us in identifying program strengths and weaknesses. This has led to curricular
changes and improvements.
c. Does the program design involve the demonstration of such skills as analysis, comprehension,
communication, and effective research?
The curriculum for the department of Business Administration has been designed to develop analysis
skills, comprehension, communication, research, leadership, ethics, teamwork, and technology, among
others. The following tables present the courses in which these skills are developed.
Learning outcome: Apply team work skills
Courses/Experience
ADEM 3105 - Interdisciplinary
Seminar
MERC 3115 – Principles of
Marketing
ADMI 3301 - Entrepreneurship
ADMI 4047 - Educational
Experience, Internship or
Practice, Special Project
Participation in student
associations
Internships
Level of
Learning
Application of Learning
Application
Personal and business situations
Application
Application
Application
Personal and business situations
Personal and business situations
Work Experience
Application
Application
Professional Situations
Work Experience
76
Learning outcome: Apply the knowledge acquired in Business Administration with a
local, national and global perspective
Course / Experience
All Major courses and all core
courses
Level of
learning
Application of Learning
Application
Business Situations
Learning outcome: Apply research, technological and communications skills in an
interdisciplinary form.
Courses / Experience
MERC 3115 – Principles of
Marketing
ADEM 3105 - Interdisciplinary
Seminar
ADMI 3301 - Entrepreneurship
SICI 3005 - Principles and
Fundamentals of Data
Processing
SICI 3028 - Applied
Programming
Participation in student
associations
Internships
Level of
learning
Application
Application of Learning
Business situations
Application
Application
Application
Business situations
Business situations
Business situations
Application
Business situations
Application
Application
Professional situations
Work Experience
Learning outcome: Use analysis skills to solve problems
Course/Experience
ESTA 3001 - Commercial
Statistics I
FINA 3006 - Mercantile
Finance
FINA 3010 - Fundamentals of
Finance
ADMI 4047 - Educational
Experience, Internship or
Practice, Special Project
Level of
learning
Application
Application of Learning
Business problems
Application
Business problems
Application
Business problems
Application
Work Experience
Learning outcome: Demonstrate leadership
qualities
Courses / Experiences
ADEM 3105 - Interdisciplinary
Seminar
Level of
learning
Application
Application of Learning
Business situations
77
ADMI 3005 - Administrative
Theory
MERC 3115 - Principles of
Marketing
ADMI 3301 - Entrepreneurship
Participation in student
associations
Application
Business situations
Application
Business situations
Business situations
Application
Application
Professional situations
Learning outcome: Decide how to act in an ethical way
Courses / Experiences
CONT 3005 - Introduction to
Accounting Fundamentals I
ADMI 3005 - Administrative
Theory
MERC 3115 - Principles of
Marketing
SICI 3005 - Principles and
Fundamentals of Data
Processing
ADEM 3105 - Interdisciplinary
Seminar
Level of learning
ADMI 3301 - Entrepreneurship
Evaluation
All major courses
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Evaluation
Application of Learning
Cases related to business and personal
matters
Cases related to business and personal
matters
Cases related to business and personal
matters
Cases related to business and personal
matters
Cases related to business and personal
matters
Cases related to business and personal
matters
Cases related to business and personal
matters
Learning outcome: Apply knowledge from your specialty area in a real work
environment
Courses / Experiences
ADMI 4047 - Educational
Level of
learning
Application
Application of Learning
Work Experience
Application
Work Experience
Experience, Internship or
Practice, Special Project
Internship
The majors are evaluated by the Council of Higher Education (CES) every five years, according to
Certification number 103 and 103-A (1999-2000). The most recent accreditation by CES was in the
academic year 2006-2007, and we should submit an evaluation report in the academic year 2011-2012.
d and e. What internal and external learning outcomes assessment information and data do you
gather and analyze?
Our program integrates the use of direct and indirect assessment strategies. Direct and formative
assessment includes assessment in the classroom and rubrics. Direct and summative assessment integrates
pre-tests and post-tests (General Education in Business) (Appendix O), general education tests (we only
receive the results), and standardized tests, such as the MFT.
78
Indirect and summative assessment integrates the retention rate, focal groups, the employers’ evaluation
of the practice course, student satisfaction questionnaire, alumni questionnaires, and candidates for
graduation questionnaires. As part of the indirect and formative assessment, we use the student opinion
questionnaire.
Figure 4.1
Table for a student learning outcomes
Student/Stakeholder Group
Students
Students
Students
Students
Students
Students
Students
Students
Students
Alumni
Institution
Employers
Employers
Data and Information
Pre test General knowledge in
Business Administration
Post-test General knowledge in
Business Administration
Teamwork rubric
Assessment in classroom courses
General Education Test
Student opinion questionnaire
Student satisfaction questionnaire
Candidates for graduation
questionnaire
Major Field Test (MFT)
Alumni questionnaire
Retention rate
Evaluation by employer
Focal groups
Internal or External
Internal
Internal
Internal
Internal
Internal
Internal
Internal
Internal
External
External
External
External
External
Results of: pre-tests (Appendix P), candidates for graduation questionnaires (Appendix Q),
alumni questionnaires (Appendix R), teamwork rubric (Appendix S), and student satisfaction
questionnaires (Appendix T).
79
Process of the collection of pre test
information
The pre test is
administered to freshmen
during the first week of
classes in August
The test is corrected
between August and
October
The Assessment
Committee prepares the
results report in
November
The results are presented
to the Faculty in
December
Process of the collection and decision
making for the post test
The post test is administered
to third-year students during
April
The test is corrected
between May and June
The Assessment
Committee prepares the
results report in August
The results are presented
to the Faculty in
September to make
decisions and improve
the areas that merit it
80
Process for collecting information and
making decisions for the MFT
The MFT will be
administered to graduating
students in December and
May
The Assessment
Committee reports results
in August
Results are presented to the
Faculty in September
,
The Curricular Sequence and
Assessment Committees
meet in September to take
corrective measures
The Curricular Sequence and
Assessment Committees
present to the Faculty the
Action Plan in November
Process for collecting information and
making decisions for teamwork
In August, in the course
ADEM 3105
(Interdisciplinary Seminar)
the concept of teamwork is
explained
In September, work teams
are formed, and they are
assigned a topic to develop
In October, after their team
presentation, they are
handed the rubrics to
evaluate their peers and
themselves
The result of the rubrics are
analyzed in October
In November, the students
are provided with feedback
on their performance
The results are presented to
the Faculty in November
The rubrics are again
administered to the
students in their fourth year
during the month of
August
In October, we prepare a
report with the results and,
it is presented to the
Faculty to take corrective
measures
81
Process for collecting information and making
decisions for the evaluation of the employer
The practicum student is
evaluated by his/her
immediate supervisor at
the end of the practice
Process for collecting information and
making decisions for the focal group
Every two years,
between September and
February, the Sequence
Curriculum Committee
for each major will hold
a focus group with the
present and potential
employers in their field
The practicum
coordinator receives the
evaluation for analysis
The coordinator meets
with the student and
gives him/her feedback
on his performance in
the practice center
The coordinator meets in
August and January with
the Sequence Curriculum
Committee to present
findings and make
decisions that will affect
the courses and the
curriculum
The employers will offer
suggestions for the
program based on the
competence an employee
should have and their
experience with our
students and graduates
The Sequence
Curriculum Committee
of each major meets in
March to create an action
plan
The Sequence
Curriculum Committee
presents to the Faculty
the Action Plan in April
The Sequence
Curriculum Committee
presents to the Faculty
the Action Plan in
November and April
f. Do you make needed information and data accessible to Faculty, staff, and students?
The coordinator and the Assessment Committee present the assessment results to the Faculty in
workshops and meetings. The results of the assessment tests made by the professors in their courses are
discussed with the students in the classroom, the rubrics of teamwork and the results of the pre test, post
test and the MFT are offered. The staff receives a written report on the changes in the curriculum as a
result of the assessment.
82
g. Do you have a process to keep your information and data availability mechanisms current with
education service needs?
Yes. We do have a process. See Diagrams, question e.
Timeline to collect data from implemented assessment instruments
Instrument
Pre test
Post test
MFT
Evaluation by
employers (Internships)
* Team work rubric
1st year
August
2nd year
3rd year
4th year
April
December and May
1st semester
December and May
2nd semester
* The evaluation of teamwork is done every two years.
h. Do you assess learning outcomes throughout the student’s career, not just as an end process?
Yes, the pre test, post test and the MFT measure the student’s progress throughout his/her university
career. Assessment in the classroom is also performed in different courses during all the student’s years
of study. Also, the rubric for teamwork is used since the student is in his/her first year and is later
administered in his/her fourth year of studies.
The Assessment Plan includes goal that demonstrates the leadership qualities that will be implemented in
the academic year 2010-2011 and will be used in the students’ first and fourth year of study.
i. How does evaluated student performance compare to intended learning outcomes?
Learning Goals
Team work
Knowledge in International
Business
Instruments
Rubric
Pre Test
MFT
Communication skills
Pre Test
Results
2006-2007:
Peer evaluation: 96% of students obtained
“good” and “excellent” results.
Self-evaluation: 98% of students obtained
“good” and “excellent” results.
2007-2008:
Peer evaluation: 89% of students obtained
“good” and “excellent” results.
Self-evaluation: 100% of students
obtained “good” and “excellent”
results.
In the year 2007-2008 56% of the questions
were answered correctly and in 2008-2009
51%.
35% of the students answered correctly the
question of international affairs.
The results of writing in Spanish were:
2007-2008 – 49% of the students
83
obtained “very good” and
“excellent” results.
2008-2009 – 22% of the students
obtained “very good” and
“excellent” results.
Ethical behavior
General Education Test
Pre test
Knowledge in specialty area
Evaluation by employers
The results of writing in English were:
2007-2008 – 31% of the students
obtained “very good” and
“excellent”results.
2008-2009 – 27% of the students
obtained “very good” and
“excellent” results.
In Progress
In the year 2007-2008 70% of the questions
were answered correctly and in 2008-2009
65%.
In progress
Since May 2008, seniors were required to take the MFT test before graduating. Some of these students
were not taking this test seriously due to the length of the test and the English language. Also, some of
the students argued that there were too many questions about accounting and finance. These arguments
were confirmed because the students with higher results are from the accounting area. For this reason, we
are going to try to find another instrument in Spanish to measure the business administration knowledge.
j. Do you have measures/indicators for tracking your business school or program’s overall performance?
The measures and indicators for tracking the business administration program’s performance are included
in the departmental student learning outcome assessment plans. The Business Administration Department
has an Assessment Committee for the design and implementation of the student learning outcome
assessment plan. The departmental committee must submit a final report at the end of the academic year
to the Department’s Chair and the Dean of Academic Affairs after it is discussed in Faculty meetings.
Goal
Instrument
Performance criteria
Apply team work skills
Team work – Rubric
Apply the knowledge acquired in
Business Administration with a local,
national and global perspective
Pre-test
Post-test
1st year – 75% of the students
obtained “good” or higher
4th year – 90% of the students
obtained “good” or higher
N/A
85% of the students obtained at
least 80%
70% of the students obtained at
least 70%
90% of the students obtained at
least 85%
MFT
Apply research, technological and
communications skills in an
interdisciplinary form.
Use analysis skills to solve problems
Project Presentations Rubric
Demonstrate leadership qualities
Cases
Cases
80% of the students obtained at
least 85%
st
1 year – 70% of the students
84
Decide how to act in an ethical way
Cases
Apply knowledge from your specialty Evaluation by employers
area in a real work environment
obtained at least 60%
4th year – 90% of the students
obtained at least 85%
90% of the students obtained at
least 90%
95% of the students obtained at
least 85%
4.2 Selection and Use of Comparative Information Data
Describe the business school or program's selection, management, and use of benchmarking (comparing
to best practices) or comparison (comparing with similar business schools or programs) information and
data to improve overall performance.
a. How do you determine what information and data is important to compare?
The information and important data that we should compare is that one which will help us determine if we
are reaching our learning goals. Among the important elements that we are using to determine if we are
reaching our learning goals are: knowledge in business administration, and student satisfaction with the
curriculum and departmental services.
Our learning goals are scheduled, according to our timeline the tendecy will be observed after the second
time the goals are measured. Once a tendency is shown, we will compare it with the other colleges of the
UPR system.
b. What criteria do you use in seeking comparative information and data from within the academic
community?
During the academic year 2008-2009, we started to administer the general education test that includes the
areas of Natural Sciences, Humanities, and Spanish, in all first-year students’ classes. In the Department
of Business Administration, we will use the test to compare the results obtained by our students versus the
rest of the students in the institution.
c. What criteria do you use in seeking comparative information and data from outside the academic
community?
The Ponce and Bayamón Campuses administered similar assessment tools to Aguadilla’s. These are: pre
test, post test and the MFT, that measure general knowledge in the field of Business Administration, the
questionnaire for candidates to graduation and internship employer evaluations. We will use the
Aguadilla results to compare them with the Ponce and Bayamón results. When the rest of the campuses,
Arecibo, Utuado, Humacao, Carolina and Cayey, start to use these tools, we will also compare our results
with theirs.
85
d. Have you used comparative information and data to set targets and/or to encourage performance
improvements?
Comparative Information and
Data
Team work Rubric
Performance Criteria
Results
1st year – 75% of the students
obtain “good” or higher
Pre-Test
N/A
Post-Test
85% of the students obtain at
least 80%
70% of the students obtain a
score of at least 70%
MFT
2006-2007 - 96% of the students
obtained “good” or higher
2007-2008 – 89% of the students
obtained “good” or higher
Average score 2007-2008 - 48.3%
Average score 2008-2009 - 44.1%
Not available
May 2008 - 15% of the students
obtained a score of 70% or higher
December 2008 - 16% of the
students obtained a score of 70%
or higher
In progress
95% of the students obtain a
score of at least 85%
Evaluation by employer
e. How do you evaluate and improve the deployment of comparative information and data?
From this process of continuous improvement, we have started to collect information and compare the
results with the other colleges of the UPR system. The results are the following:
Aguadilla
Pre-test:
2007-2008
2008-2009
MFT
June 2008
December 2008
Students obtained over
70% in MFT (June 2008)
Bayamón
Ponce
Mean: 48.3%
Mean: 44.1%
Mean: 50.9%
Mean: 51.1%
Mean: 42.6%
Not available
Mean: 66.5%
Mean: 66.5%
Mean: 68.2%
Mean: 69 %
Mean: Not administered
Mean: 71%
Aguadilla
15%
Bayamón
33%
Mean Total Score
Aguadilla
Bayamón
Ponce
Mean MFT (June
2008)
66.5%
68.2%
Not available
Ponce
Not available
USA Domestic
Institutions
76%
In Aguadilla, in June 2008, only 13 students took the MFT, while in Bayamón 40 students took it. In
Aguadilla, the students from the accounting and finance programs obtained the best results in the MFT,
while in Bayamón, those from marketing program were the best. In December 2008, in Aguadilla, 25
students took the MFT, while in Bayamón only 10 students and in Ponce, only 9 students took the MFT.
In UPR-Aguadilla the MFT performance criteria is that 70 percent of students obtain a score of at least 70
percent. Until now, we are below this performance criteria. These results are informed to Faculty
86
members and to the Curricular Sequence Committees of each specialization, so they can make the
necessary adjustments in the discussion of the topics of lower score in the MFT.
Figures 4.2 and 4.3 shows the comparison of the results for the MFT at Aguadilla, Bayamón and Ponce
campuses. According to the results of the MFT for Decemeber 2008 (Figures 4.3) the areas of best
responses for Aguadilla are management and computer information systems; for Bayamón, it is finance
and for Ponce, accounting and management. The area of worst responses for Aguadilla, Bayamón and
Ponce was legal and social environment. Based on these results, the Aguadilla Campus needs to include
more hours of the legal and social environment themes in its courses.
Figure 4.2
MFT Results (June 2008)
70
50
Aguadilla
40
30
20
Bayamón
10
Sy
st
em
In
te
s
rn
at
io
na
lI
ss
ue
s
USA
Domestic
Institutions
at
io
n
ro
nm
en
t
In
fo
rm
ar
ke
ti n
g
M
So
cia
le
nv
i
Le
ga
la
nd
Fi
na
nc
e
An
al
ys
is
en
t
at
ive
Bu
s in
es
s
an
ag
em
ics
M
Q
ua
nt
it
Ec
on
om
in
g
0
Ac
co
un
t
Mean Percent
60
Assessment Indicators
87
Figure 4.3
60
50
40
30
20
10
0
Aguadilla
Bayamón
Q
ua
nt
it
ar
ke
oc
tin
ia
g
le
nv
iro
In
nm
fo
rm
en
at
t
io
n
Sy
st
In
em
te
rn
s
at
io
na
lI
ss
ue
s
Le
ga
la
nd
at
ive
S
M
Fi
na
nc
e
An
al
ys
is
en
t
B
us
in
es
s
an
ag
em
ic
s
M
co
no
m
Ac
co
un
t
in
g
Ponce
E
Mean Percent
MFT Results (December 2008)
Assessment indicators
In the following table we compare the scale score range of the MFT with Bayamón and Ponce Campuses.
It’s important to mention that the sample of students in Ponce is too small. The highest score in
Aguadilla was 159 (79.5 percent), it is lower than Ponce Campus but higher than Bayamón.
Scaled Score Range
200
195-199
190-194
185-189
180-184
175-179
170-174
165-169
160-164
155-159
150-154
145-149
140-144
135-139
130-134
125-129
120-124
Aguadilla Campus
December 2008
(25 students)
% of students that
obtained that score
8
4
4
16
20
36
12
Bayamón Campus
June 2008
(46 students)
% of students that
obtained that score
Ponce Campus
December 2008
(9 students)
% of students that
obtained that score
11
11
9
11
15
28
19
9
9
22
11
22
11
11
88
f. How do you evaluate and improve the effectiveness of comparative information and data?
Figure 4.4 to 4.9 shows the comparison of the results for the diagnostic test administered to first-year
students during the academic years 2007-2008 and 2008-2009. These data will be compared with the
results of the post tests that will be administered this semester to students in their third year of studies.
With the results of the post test we will know what specific areas are in need of improvement, and set the
due priorities.
Figure 4.4 Diagnostic Test Results (2007-2008) – Multiple choice
Comparación de resultados obtenidos (selección
múltiple) Prueba diagnóstica 2007-2008
Cantidad de estudiantes (en %)
50
45
40
35
30
Aguadilla
25
Bayamón
20
Ponce
15
10
5
0
0 - 10%
11 - 20%
21 - 30%
31 - 40%
41 - 50%
51 - 60%
61 - 70%
71 - 80%
Puntuación obtenida
Figure 4.5 Diagnostic Test Results (2007-2008) – Spanish Essay
Porciento de estudiantes
Comparación de resultados
(Redacción en español)
Prueba diagnóstica 2007-2008
70
60
50
Aguadilla
40
Bayamón
30
Ponce
20
10
0
0
1
2
3
4
5
Puntuación obtenida
89
Figure 4.6 Diagnostic Test Results (2007-2008) – English Essay
Comparación de resultados (Redacción en Inglés)
Prueba diagnóstica 2007-2008
35
Porciento de
estudiantes
30
25
Aguadilla
20
Bayamón
15
Ponce
10
5
0
0
1
2
3
4
5
Puntuación obtenida
Figure 4.7 Diagnostic Test Results (2008-2009) – Multiple choice
Comparación de resultados (selección múltiple)
Prueba diagnóstica 2008-2009
50
Porciento de estudiantes
45
40
35
30
Aguadilla
25
Bayamón
20
15
10
5
0
0 - 10% 11 - 20% 21 - 30% 31 - 40% 41 - 50% 51 - 60% 61 - 70% 71 - 80%
Puntuación obtenida
90
Figure 4.8 Diagnostic Test Results (2008-2009) – Spanish Essay
Comparación de resultados (redacción en español)
Prueba diagnóstica 2008-2009
Porciento de estudiantes
40
35
30
25
Aguadilla
20
Bayamón
15
10
5
0
0
1
2
3
4
5
Puntuación obtenida
Figure 4.9 Diagnostic Test Results (2008-2009) – English Essay
Comparación de resultados (redacción en inglés)
Prueba diagnóstica 2008-2009
Porciento de estudiantes
25
20
15
Aguadilla
Bayamón
10
5
0
0
1
2
3
4
5
Puntuación obtenida
91
Figures 4.10 to 4.21 show some of the results of the questionnaires administered to the candidates for
graduation. In Aguadilla, Bayamón and Ponce most of the students have plans to work and study part
time after graduation (figure 4.10). Figures 4.11 to Figure 4.14 shows that at least 92 percent of
candidates for graduation in May 2008 in the Aguadilla Campus are satisfied or very satisfied with the
competencies developed through the Business Administration program. These skills are important
elements of the Business Administration Department’s learning goals. Also, the 92 percent of the
Aguadilla candidates for graduation are satisfied or very satisfied with the Business Administration
curriculum.
Figure 4.10
Plans after graduation
Percentage of students
80
Study full time
70
60
Work
50
40
Work and
study part time
Other
30
20
10
0
Aguadilla
Bayamón
Ponce
Figure 4.11
Satisfaction with Problem Solving Skills
Percentage of students
80
70
60
Mostly satisf ied
50
Satisfied
40
Unsatisfied
30
Mostly unsatisfied
20
10
0
Aguadilla
Bayamón
Ponce
92
Figure 4.12
Satisfaction with ability to use te chnology
Percentage of students
80
70
60
Mostly satisfied
50
Satisfied
40
Unsatisfied
30
Mostly unsatisfied
20
10
0
Aguadilla
Bayamón
Ponce
Figure 4.13
Satisfaction with ethics behavior
Percentage of students
80
70
60
Mos tly s atisfied
50
Satisfied
40
Uns atisfied
30
Mos tly uns atisfied
20
10
0
Aguadilla
Bayamón
Figure 4.14
Satisfaction with your conce ntration curriculum
Percentage of students
70
60
50
Mostly satisfied
40
Satisfied
30
Unsatisfied
20
Mostly unsatisfied
10
0
Aguadilla
Bayamón
Ponce
93
In figure 4.15, 98 percent of candidates for graduation in May 2008 of Aguadilla and Bayamón, and 100
percent of Ponce would study again in the Business Administration Department. This result demonstrates
that a students are satisfied with the program.
Figure 4.15
Percentage of students
Would you study again in Busine ss
Administration?
120
100
80
Yes
60
No
40
20
0
Aguadilla
Bayamón
Ponce
Figures 4.16 to 4.20 show that at least 98 percent of Aguadilla’s candidates for graduation in May 2008
are satisfied or very satisfied with the Faculty, their teaching methods, and the subjects discussed in
classes. In Bayamón, at least the 92 percent of the students and in Ponce, at least 78 percent of the
students are satisfied or very satisfied with their Faculty. In Bayamón and Ponce the areas with more
unsatisfied students was the technological issues presented in the classroom.
Figure 4.16
Satisfaction with:
Professor masters the subject he/she teaches
Percentage of students
90
80
70
60
50
Mostly satisfied
40
30
Unsatisfied
Satisfied
Mostly unsatisfied
20
10
0
Aguadilla
Bayamón
Ponce
94
Figure 4.17
Percentage of students
Satistaction with:
Professor discusses social responsibility issues
80
70
60
50
40
30
20
10
0
Mostly satisfied
Satisfied
Unsatisfied
Mostly unsatisfied
Aguadilla
Bayamón
Ponce
Figure 4.18
Percentage of students
Satisfaction with:
Professor discusses and analyze ethical issues
80
70
60
50
40
30
20
10
0
Mostly satisfied
Satisfied
Unsatisf ied
Mostly unsatisfied
Aguadilla
Bayamón
Ponce
Figure 4.19
Satisfaction with:
Profe ssor presents techonological issues
Percentage of students
80
70
60
Mostly satisfied
50
Satisfied
40
Unsatisfied
30
Mostly unsatisfied
20
10
0
Aguadilla
Bayam ón
Ponce
95
Figure 4.20
Satisfaction with:
Professor offers teamwork experiences
Percentage of students
100
80
Mostly satisfied
60
Satisfied
40
Unsatisf ied
Mostly unsatisf ied
20
0
Aguadilla
Bayamón
Ponce
Figure 4.21 shows that Aguadilla’s Business Administration Department has the lowest participation of
candidates for graduation in May 2008 in Business Administration Students Associations. At this time
the Department has five students associations. In Aguadilla, only the 34 percent of the candidates for
graduation participated, compared to 55 percent of participation in Bayamón and 59 percent in Ponce.
The Aguadilla Faculty will be promoting more aggressively the importance and benefits of becoming be a
member of the students associations. The goal is to increase the level of student participation.
Figure 4.21
Percentage of students
While you were at the University, did you
participate in Business Administration Student's
Associations?
70
60
50
40
30
20
10
0
Aguadilla
Bayamón
Ponce
96
4.3 Selection and Use of Information Results
The business school or program should report and explain the improvements it has made to its programs
based on information obtained from its benchmarking and outcomes assessment programs.
a. What are your current levels and trends (three to five years) in key measures and/or indicators?
(illustrated by graphs, tables, or figures)
At this time the Aguadilla Business Administration Department doesn’t have a clear tendency of the
current levels. The Department Assessment Committee is currently gathering data to establish a trend.
The following table illustrates the present and forecast scores for the common assessment instruments
among Aguadilla, Bayamón and Ponce.
Aguadilla Campus
Pre Test
Post Test
MFT
Present Average Score
2007
2008
48%
44%
67%
2009
Forecast Average Score
2010
2011
45%
70%
68%
48%
75%
69%
50%
80%
70%
b. What are your benchmark or comparison institution’s current levels and trends (three to five years) in
key measures and/or indicators? (illustrated by graphs, tables, or figures)
At this moment, none of the aforementioned campuses has a clearly defined trend, however, each campus
has established similar forecasts for the common assessment instruments. Each campus is currently
gathering data according to their timeline. Once each campus reaches the midpoint and administered the
post test a tendency can be established.
Aguadilla Campus
Pre Test
Post Test
MFT
Ponce Campus
Pre Test
Post Test
MFT
Present Average Score
2007
2008
48%
44%
67%
Present Average Score
2007
2008
34%
72%
2009
Forecast Average Score
2010
2011
45%
70%
68%
48%
75%
69%
50%
80%
70%
2009
Forecast Average Score
2010
2011
50%
70%
73%
50%
75%
74%
50%
80%
75%
97
4.4 Continuous Process Improvement: Student Learning and Performance
a. How do you evaluate your student learning and performance processes?
We evaluate and improve our students learning and performance mainly through the utilization of the
results of the Assessment Committee, and through formal and informal interviews with both, alumni and
employers.
The following curricular improvements have been made to the program based on information obtained
from the outcome assessment program:
Programs
BBA Computerized
Information
Systems
All programs
Assessment
results
Student/Stakeholder
Input
Curricular Changes
The students did not
have sufficient
knowledge in the
creation of web
pages.
The students did not
have sufficient
knowledge in
productivity
applications.
Recommendations from
employers in the
practice, professors and
from students.
Elective course added:
SICI 4175 – Introduction to
JAVA Programming.
Recommendations from
employers in the
practice, professors and
from students.
Integrate Publisher,
FrontPage and Outlook
applications in the course
SICI 3028 – Applied
Programming.
After an assessment tool is used for the first time, the Assessment Committee meets and evaluates the
response rate. If it is understood that the response rate was not satisfactory, the tool is modified and is
submitted to the Faculty for suggestions and later approval.
The Assessment Committee will submit the assessment process to revision every three years and it is later
presented to the Faculty for its approval. Among the assessment tools that measure the students’
performance and learning in the classroom, we can mention: quizzes, essays, homework graded
assignments, projects, presentations, research, case analysis, class work, learning by doing exercises,
multiple choice, true or false questions, practice tests, tests, and final examination grades.
b. How do you use the results of that evaluation to make changes or modifications to your student
learning and performance processes?
The assessment tools that have been implemented have passed through a revision process. In some of
them we have had to modify the implementation process.
The first time that the teamwork rubric was implemented it was counted as a grade, which resulted in
excellent evaluations on behalf of the students. From the results and comments students made to the
professors we concluded that the students had not objectively evaluated their classmates. For this reason
we decided that on the next occasion grades would not be given with the use of the rubric.
When the MFT was offered the first time it was done after the students’ graduation. This caused that only
a 43 percent of the students summoned took the exam. It was decided that the next offering would be
made during the last weeks of class to try and raise the participation of students to the exam. During this
98
semester (first semester 2008-2009), we offered the MFT using the new strategy and this practice resulted
in obtaining better results. On this occasion, 93 percent of the students summoned attended the exam.
The pre test was offered for the first time during the first week of classes ADMI 3005 (Administrative
Theory) course, a course directed to first-year students. This process gave excellent results since the test
was taken by 100 percent of the students. Since we obtained excellent results with this process, we have
continued with it. In the Pre/Post tests, the students have to write two paragraphs; one in English and the
other in Spanish. These paragraphs are being evaluated by different professors in the English and Spanish
departments, all of them using the same rubric. However, we understand that these paragraphs are not
evaluated in the same manner because of the perceptions and expectation each language specialist has for
interpreting the rubric and grading the exercises. To avoid this situation for future evaluations, we are
going to designate just one person from each department to evaluate all the paragraphs.
The first times students were summoned for the administration of the questionnaire for candidates for
graduation, it was done through advertisements on the bulletin boards, and we received a response of 50
students of the 122 candidates for graduation, which represents a 41 percent of response. To improve
attendance, on the next occasion the exam was administered, we personally contacted the students, and it
was offered on the same day they took the MFT. On this occasion the results were that 25 of the 27
graduates (93 percent) filled out the questionnaire. For this reason we will keep using this strategy.
The employers’ evaluations are completed when the student ends their practice hours. The supervisors
evaluate the students and provides the information to the practice coordinator. This strategy has proven to
be of great significance, which means that it will be continued.
99
STANDARD 5 – Faculty and Staff Focus
Current Situation and Strengths
The UPR recognizes that the Faculty members are central to the institution’s teaching and learning
process. The UPR’s Faculty members are qualified professionals by virtue of their education,
training, experience and skills. Until June 2006, the minimum education requirement for a tenure
track position as a Faculty member was a master degree. In June 2006, the Board of Trustees of the
UPR approved Certification number 145 – Amendment to the Article 42, Section 42.1 of the UPR
General Regulation, to require a doctoral degree as the minimum academic qualification to be
recruited in a tenure track position. The Administrative Board of Aguadilla Campus acts as an
advisory body to the Chancellor and grants tenure, promotions, and leaves of absences after
considering peer evaluations done by the Personnel Committees. Although there has been an increase
in the number of Faculty members with a PhD or DBA and the focus is to hire more, the trend must
be strengthened.
The UPR’s General Regulations define the Faculty member's functions, privileges, duties and rights.
The Faculty members are required to have a work load of 12 credit hours per semester, 6 office hours
weekly for the individual attention of students, 4.5 hours to attend departmental meetings, and 15
hours for class preparation and research needed to be up to date in their discipline. The Department
Chair is responsible for assigning the academic work load of each Faculty member. The UPR
developed a software to consolidate the teaching, research and service activities of all Faculty
members. A uniform format for curriculum vitae was developed to keep up-to-date information about
the education, professional development, experience and skills of the Faculty members. The Business
Administration Department developed a recruitment plan aligned with the Board of Trustees
Certification number 145, Academic Senates Certifications and the teaching and research needs of the
Department. The Dean of Academic Affairs and the Department Chair developed a plan for the
professional development of Faculty members.
Items to fully comply with the accreditation standard
The business administration department is developing specific criteria to define a participating and a
supporting Faculty member in order to have a specific metric to measure compliance with the General
Regulations of the University. The implementation phase of the recruitment and professional
development plans must be strengthened.
5.1 Human Resource Planning
a. Do you have a human resource plan?
The University of Puerto Rico recognizes that the Faculty members are central to the institution’s
teaching and learning process. The UPR’s Faculty members are qualified professionals by virtue of their
education, training, experience and skills. Until June 2006, the minimum education requirement for a
tenure track position as a Faculty member was a master’s degree (see UPR General Bylaws, Art. 42;
Section 42.1). In June 2006, the Board of Trustees, of the UPR approved Certification 145 (2005-2006),
as amended by the Certification 15 2006-07 of the Board of Trustees which requires a doctoral degree as
the minimum academic qualification to be recruited in a tenure track position as a professor or researcher,
and have a doctoral degree or equivalent in the teaching or research discipline, except in the discipline
with a proven difficulty in recruitment, according to the policies and procedures established by the
100
President of the UPR. In addition, the Academic Senate has approved internal policies and procedures for
the recruitment of new Faculty member.
The Business Administration Department developed Recruitment and Faculty Development Plans aligned
with Article 43 of the UPR General Regulations, Certification 145 (2005-2006) of the Board of Trustees
and internal certifications of the University of Puerto Rico in Aguadilla. The certifications from the
Academic Senate and Administrative Board of the University of Puerto Rico in Aguadilla follows:
• Certification 2003-04-15. This certification established that new Faculty members to be
hired must have a doctoral degree in their area of specialty or must make a commitment
to start doctoral degree studies in a period no longer than two years.
•
Certification 2003-04-70. This certification expands Certification 2003-04-15 to require
that the doctoral degree studies must be completed on a full-time basis and the University
in which the doctoral degree studies will be pursued must be agreed upon between the
professor and the Dean of Academic Affairs.
•
Certification 2005-2006-37. This certification sets the criteria for granting tenure status to
Faculty members of the University of Puerto Rico in Aguadilla.
•
Certification 2005-06-44. This certification established an amendment to the procedures
of requesting and processing financial aid assistance and study licenses to the Faculty
members, and amends the graduate studies academic progress report.
During the academic year 2008-09, the Departmental Personnel Committee developed an internal
recruitment policy and the Recruitment Plan. The plan is aligned with the certifications of the
Administrative Board as well as the Academic Senate of the UPR in Aguadilla. The plan establishes the
internal recruitment policy for a teaching position when the need arises either on a full time or a part time
basis. The Departmental Personnel Committee developed the Recruitment Plan considering the expected
retirement date of all professors. The information was provided by the Director of the Human Resource
Office of the University of Puerto Rico in Aguadilla.
101
Figure 5.1 Faculty Recruitment Plan
Faculty Member
Year of Inicial
Appointment
Highest Degree
Type
Discipline
Cerezo, Sandra
1991
MBA
Management
Miranda, Alicia
1974
MPA
Planning
González, Miguel A.
1973
MBA
Management
Neris, Fernando
1986
MBA
Management
Gómez, Raymond
1999
MBA
Hernández, Edna E.
1995
MBA
Industrial
Management
Management
Assigned
Teaching
Discipline(s)
Prof Cert
Expected
Retirement
Year*
Actions for Faculty Recruitment or
renewel
Statistics/
Finance
2009
Economics/
Accounting
Accounting/
Management
2009
A PhD or DBA in Finance with a
Master’s Degree in Business
Administration will be recruited,
major in Accounting, preferred
PhD in Entrepreneurship with MBA
Information
Systems/
Economics
Marketing/
Management
Human
Resources
2016
2010
2017
2025
SPHR/
OTL
Sánchez, Rosarito
1993
DBA
Information
Systems
Information
Systems
MOUS
2025
Crespo,Wanda
1996
MBA
Marketing
Marketing
2026
Navedo, Damaris
1996
MBA
Human
Resources
Human
Resources
2026
Rivera Benjamín
1996
MBA
Accounting
Accounting
2026
Galera, Laura
1997
MBA
Accounting/
Finance
Accounting/
Finance
2027
PhD or DBA in Accounting with a
MBA in Finance or Accounting,
preferred
PhD or DBA in Management with a
MBA in Economics, preferred
PhD or DBA in Management with a
MBA in Industrial Management
PhD or DBA in Human Resources
with a Master’s Degree in Human
Resources, Leadership,
Organizational Behavior or Labor
Relations, preferred
PhD or DBA in Management
Information Systems with a MBA in
MIS
PhD or DBA in Marketing with a
MBA in Marketing, Advertising,
Marketing Research or Public
Relations, preferred
PhD or DBA in Human Resources
with a Master’s Degree in Human
Resources, Leadership,
Organizational Behavior or Labor
Relations.
PhD or DBA in Accounting with a
MBA in Finance or Accounting,
preferred
PhD or DBA in Accounting with a
MBA in Finance, preferred
102
Muñiz, William
2001
MIS
Pérez, Edna
1998
MBA
Management
Information
Systems
Management
Information
Systems
MOUS
2028
Information
Systems
MOUS/
OTL
2028
Vélez, Juan
1998
MBA
Finance
Accounting/
Finance
CPA/
Real
State
Broker
2028
Hernández, Damaris
2001
MBA
Marketing
Marketing
2031
Vega, Ivelisse
2001
MBA
Management
Human
Resources/
Management
2031
PhD or DBA in Management
Information Systems with a MBA in
MIS
PhD or DBA in Management
Information Systems with a MBA in
MIS
PhD or DBA in Finance with a
Master’s Degree in Business
Administration will be recruited
major in Accounting, preferred
PhD or DBA in Marketing with a
MBA in Marketing, Advertising,
Marketing Research or Public
Relations, preferred
PhD in Management with a MBA in
Management or Human Resources,
preferred
(* Based on information provided by the Human Resources Department)
Figure 5.2 Summary Faculty Recruitment Plan
Area of
Specialization
Accounting
Finance
Human Resources
Information Systems
Marketing
Management
Others
(Entrepreneurship)
Actions for Faculty Recruitment
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
1
2026
2027
1
1
1
2028
1
1
1
1
1
2
1
1
1
1
The University of PR is an Equal Opportunity Employer and does not discriminate on the basis of race, religions, national origin, gender, age,
disability, disabled veteran or Vietnam-era veteran status.
103
b. How do you deploy your human resource plan?
The General Regulations of the University of Puerto Rico establishes in its Articles 42 and 43 the
required qualifications for a professor position and the criteria for the selection of the personnel,
respectively. The Certifications of the Administrative Board and the Academic Senate of the College
related to the recruitment policies were distributed to the Faculty and have been published on the UPR
Web page (http://www.certifica.upr.edu ).
The Internal Policy for Recruitment that was developed by the Department Personnel Committee will be
distributed to the Faculty members during the second semester of 2008-09.
The internal policy guided the development of the Faculty Recruitment Plan and includes the qualification
criteria to be fulfilled by a candidate and an interview guide. The Dean of Academic Affairs publishes in
the newspaper the list of open positions. The candidates send their resumes and official transcripts to the
Department of Human Resources and once their transcripts are received, the files of potential candidates
are sent to the academic departments. The Departmental Personnel Committee, together with the Director
qualifies the resumes. Once the necessity to recruit has been identified, the interviews are carried out by
members of the Personnel Committee and the Director. The Committee makes a recommendation to the
Director. The Director decides if he/she accepts the Personnel Committee’s recommendation and submits
both recommendations to the Dean of Academic Affairs. The Dean evaluates the recommendation and
sends his/her recommendation to the Chancellor. The Chancellor makes the final decision authorizing the
recruitment.
c. How do you develop your Faculty and staff?
The University of Puerto Rico in Aguadilla expresses its institutional commitment with the continuous
development and training of the teaching staff in its Strategic Plan 2006-2011. Goals 2, 4 and 5 and their
respective objectives are evidence of the clear intention of fulfilling this agreement.
Goals
Goal 2
Maintain an effective program for
the development of Human
resources.
This goal is directly connected to the
following strategic purposes of Diez
para la década:
All; other goals depend on the
adequate intellectual and technical
preparation of the personnel as
well as their renovated
paradigms.
Objectives
2.2 Expand the opportunities for exchange of Faculty between
stateside and foreign universities.
2.3 Increase the opportunities of the teaching staff to finish
advanced studies and realize research projects or improvement of
teaching skills through Study Licenses or Sabbaticals.
2.4 Improve the pedagogical skills of the Faculty, giving special
attention to:
• Effective teaching-learning strategies
• How to deal high risk students
• How to apply integrated assessment techniques to
teaching and learning
• How to develop basic skills
• How to use educational technology effectively
104
Goal 4
Continue integrating the new 4.2 Attract the resources to institutionalize the Center for
information technologies (IT) to the Educative Technologies in Multimedia (CETEM) as a permanent
teaching-learning process.
support structure to teaching in all that is relative to academic use
of the information technology, especially training for the Faculty
This goal is directly tied to the and students, development of instructional, and technical and
following strategic purposes of Diez pedagogical advice.
para la década:
4.3 Achieve during a period of five years, that at least 20 percent
of the Faculty offer one or more courses on line.
Academic culture of updating,
experimentation and renovation
4.4 Achieve during a period of five years, that at least 60 percent
of the regular Faculty improve in the teaching of their courses,
Technological updating
using multimedia presentations and on line instruction resources.
4.5 The offering of short trainings to all students and Faculty, so
they can have the opportunity to develop their technological basic
skills.
Goal 5
Increase the Faculty’s performance
in research activities, creation and
erudition and involve the students as
part of their formal development.
This goal is directly tied to the
following strategic purposes of Diez
para la década:
Competitive Research
Strengthen Institutional Identity
5.2 Increase research, creation and erudition activities through
different strategies ,among them:
• Provide academic release time so that at least, each
semester, 10 percent of the Faculty will dedicate a
minimum of 3 credits of their regular load to such
activities.
• Grant licenses or sabbaticals that promote the objective
• Help the Faculty to prepare competitive proposals.
5.3 Achieve that at least 10 percent of the Faculty publish
prestigious academic or professional journals within their
academic or professional fields; also promote student
publications.
5.5 Increase the proportion of doctorates on campus, from a 14
percent of the total of regular professors, to at least 30 percent.
To achieve these goals we have developed the following strategies
• Identify and allocate resources of the operational budget for the professional development of the
Faculty. The majority will be used for the approval of licenses and financial aid for study for the
Faculty members. The other part will be allocated among the academic departments for
participation of the Faculty in seminars, workshops, conferences and other professional
development activities.
• Schedule two days of each semester for professional development activities (Faculty Development
Day). The Dean of Academic Affairs develops an annual plan for the Faculty development
activities and we incorporate activities that are of interest to the Faculty. The Dean of Academic
Affairs is responsible for the coordination of the activities.
• Attract resources to institutionalize the Center for Educational Technologies in Multimedia
(CETEM) as a permanent support structure to teaching in all academic issues related with use of the
105
•
•
information technology, training for the Faculty and students, and the development of instructional
and technical and pedagogical advice.
Identify and allocate resources to develop a physical infrastructure to formally initiate a research
culture on this campus.
Identify resources for research, creative erudite activities by the Faculty members.
d. What process do you use to promote your Faculty and staff?
The general principles that regulate the promotion process of Faculty members are described in Article 47
of the General Regulations of the UPR. The Administrative Board concedes, as proposed by the
Chancellor, the teaching Faculty’s promotions according to the aforementioned Article 47.
The Dean of Academic Affairs submits his/her recommendations for promotion of Faculty members to
the Chancellor with the recommendations of the Departmental Personnel Committees and the Department
Directors. The Faculty members are considered for promotion in rank according to their years of service
and their academic preparation (See the General Regulations Sections 47.5.1.1 and 47.5.1.2.). According
to Article 41 of the UPR General Regulations, Section 41.1 following are the existing ranks for Faculty
members: Instructor (entry level rank), Assistant Professor, Associate Professor and Full Professor.
The Administrative Board of the University of Puerto Rico in Aguadilla guarantees the professors an
objective process in the fulfillment of its functions and its decisions. The Administrative Board prepared
three documents that guide the process of granting promotions in rank in the most impartial and equitable
way.
I.
Instructions Manual for the checklist for Promotions in Rank (Revised with Certification
Num. 2007-08-13 JA)
The manual compiles all the policies and procedures of many years of experience
including the Administrative Board of the Administration of Regional Colleges, as well
as the recommendations of Faculty members, the Departmental Personnel Committees
and the Institutional Personnel Committee.
II.
Checklist for Candidates for Promotion in Rank (Revised with Certification Num. 200405-52 JA)
The checklist includes all the information pertaining to the evaluation of the Faculty
members according to the Instructions Manual and the criteria established by the General
Regulations of the University of Puerto Rico in Section 49.3. The form is available in
electronic format.
III.
Inventory of Documents (Certification Num. 01-2 JA)
The form contains a summary table of all the documents submitted by a Faculty member
as evidence for his/her promotion. The form allows the candidate who is preparing
his/her file for promotion, to organize and document the evidence thus facilitating the
evaluation process.
The non teaching staff is promoted according to the collective bargain agreement clauses including
reclassifications and promotions.
e. How do you determine the best makeup of the Faculty, including academic credentials and business
experience?
The Business Administration Department developed a recruitment plan aligned with the Board of
Trustees and Academic Senate Certifications. A candidate for a Faculty position must submit his or her
academic credentials, a curriculum vitae and a letter of intention to the Department Chair. The
106
Department Personnel Committee members perform the peer evaluation of the candidate taking into
consideration the Internal Recruitment Policies.
Although the internal recruitment policy for a teaching position was developed during the first semester
of 2008-09, it was articulated with the article 42 of the UPR General Regulations. The article establishes
the required qualifications to perform teaching duties in the UPR. Starting the fiscal year 2006-2007, a
doctoral degree or an equivalent degree is the minimum academic qualification to be recruited in a tenure
track position as a professor or researcher. The doctoral degree or its equivalent must be in an area that
specifically capacitates the professor in the subjects he/she will teach or conduct research.
The Recruitment plan for the non teaching personnel is established in Certification number 93-110 of the
Puerto Rico Council of Higher Education (PRCHE). The Board of Trustees through Certification number
20, 2007-2008 ratified the Supplementary Rules and Conditions to the Current Regulations for the Non
Teaching Personnel in the appropriate unit the “Hermandad de Empleados Exentos No Docentes”
(HEEND).
f. How will Faculty makeup facilitate appropriate emphases on business theory and practice?
The academic credential of the Faculty member is the main factor considered at the time of recruitment.
However, some Faculty members have experience in the private sector. Most of the part-time professors
come from the private sector and share their professional experiences with the students.
The professors keep up to date through participation in workshops, conferences, and seminars. Many of
them belong to professional associations in their specialty areas or have professional certifications that
required them to take continuing education hours to maintain their certifications. During the second
academic semester we hold a “Mesa de Diálogo”. We invite speakers from the private sector,
governmental agencies and politicians, and they present their positions or ideas in relation to a subject or
current issue related to business administration. During the academic year 2007-08, we started to make
focal groups with presentl and potential employers in each major. These focal groups meet in two year
cycles. The Curricular Sequence Committee of each major coordinates focal groups during the months
from September to February.
The professors who coordinate the practicum meet every semester with the employers who are part of the
practice centers where the students work for periods of 180 hours. These meetings also permit them to
be up to date with new administrative tendencies.
An Advisory Board was created to strengthen our academic programs. This board will have the task of
guiding the Department in affairs related to the curriculum according to the market needs, submit
recommendations to the Faculty to improve our programs and support the academic procedures to assure
a better service.
g. How do you improve your human resources planning process?
In order to improve our human resources planning process, the Department Personnel Committee together
with the Director carried out a process of identifying the professors near retirement and the tentative date
of retirement using the information provided by the Human Resources Department. The recruitment
strategies were identified and the criteria for the selection of teaching personnel. A rubric was created to
facilitate the classification and ranking of the candidates.
107
The performance evaluation system is aligned to the teaching Faculty’s development plan. The inputs
received from peer evaluations, students and activities inherent to teaching provide feedback that
stimulates the continuous improvement of the human resources’ planning process. The results of the
evaluations are discussed with the professor by the Director and/or a member of the Department
Personnel Committee. An opportunity to improve will be identified; the necessary adjustments will be
made so the professor could perform better. For example, if during a peer visit to the classroom the
Committee identifies that the professor should improve his/her skills in the use of technology, the
Director coordinates a training for the professor with the Technology and Multimedia Center.
The student satisfaction questionnaire is another source that provides feedback to the professors on the
students’ perception in relation to the effectiveness of the teaching learning process. The professor can
make the adjustments to reach his/her objectives in the classroom.
5.2 Employment
5.2.1
a. How does the makeup of your Faculty and Faculty processes provide for depth and breadth of
knowledge?
The diversity of our Faculty has enhanced the learning environment of our students. Faculty participation
in community activities, business consulting, and formal work experiences have provided depth and
breadth to our program. All the professors that are teaching in our bachelor’s degree program have a
masters or doctoral degree. (Appendix U, Faculty Curriculmu Vitaes)
The table 5.1 shows the full-time and part-time Faculty qualifications. The academic degree of the
majority of the Faculty members is an MBA. We have a total of twenty-nine (29) professors, two (2)
professors have a MPA, one (1) professor,a MIS, and one professor (1) has a doctorate (DBA) in
Information Systems, (this professor was transferred to the Rio Piedras Campus of the UPR effective July
2008) for a total of 33 professors including full time and part time Faculty members. Of the thirty three
professors (33), seven (7) professors have at least one professional certification and fifteen (15) have
more than one major.
The mix of disciplines of the Faculty members increases the opportunities of knowledge to the students.
Discipline
Accounting
Finance
Human Resources
Industrial Management
Information Systems
Management
Marketing
Planning
Technology Management
Number of
professors
7
5
7
3
4
6
5
1
1
The UPR’s General Regulations, in its Articles 50 to 53, establishes the general dispositions on licenses
and financial aid available to the teaching Faculty to obtain doctoral degrees, write books, educational
108
travel and develop research, among other things. The licenses a professor can apply for professional
improvement are:
1. Sabbatical License
2. Extraordinary License with Financial Aid
3. Leave of absence
Now, five (5) professors are pursuing their doctoral studies in Business Administration, one (1) professor
in (Law) Juris Doctor, and three (3) professors was admitted to begin doctoral studies.
Professor
Figure 5.3 PROFESSORS PURSUING DOCTORAL STUDIES
University
Program
Academic
Starting
Background
Date
Name
Sandra Cerezo
UPR – Río
Piedras
PhD – Finance
Ricardo Barrios
Law School
Eugenio María
de Hostos
Law
Juan Vélez
Interamerican
University
International
Business
Ismael Hau
Northcentral
University,
Arizona
PhD – Marketing
Damaris
Hernández
Univ.
Complutense
de Madrid
Carmen Berrios
Interamerican
University
Eileen Vega
Universidad
Tecnológica de
Panamá
Universidad
Tecnológica de
Panamá
Universidad
Tecnológica de
Panamá
PhD in Practical
Philosophy
(Marketing
Ethics)
PhD –
Entrepreneurial
Management
Development:
Human Resources
PhD – Project
Management
(Entrepreneurship)
PhD – Project
Management
Ivelisse Vega
Damaris Navedo
PhD – Project
Management
(Human
Resources)
BBA Accounting
MBA –
Accounting &
Management
MBA – Finance
MBA –
Operations
Management
MBA – MIS
BBA Accounting
MBA- Finance
BS - Science
MBA –
Management &
Marketing
PhD in Practical
Philosophy
(Marketing
Ethics)
BBA- Marketing
MBA – Human
Resources
Management &
Marketing
MPA – Human
Resources
Expected
Graduation
Date
August
2000
2010
June 2005
May 2009
2004
2014
January
September
2009
2007
February
2007
September
2010
December
2005
May 2010
March 2009
2014
MBA Management
March 2009
2014
MBA- Human
Resources
March 2009
2014
109
b. How does the makeup of your Faculty and the Faculty processes provide for creativity, a critical eye,
and intellectual curiosity toward business?
The University provides through licenses and financial aid the opportunity to its Faculty to encourage
creativity, a critical eye, and intellectual curiosity toward business. The UPR’s General Regulations, in its
Articles 50 to 53, establishes the general dispositions in relation to these licenses and financial aid.
The Chancellor of the UPR in Aguadilla includes in its Strategic Plan 2006-2011, the Goal of fostering an
increase in the number of Faculty members performing research activities, creation and erudition and the
number of students involved. The Administration has sponsored the extracurricular activity “Mesa de
Dialogo Empresarial” during the past nine consecutive years.
The professors are encouraged to create instructional modules, computerized modules, and academic
manuals, and to offer and coordinate workshops and conferences for their students and the community.
These creative and dissemination activities are evaluated by the Department and Institutional Personnel
Committees for promotion and tenure decisions. We also encourage the participation of professors in
professional organizations and to become advisors of the student chapters of the professional
organizations. These activities are also considered for promotion decisions, among other activities (See
Checklist for Candidates for Promotions in Rank - revised through Certification number 2004-05-52 JA).
Figure 5.10 presents the scholarly and professional activities of the Faculty according to the Boyer’s
Model.
c. How does the makeup of your faculty and the faculty processes provide for intellectual leadership?
The Faculty members have opportunities to engage in leadership positions in the institution. The UPR
General Regulations in its Article 66 establishes the norms and procedures that must be followed. We
also encourage the participation of Faculty members in institutional and departmental committees.
The professors of the Business Administration Department that have held leadership positions during the
self-study year (2007-2008) are:
• Prof. Edna Hernández – Dean of Administrative Affairs
• Prof. Carlos Jiménez – Information Systems Director
• Prof. William Muñiz – Associate Director - CETEM
• Prof. Damaris Navedo – Business Administration Department Chair
5.2.2 If your institution offers nontraditional delivery systems or if any of your programs make extensive
use of part-time (adjunct) Faculty, your human resource planning process (including assessment) must
establish clear and explicit policies for recruiting, training, observing, evaluating, and developing Faculty
for these nontraditional delivery systems.
The Business Administration Department of the University of Puerto Rico in Aguadilla does not offer
programs using nontraditional delivery systems and the use of part-time Faculty is not extensive.
110
5.2.3 Historically, accredited programs have focused on Faculty input as a basis for demonstrating
quality. The following criteria are considerations of historically appropriate employment input:
a. How do you determine and justify what the appropriate percent of doctoral or professionally qualified
faculty is appropriate for your business school or program to meet your mission?
Until June 2006, the minimum education requirement for a tenure track position as a Faculty member was
a master’s degree. In June 2006, the Board of Trustees of the UPR approved Certification Num. 145,
which requires that any candidate for a tenure track position as a professor or researcher have a doctoral
degree or equivalent in the teaching or research discipline, except in the disciplines with a proven
difficulty in recruitment. There has been an increase in the number of Faculty members studying a
doctoral degree. No professor will be hired in a tenure track position without a doctoral degree in the
specialized area. We will continue the trend of fostering that tenured Faculty pursue doctoral degrees
and obtain professional certifications.
b. What percent of your undergraduate credit hours in business are taught by doctoral or professionally
qualified faculty?
The percent of total undergraduate credits taught by doctoral qualified Faculty members during the
academic year 2007– 2008 was three percent. Now, nine (9) professors are pursuing doctoral studies in
Business Administration. 100 percent of the Faculty members are either doctoral or professionally
qualified Faculty members.
c. What percent of your graduate credit hours in business are taught by doctoral qualified Faculty?
The Business Administration Department of the University of Puerto Rico in Aguadilla does not offer a
graduate program.
d. What percent of your graduate credit hours in business are taught by a mix of Faculty, including
sufficient business experience, business consulting experience, or other characteristics to ensure
appropriate emphasis on business practice to meet program objectives?
The Business Administration Department of the University of Puerto Rico in Aguadilla does not offer a
graduate program.
111
Figure 5.4
Table for Faculty Qualifications
UPR – Aguadilla Campus 2007-2008
Faculty Member
Year of
Initial
Highest Degree
Type
Discipline
Assigned Teaching
Discipline(s)
Prof. Cert.
Level of
Qualif.
Tenure
Non tenure
Accounting/
Management
Management/
Human Resources
Information
Systems/ Finance
Prof.
Non tenure
Prof.
Non tenure
Prof.
Non tenure
Human Resources/
Marketing
Prof.
Non tenure
Statistics/Finance
Marketing
Marketing
Accounting
Accounting/
Management/
Human Resources
Accounting/
Finance
Marketing/
Management
Accounting/
Finance
Accounting/
Management
Marketing
Marketing
Human Resources
Prof.
Prof.
Prof.
Prof.
Prof.
Tenure
Non tenure
Tenure
Non tenure
Non tenure
Prof.
Tenure
Prof.
Tenure
Prof.
Non tenure
Prof.
Tenure
Prof.
Prof.
Prof.
Non tenure
Tenure
Tenure
Information
Systems
Marketing
Prof.
Non tenure
Prof.
Non tenure
Economics/
Accounting
Prof.
Tenure
Appointment
Aldarondo, Elidio
1996
MBA
Accounting/
Finance
Management
Alvarez, Luis2
2006
MBA
Barrios, Ricardo
2005
MBA
Berrios, Carmen
2003
MBA
Cerezo, Sandra3
Cortés, Yamira
Crespo,Wanda
Díaz, Sandra
Figueroa, Alexis4
1991
2005
1996
2008
2008
MBA
MBA
MBA
MBA
MBA
Galera, Laura
1997
MBA
Gómez, Raymond5
1999
MBA
González, Ariel6
2008
MBA
Accounting/
Finance
Industrial
Management
Finance
González, Miguel A.7
1973
MBA
Management
Hau, Ismael8
Hernández, Damaris
Hernández, Edna E.9
2008
2001
1995
MBA
MBA
MBA
Management
Marketing
Management
Jiménez, Carlos
2008
MBA
Technology
Management
Lauselle, Griselle
2006
MBA
Marketing/
Human Resources
Miranda, Alicia10
1974
MPA
Planning
Information
Systems/
Finance/
Industrial
Management
Marketing/
Human
Resources
Management
Marketing
Marketing
Accounting
Management
CPA
CPA
SMEI
SPHR/
OTL
2
Currently occupying the position of Human Resources Director of University of Puerto Rico, Aguadilla Campus.
Has approved 6 credits in Human Resources included in the MBA degree and also has a BBA degree in this field.
3
Ph.D. Finance (in process).
4
BSBA in Accounting , CPA license, and approved 15 credits in Human Resources included in the MBA degree.
5
Has approved 15 credits in Marketing included in the MBA degree.
6
Has approved 15 credits in Accounting included in the MBA degree and also has a BBA degree in this field.
7
BBA degree in Accounting and also approved 6 credits in Accounting included in the MBA degree.
8
Ph.D. Marketing (in process). Has approved 9 credits in Marketing included in the MBA degree.
9
Has approved 12 credits in Human Resources included in the MBA degree, and is Certified as a Senior
Professional in Human Resources.
112
Muñiz, William
2001
MIS
Management
Information
Systems
Information
Systems
Navedo, Damaris
1996
MBA
Neris, Fernando11
1986
MBA
Human
Resources
Management
Pérez, Edna12
1998
MBA
Management
Rivera, Benjamín
Rivera, Luis13
1996
2008
MBA
MBA
Sánchez, Rosarito
1993
DBA
Santiago, Roberto
Soto, Edgar14
1981
2006
MBA
MBA
Accounting
Industrial
Management
Information
Systems
Accounting
Management
Vega, Eileen15
2003
MPA
Vega, Ivelisse16
2001
MBA
Vélez, Clara
2005
MBA
Vélez, Juan17
1998
MBA
Villanueva, Migdalia
2008
MBA
Personnel
Administration
Management
Human
Resources
Finance
Accounting /
Human
Resources
Prof.
Tenure
Human Resources
Prof.
Tenure
Information
Systems/
Economics
Information
Systems
Accounting
Accounting
Prof.
Tenure
Prof.
Tenure
Prof.
Prof.
Tenure
Non tenure
Doct.
Tenure
Prof.
Prof.
Non tenure
Non tenure
Prof.
Non tenure
Prof.
Tenure
Prof.
Non tenure
Prof.
Tenure
Prof.
Non tenure
Information
Systems
Accounting
Marketing/
Management
Human Resources/
Management
Human Resources/
Management
Human Resources/
Management
Accounting/
Finance
Accounting
MOUS/New
technologies
Integration
for higher
education
MOUS/
OTL
MOUS
CPA/ Real
State
Broker
10
Has approved 13 credits in Economics courses included in the MBA degree, and has a BS degree in Accounting
and Economics.
11
Has 21 credits approved in Computerized Information Systems courses included in the MBA degree and also has
a BBA degree in Economics.
12
Has 15 credits in Computerized Information Systems courses included in the MBA degree and also has a BSBA
degree in this field.
13
Has 6 credits in Accounting courses included in the MBA, and has a BBA degree in Accounting.
14
Has approved 3 credits in Marketing course included in the DBA, and 6 credits in Marketing courses included in
the MBA degree.
15
Has a Labor Relations and Human Resources Certifications and 27 credits in Human Resources courses included
in the MPA degree.
16
Has a Labor Relations and Human Resources Certifications and 9 credits in Human Resources courses included in
the MBA degree.
17
BBA degree in Accounting, CPA license, and approved 9 credits in this field included in the MBA degree.
113
e. What is your faculty credit hour production or equivalent?
The following table shows the Faculty credit hours production during the self-study year:
Figure 5.5
Example of a Table for Faculty Credit Hour Production or Equivalent
Faculty Member
FULL - TIME
UPR – Aguadilla Campus 2007-2008
Total Student Credit Hours (or equivalent) in Business Program
Second
Qualification Level
First Semester
Semester
UG
UG
UG
Doct.
Prof.
Other
Berrios, Carmen
Cerezo, Sandra
Crespo,Wanda
Galera, Laura
Gómez, Raymond
González, Miguel A.
Hernández, Damaris
Hernández, Edna E.
Miranda, Alicia
Muñiz, William
Navedo, Damaris
Neris, Fernando
Pérez, Edna
Rivera Benjamín
Sánchez, Rosarito
Vega, Hielen
Vega, Ivelisse
Vélez, Juan
303
454
537
296
345
426
330
93
456
69
195
300
303
310
201
382
393
468
420
426
537
343
234
477
300
84
340
66
189
396
213
207
237
396
474
334
PART TIME
Aldarondo , Elidio
Alvarez, Luis
Barrios, Ricardo
Cortés Yamira
Díaz, Sandra
Figueroa, Alexis
González, Ariel
Hau, Ismael
Jiménez, Carlos
Lausell, Griselle
Rivera, Luis
Santiago, Roberto
Soto, Edgar
Vélez, Clara
Villanueva, Migdalia
257
66
201
153
0
0
0
0
0
63
0
163
0
201
0
0
39
192
0
100
93
42
351
48
0
80
96
69
276
80
6,965
7,139
Total
723
880
1,074
639
579
903
630
177
796
135
384
696
516
517
438
778
867
802
257
105
393
153
100
93
42
351
48
63
80
259
69
477
80
438
13,666
114
f. What is your faculty coverage summary or equivalent?
The Figure 5.6 shows the Faculty coverage summary for our review year. The percent of total credit
hours taught by doctoral and professionally qualified Faculty members is 100 percent.
Figure 5.6
Table for Faculty Coverage Summary
UPR – Aguadilla Campus 2007- 2008
During the Self-Study Year
Total Student Credit Hours in Business Program Taught by Faculty
Members in the Business Unit
Total Credit Hours Taught by Doctoral and Professionally Qualified
Faculty Members
Percent of Total Credit Hours Taught by Doctoral and Professionally
Qualified Faculty Members
Total Credit Hours Taught by Doctoral Qualified Faculty Members
Percent of Total Credit Hours Taught by Doctoral Qualified Faculty
Members
Under-graduate Level
14,104
14,104
100%
438
3.10%
5.3 Faculty Deployment
Each school or program must deploy Faculty resources among the disciplines, units, courses,
departments, and major fields to ensure that every student attending classes (on or off campus, day or
night, or online) will have an opportunity to receive instruction from an appropriate mix of Faculty to
ensure consistent quality across programs and student groups. For each academic major offered, a school
or program must provide sufficient academic leadership at each location where the program is offered to
ensure effective service to students and other stakeholders.
a. Do you have at least one full-time doctoral or professionally qualified faculty member for each
academic major or concentration?
The Business Administration Faculty members have a higher academic degree than the course levels they
are teaching. During the year 2007-2008, we had one full-time doctoral qualified Faculty member. Dr.
Rosarito Sánchez has a Doctoral Degree in Business Administration with a major in Information Systems.
In the other majors, we have 100 percent professionally qualified Faculty members.
b. How do you ensure that sufficient human resources are available at each location to provide leadership
(including advising and administration) for each program and that processes are in place to ensure that
this leadership is being provided?
Each Campus of the University of Puerto Rico is a co-educational, bilingual and non-sectarian
institutional unit. The Chancellor of each Campus is the chief executive officer of the institutional unit.
In addition to academic departments, each institutional unit encompasses the office of the Dean of
Academic Affairs, the Office of the Dean of Students, the Office of the Dean of Administrative Affairs
and the Office of Institutional Research and Planning.
115
The institutional offices offered most of the student services. The Orientation and Counseling Services,
Financial Aid, Medical Services, the Athletic Center, Job Placement, Social and Cultural Activities
Programs, Student Center and Quality of Life Office are under the supervision of the Dean of Student
Affairs. In addition, the Library and the Registrar’s Office are under the supervision of the Dean of
Academic Affairs.
Deployment of Faculty by Major
Concentrations
Accounting
Finance
Human Resources
Marketing
Information Systems
Doctoral Qualified
Rosarito Sanchez
Professional Qualified
Laura Galera
Juan Velez
Edna Hernández
Damaris Hernández
Edna Perez
116
Figure 5.7
Table for Deployment of Faculty by Program
FULL – TIME
Berrios, Carmen
Cerezo, Sandra
Crespo,Wanda
Galera, Laura
Gómez, Raymond
González, Miguel A.
Hernández, Damaris
Hernández, Edna E.
Miranda, Alicia
Muñiz, William
Navedo, Damaris
Neris, Fernando
Pérez, Edna
Rivera Benjamín
Sánchez, Rosarito
Vega, Eileen
Vega, Ivelisse
Vélez, Juan
UPR – Aguadilla Campus 2007-2008
Number of Classes/Sections Taught in the Business Program
First Semester
Second Semester
FTE
Eve
Day
Eve
UG
Day
1
5
0
1.375
3
0
4
2
1.416
5
6
0
6
0
1.5
0
5
0
1.625
4
0
4
0
1
4
0
6
0
1.375
5
0
4
0
1.25
4
0
1
0
.25
1
0
5
0
1.333
5
0
1
0
.25
1
0
2
0
.5
2
0
5
1
1.375
5
0
4
0
1.375
5
0
3
0
1.333
4
0
4
0
1.125
4
1
4
1
1.291
4
1
5
0
1.25
4
0
4
0
1.5
5
FULL-TIME TOTAL
71
2
72
4
21.123
PART-TIME
Aldarondo , Elidio
Alvarez, Luis
Barrios, Ricardo
Cortés, Yamira
Díaz, Sandra
Figueroa, Alexis
González, Ariel
Hau, Ismael
Jiménez, Carlos
Lausell, Griselle
Rivera, Luis
Santiago, Roberto
Soto, Edgar
Vélez, Clara
Villanueva, Migdalia
0
0
3
1
0
0
0
0
0
0
0
0
0
2
0
3
1
0
1
0
0
0
0
0
1
0
3
0
1
0
0
0
4
0
1
0
1
4
0
0
1
0
0
3
1
0
1
0
0
0
2
0
1
1
0
0
2
1
0
0
.916
.25
.875
.25
.166
.25
.125
.625
.125
.125
1.666
.791
.125
.75
.166
PART-TIME TOTAL
6
10
15
8
7.205
Total
77
12
87
12
28.328
Faculty Member
117
5.4 Faculty Size and Load
The number of Faculty in the business school or program should be sufficient to effectively fulfill its
mission of excellence in educating business students.
ACBSP considers the following functions to be essential responsibilities of the Faculty and staff. Though
other qualified individuals may participate in these functions, the Faculty must play an essential role in
each of the following:
. Classroom teaching assignments
. Student advising and counseling activities
. Scholarly and professional activities
. Community and college service activities
. Administrative activities
. Business and industry interaction
. Special research programs and projects
. Thesis and dissertation supervision and direction, if applicable
. Travel to off-campus locations, if applicable
a. How do you demonstrate that Faculty and staff are of sufficient numbers to ensure performance of the
above nine functions?
Articles 63, 64 and 65 of the UPR’s General Regulations define the duties and functions, the Faculty
teaching duties and the elements of the academic work load, respectively.
The UPR’s General Regulations define the Faculty members’ functions, privileges, duties and rights. The
Faculty members are required to have a work load of 12 credit hours per semester, 6 office hours per
week for the individual attention of students, 4.5 hours to attend departmental meetings and 15 hours for
class preparation and research needed to be up to date in their discipline. The Department Chair is
responsible for assigning the academic work load of each Faculty member. An excess to the academic
load can be assigned to the professor according to the needs of the department through a previous
consultation with the professor by the Director and it must be approved by the Dean of Academic Affairs.
b. How do you determine the appropriate teaching load for your Faculty?
The academic load of the Faculty is defined in the General Regulations Article 65 Section 65.1. The
General Regulations stipulate the minimum academic load a professor should have, the Director of the
Department evaluates the professor’s performance, in terms of participation on committees, attendance to
departmental and institutional Faculty meetings and willingness to provide academic counseling to
students to determine if he/she can absorb additional credit-hours. The Director will also take into
consideration the academic preparation, the complexity of the courses and other related teaching
activities. In case of adding more credit-hours, the decision will be made after consulting with the
professor.
According to section 64.2 of the General Regulations, the Department Director is responsible for
assigning the academic work load of professor, in consultation with the professor and with approval of the
Dean of Academic Affairs.
The UPR-Aguadilla Administrative Board (Certification Num. 2006-07-38) establishes that the maximum
number of preparations and credits a professor can teach in a semester is three preparations and eighteen
credits.
118
c. What is the institutional policy that determines the normal teaching load of a full-time Faculty
member?
The elements of the academic duty are defined in the General Regulations Article 65. The Faculty
members are required to have a work load of 12 credit hours per semester, 6 office hours weekly for the
individual attention of students, 4.5 hours to attend departmental meetings and 15 hours for class
preparation and research needed to be up to date in their discipline. The Department Chair is responsible
for assigning the academic work load of each Faculty member. Office hours will be set by the professor,
with the approval of the Department Director, taking into consideration the hours that are most beneficial
to the students. The academic counseling of students is an inherent activity and the professor will provide
academic advising when necessary. The professor will have fifteen 15 hours weekly for the effective
preparation of his courses, the realization of research, the preparation and correction of exams and the
office work that his job involves. The professor will have approximately four and a half hours weekly for
work related to teaching, which will include department and institutional Faculty meetings, as well as
course coordination meetings. When the academic load assigned to a professor require more than twelve
hours a week of work, we will make the corresponding adjustment in the distribution of the remaining
hours of work, so that the total work load does not exceed the regulatory thirty seven and a half hours
weekly.
d. How are these policies administered?
The UPR’s General Regulations, in its Section 65.7, establishes that the Department Director and the
Dean of Academic Affairs must supervise the teaching personnel as regards to the rigorous compliance of
the responsibilities of the teaching employees (see sections 65.1 to 65.5).
e. How do you determine that no faculty member (full- or part-time) has a combination of teaching and
other responsibilities that is inconsistent with fulfilling all functions effectively?
All tenured teaching personnel or non tenured full and part-time Faculty members must comply with
Article 65 of the UPR’s General Regulations.
Every public employee must notify his/her supervisor about any intention to participate in profit making
activities in addition to the work schedule in the UPR according to Article 13 E of the Government Ethics
Regulations of November 30, 1992. The employee must certify that the activities must be conducted
outside the regular work schedule and that they don’t constitute a conflict of interest with the work
schedule at the UPR in Aguadilla.
Most part-time Faculty members are involved in the functions established by the UPR’s General
Regulations. However, if a part-time Faculty member is found to be teaching in several institutions, he or
she will be given the option to reduce their teaching load or be dismissed. Student’s evaluations play an
important role in this process.
f. How do your part-time faculty members participate in these essential functions?
All part-time Faculty members are required to keep office hours according to teaching academic load
assigned. All part-time Faculty members are invited to participate in departmental meetings and
committees.
119
g. What fact-based information, such as benchmarking (comparison to best practice), is used to evaluate
your performance to others?
The National Center for Education Statistics provides us with our institution’s annual IPEDS Data
Feedback Report. The Integrated Postsecondary Education Data System (IPEDS) is a system of survey
components that collects data from all institutions in the United States and other jurisdictions, such as
Puerto Rico, whose primary purpose is to provide postsecondary education. IPEDS collects institutionlevel data on students (enrollment and graduation rates), student charges, program completions, Faculty,
staff and finances. The report compares data provided by our institution yearly through the integrated
IPEDS to data for a similar group of institutions. These facts are used at the institutional level to evaluate
our performance and to make comparisons with others higher education institutions.
h. What comparison (comparison with other high-quality institutions), or historically appropriate faculty
size and load criteria are used to evaluate your performance to others?
The University of Puerto Rico at Aguadilla has a Faculty size, preparation number and load similar to
peer institutions in the UPR System. Our Faculty consists of 18 full-time professors, which are involved
at 100 percent in scholarity activities such as: teaching, research, and workshop participation, among
others. They also are involved in professional activities at a 78 percent, in addition to their teaching load,
which demonstrates the degree of commitment toward the discipline. The Faculty is involved in
community service and carries out special projects at a 28 percent. Our Faculty maintains interactions
with the business and industries in a 72 percent, the largest percent among the peer institutions. It also has
the highest percent in the number of advisees, as well as to their involvement in special projects.
Figure 5.8
Table for Faculty Load comparison between Aguadilla, Bayamón and Ponce
2007-2008
Semester
Hours
Taught/
Academic
Year
UPR
Aguadilla
UPR
Bayamón
UPR
Ponce
Number
of
Preps./
Year
Number of
Disciplines/
Semester
Fall
Spring
Student
advising
School.
Activity
Prof.
Activities
Number
of Committees
Community
Service
Adm.
Activities
Business
and
Industry
Interacti
on
Special
Projects
28
4
1
2
56%
100%
78%
4
28%
17%
72%
33%
31
4
1
1
21%
71%
71%
4
33%
8%
17%
21%
28
4
1
1
47%
40%
100%
3
73%
20%
53%
20%
120
i. What process do you use to evaluate and improve the mix of the nine functions?
The UPR’s General Regulations, in its Article 65, establishes the duties that the teaching personnel must
carry out. These duties are summarized as follows:
Classroom teaching assignments
Student advising and counseling activities
Scholarly and professional activities
Community and collage service activities
Administrative activities
Special research programs and projects
The Academic Senate of the University of Puerto Rico in Aguadilla approved Certification number 200203-45, Norms, Criteria and Complimentary Procedures for the Evaluation of the Teaching Personnel of
the University of PR in Aguadilla.
All Faculty members independent of their ranks, time of service or duties, are subject to the same
evaluation process (Appendix V). In the performance of their duties, all professors will be evaluated as
established in the following:
Evaluation of the teaching personnel in the classroom
Evaluation of the administrative responsibilities inherent to teaching
Evaluation by students
The Department of Business Administration also conducts a Student Opinion Questionnaire. The results
of questionnaire are individually discussed with the professor by the director. The purpose of this
discussion is so that the professor can reflect on his/her strengths and weaknesses, according to students’
perceptions.
121
Figure 5.9 Table for Faculty Load
Full –Time Faculty Members
UPR-Aguadilla 2007-2008
Semester
Hours
Taught/
Academic
Year
Number
of
Preps./
Year
Number of
Disciplines/
Semester
Student
advising
School.
Activity
Prof.
Fall
Spring
Berrios,
Carmen
Cerezo,
Sandra
Crespo,
Wanda
Galera,
Laura
Gómez,
Raymond
González,
Miguel
HernándezD
amaris
Hernández
Edna E.
30
4
1
2
Yes
Yes
Yes
6
No
No
Yes
No
34
4
2
2
No
Yes
Yes
3
No
No
No
No
36
6
1
2
Yes
Yes
Yes
6
Yes
No
Yes
No
33
6
1
1
Yes
Yes
Yes
7
No
No
Yes
No
24
3
1
2
No
Yes
Yes
3
Yes
No
No
No
33
4
1
2
No
Yes
No
2
NO
No
No
Yes
30
4
1
1
Yes
Yes
No
5
Yes
No
Yes
Yes
6
1
1
1
NO
Yes
Yes
0
No
Dean of
Admin.
Affairs
Yes
No
Miranda,
Alicia
Muñiz,
William
32
3
2
2
No
Yes
No
1
No
No
No
No
6
2
1
1
No
Yes
Yes
4
No
Associate
Yes
No
Navedo,
Damaris
Neris,
Fernando
Pérez, Edna
Rivera,
Benjamín
Sánchez,
Rosarito
Vega, Eileen
Vega,
Ivelisse
Vélez, Juan
12
1
1
1
Yes
Yes
Yes
5
Yes
Dept.
Chair
Yes
Yes
33
4
1
2
No
Yes
No
2
No
No
Yes
No
33
32
7
5
1
1
1
1
Yes
Yes
Yes
Yes
Yes
Yes
8
2
No
No
No
No
Yes
Yes
Yes
No
27
3
1
1
No
Yes
Yes
3
No
No
Yes
Yes
31
30
5
4
2
1
2
2
Yes
Yes
Yes
Yes
Yes
Yes
5
6
No
No
No
No
No
Yes
No
Yes
36
5
2
2
Yes
Yes
Yes
6
Yes
No
Yes
No
Activities
Number
of Committees
Community
Service
Adm.
Activities
Business
and
Industry
Special
Projects
Interaction
Director
CETEM
122
5.5 Faculty Evaluation
Each business school or program must have a formal system of Faculty evaluation for use in personnel
decisions, such as the awarding of tenure and/or promotion, as well as retention. This system must also
provide processes for continuous improvement of instruction through formative evaluations.
This standard requires justification of personnel decisions based on the mission of the business school or
program. The actual system of annual evaluation is within the jurisdiction of the individual school or
program. The system of evaluation must provide for some measurement of instructional performance and
should consider related areas as appropriate but not limited to these:
a. How do you monitor/evaluate your Faculty’s teaching, student advising and counseling process?
All Faculty members independent of their ranks, time of service or duties, are subject to the same
evaluation process. In the performance of their duties, all professors will be evaluated as established in the
following:
The Departmental Personnel Committee and the Institutional Committee share the responsibility of
evaluating the Faculty’s members. In such evaluations, the following elements are considered: (1) quality
of education, research or publication activities; (2) dedication to Faculty’s services; (3) fulfillment of
educational duties; (4) professional and academic improvement; (5) contributions to Faculty’s team work,
including committees and training programs; (6) scholarly and creative activities; (7) lectures, workshops
and other analogous activities; (8) quantity of research and publications; (9) honors and distinctions
received; (10) peers’ review opinion; (11) professional attitudes and human behavior (See Article 45,
Sections 45.2-45.3.11, University of Puerto Rico General By-Laws). These aspects are considered in
granting tenure and promotion to Faculty members.
The Faculty members are evaluated at the institutional level through three questionnaires.
Evaluation of Academic-Related Activities – the Department Director is responsible for
evaluating the responsibilities related to the professor’s teaching.
Class Room Evaluation by peers – the Department Personnel Committee will visit the
professor to evaluate his/her performance in the class room.
Student Evaluation – the professor is evaluated by the students.
A Student Opinion questionnaire was created in the Business Administration Department to provide
feedback to the professor about the student perception of the professor’s performance in the classroom.
This questionnaire is administered every semester to the all tenured Faculty for assessment purposes only.
Each semester the professor is evaluated in each academic preparation and during the following semester
the results are discussed with the professor.
A professor is assigned a number of students for academic counseling. If the professor can not offer the
orientation to students, the student will receive the counseling from the Director. The Director constantly
evaluates the academic files selected at random. The professors hand in the student attendance sheet for
academic counseling at the end of the academic year. Each student organization has a counselor. The
counselor is responsible for handing in a report the Director of the activities realized by the student
organization. The Registrar’s Office identifies the possible candidates for graduation and refers their files
to the Director for evaluation and certification of graduation.
123
b. How do you monitor/evaluate your Faculty’s scholarly and professional activities (see glossary of
terms for scholarly activities)?
The UPR promotes the Faculty’s scholarly and professional activities. The Business Administration
Department Director prepares an annual report that includes Faculty’s scholarly and professional
activities. All Faculty members are responsible for informing such activities to the Department Chair.
Faculty members must keep the evidences of these activities for his o her record. The evidences are
required for tenure and promotion evaluation. This evidence is evaluated by the Department and
Institutional Personnel Committees.
c. How do you monitor/evaluate your Faculty’s research and publication activities?
The University of Puerto Rico in Aguadilla is primary a teaching institution. We only offer a bachelor’s
degree. We are not a research institution. The Business Administration Department Director prepares an
annual report that includes the Faculty’s research and dissemination activities.
d. How do you monitor/evaluate your Faculty’s service activities?
Service activities are conducted primarily through student organizations. The students organizations
participate in the Recycling Project with the association “Nación Unida Pro Ambiente” (NUPA), a
humanitarian effort to aid, in collaboration with the Department of Humanities’ in The Ethics Project to
help the Dominican/Haitian children, and help the Ronald McDonald House, among others. The
accounting students, through the VITA Program, offered free services to the community by filling out
their federal income tax reports.
Various professors have offered consulting services to non profit organizations. Since the community
service is an essential part of the University, it is considered and evaluated at of the time of granting
promotion in rank. (Section V on the Instructions Manual for Checklist for Candidates for Promotion in
Rank)
All Faculty members are responsible for informing such service activities to the Department Chair.
Faculty members must keep the evidences of these activities for their record. The evidences are required
for tenure and promotion evaluation. The evidence is evaluated by the Departmental and Institutional
Personnel Committees.
e. How do you monitor/evaluate your Faculty’s administrative activities?
The Administrative activities of the Faculty are evaluated by the Department Director. The Director
realizes the evaluations of the academic related activities. The following criteria are evaluated:
Academic counseling
Office hours
Preparation of reports
Participation in Faculty and department meetings
Participation in department work
Attendance at work
The evaluation is discussed with the professor at the beginning of the next academic semester or academic
year as established by Certification Num. 2002-03-45 of the Academic Senate of the UPR in Aguadilla.
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f. How do you monitor/evaluate your Faculty’s business and industry relations?
The university encourages, but does not require, Faculty’s business and industry relations, but they are
included in the professor’s portfolio and considered for tenure and promotion decisions. Activities of this
type should be reported to the Director at the end of the academic year. This information is included in the
professor’s annual report.
The professors who coordinate the practicum course are in constant communication with the employers.
The Business Administration Department develops a schedule to have focal groups for current and
potential employers to increase the business and industry relations. An Advisory Board was also created.
The purpose of the Board is to counsel the Department in affairs related to the curriculum according to the
market needs, submit recommendations to the Faculty to improve the academic programs and the support
procedures to offer a better service.
g. How do you monitor/evaluate your Faculty’s development activities?
The Faculty members annually report their participation in professional development.
members must keep the evidence for tenure and promotion decisions.
The Faculty
It is the responsibility of the Faculty to attend professional development activities coordinated by the
Dean of Academic Affairs. The director will request at the end of the semester or academic year a copy
of the attendance list. This information is taken into consideration at the time of evaluating the academicrelated activities.
The Department Director evaluates the professional development activities sponsored by the department.
Every application for funds at the institutional level must be approved by the Director.
h. How do you monitor/evaluate your faculty’s consulting activities?
The Business Administration Department encourages, but does not require the professors to carry on
consulting activities. These activities are evaluated for granting promotion in rank by the Departmental
and Institutional Personnel Committees.
i. How do you monitor/evaluate your Faculty’s additional contributions to the business school or
program?
All the activities carried out by a professor are reported to the Department Director during the semester in
oral and written form. Examples of these activities are: creation of new courses, invitations to speakers
for the benefit of the Faculty and students and coordination of plant tours to visit the businesses.
j. How do your faculty and staff promote a student focus?
The students are our reason for being. In the UPR’s Strategic Plan “Ten for the Decade” and in the
Strategic and Departmental Plan we emphasize maintaining a sustained bond with the students. The
sustained bond is maintained through the participation of the students in departmental and institutional
committees, Academic Senate, Administrative Board, Student Council, University Board and Board of
Trustees. We also use tools such as the Student Opinion Questionnaire and the Student Satisfaction
Questionnaire and Learning Assessment initiatives.
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We foster the development of student organizations. We now have five student organizations. The
professors actively participate in the activities they coordinate including sports activities, benefical
activities, and visits to businesses, and trainings, among others. Some professors offer the students
workshops during the period set aside for this purpose (Tuesdays and Thursdays from 10:30 a.m. to 12:00
noon). We promote that the students participate in exchange trips and internships.
k. How do faculty responsibilities ensure effective communication and cooperation across functions or
units that need to work together to meet student and school and/or program educational requirements?
The teamwork in committees is an essential part of our department and institutional culture. Participation
in these committees forms part of the inherent responsibilities of the Faculty members.
We have 14 permanent committees in the Business Administration Department. These committees are
defined in Chapter 10 of the Departmental Regulations (Appendix W). For example, we have a Curricular
Sequence Committees for each specialty area. One of the purposes of this committee is to promote
communication among professors that offer courses in the same area of specialty.
At the institutional level there are nineteen (19) permanent committees. The Chancellor appoints the
members of the institutional committees.
Department and Institutional Faculty meetings are carried out during the semester. Decisions are made
democratically. The Faculty members always have the opportunity to participate at a Faculty meeting to
express their opinions, recommendations and suggestions. The Department Director is the spokesperson
for the Faculty at Director’s meetings and the Faculty has representation in the Academic Senate as well
as in the Administrative Board.
l. How do you ensure work and jobs are designed, organized, and managed to provide opportunities for
individual initiative and self-directed responsibility in designing, managing, and improving school and/or
program processes?
The Faculty members teaching duties are regulated in the UPR’s General Regulations in its Article 64.
At the time of preparing the academic offerings the department, the Director makes sure that the professor
does not have more than three class preparations and a maximum of 18 credit hours. In this way, the
professor will have time to carry out other activities. At the time of assigning the academic schedule, the
Director considers the activities and responsibilities of each professor. If a professor is taking courses at
the doctoral level, the Director adjusts the class hours and the preparations to give the support to the
professor to meet his/her professional goals.
The responsibilities of the Institutional and Department Committees are clearly defined. If an urgent
situation occurs, an Ad-hoc committee is created. If it is an institutional initiative, the Chancellor will
designate a representative for each department.
m. How do you ensure work and jobs are designed, organized, and managed to promote flexibility,
cooperation, rapid response, and learning in addressing current and changing student, stakeholder and
operational requirements?
At the institutional level procedures are set to make changes in the courses, creation of courses and react
to current courses at the UPR System. The deadlines are submitted by the Dean of Academic Affairs.
To obtaint quick answers, Ad hoc committees are created at the department level as well as the
institutional level.
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At the department level the Sequence Curriculum Committees by specialty area have been very effective.
If it is required to make a decision in the department, the Internal Regulations provide for calling an
extraordinary meeting and discuss the matter with the Faculty to make the necessary decision.
n. How do you ensure work and jobs are designed, organized, and managed to promote knowledge and
skill sharing across work functions, units, and locations?
The University encourages the sharing of knowledge from different areas, promoting participation of
representatives form different departments in institutional committees. In the department we also achieve
the interchange of experiences and knowledge through the participation of our professors with different
concentrations in department committees.
o. How do your compensation and recognition approaches for individuals and groups, including Faculty
and staff, reinforce the overall work system performance and learning objectives?
The University recognizes the values of the extrinsic, as well as intrinsic, compensation. That is why they
are duly structured and regulated.
The decisions taken in relation to tenure and promotions are directly related to excellence in the
professor’s performance in teaching. The General Regulations, in article 41, define the categories and
ranks for the teaching Faculty and in Article 47, establishe how promotions in rank are awarded.
The professor who is willing to offer additional credits to his/her regular duties is economically
compensated. The compensation will depend on the amount of credits and his/her academic preparation.
Professors who are willing to offer summer courses will be paid salary and a half in addition to the base
salary.
The Faculty and the non teaching personnel receive a bonus per each year of active service.
Every
employee in a regular position in a tenured or probationary status is eligible to receive this bonus.
Tenured professors receive an annual perk for the purchase of materials of $425.
The General Regulations, in Article 74, establishes that the payment plan will be the official salary system
of the University for the non teaching personnel and will be used for the processing of the payroll and the
disbursements. The President will review the Payment Plan for the non teaching positions; he/she will
submit this revision to the Board of Trustees for their approval. The payment plan contains the scales and
necessary norms to determine salaries based on preparation, efficiency and years of service.
Articles 67 to 69 of the General Regulations establish how Academic Distinctions, Academic
Acknowledgements and Special Professorships are granted.
The Board of Trustees is the only organism that, as a proposal from the President of the University, from
an Academic Senate or by his/her own initiative, will create or grant academic distinction in the
University’s name. These distinctions can consist of a professorship or a position of merit, special
professorship distinction degrees or positions of honor, certificates, diplomas, acknowledgement medals
or any other of similar category.
As to the Department, the student organizations recognize the professors who have supported them during
the academic year.
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p. How do you improve your evaluation system?
All University regulations, policies and procedures are subject to a periodic formal review process. The
Faculty’s evaluation is the most important criterion for tenure and promotion decision. Therefore, the
evaluation system is always matter to improvement.
The tool for evaluation of performance and its application are regulated by Certification number 2002-0345. During the academic year 2006-2007 the evaluation form for performance in the class room was
revised by the Academic Senate (Certification number 2006-07-17). The opinion of the Faculty was
required before making the decision.
5.6 Faculty and Staff Development
Each business school or program must provide an opportunity for Faculty and staff development
consistent with Faculty, staff, and institutional expectations. Part time Faculty should participate in
appropriate Faculty development activities.
a. How do you determine Faculty and staff development needs?
The needs for development are identified through six (6) sources:
By professor’s initiatives – the professors may apply by writing for economic aid and
study licenses. There is also a form to apply for money from the fund for professional
improvement assigned to the Department.
Result of evaluations – we analyze the result of the class room evaluations and student
evaluations. The Director together with the Departmental Personnel Committee makes
recommendations to the professor of possible improvement opportunities.
Student Opinion Questionnaire – the questionnaire permits us to know the opinion the
student has of his/her professor on a particular subject. It is administered every two years.
For the next administration of the COE, the professors will evaluate the results of the
questionnaire and will produce a self evaluation which he/she will later discuss with the
Director to take corresponding action.
Government Ethics – all teaching and non-teaching staff are responsible to comply with
ten hours, every two years, of continuing education on subjects related to ethics. The
president of the Iinstitutional Ethics Committee is the responsible agent at the college
level for coordinating the workshops and conferences on this subject.
Departmental tendencies and needs – there are times when a subject is identified for a
training that is related to one of the department goals. An example of this could be the
subject of assessment.
The Dean of Academic Affairs also participates in the identification of needs to be developed for the
Faculty. He requests the Faculty to submit topics of interest to coordinate workshops and conferences
during the Faculty Development Days.
The CETEM coordinates a calendar of workshops related to technology. This calendar is distributed to
the Faculty. Professors must make reservations to participate in the workshops.
As for non teaching personnel, through CETEM we request that they identify topics of technological
interest. A workshop calendar is created and distributed to the personnel. Those interested must make the
necessary arrangements with their immediate supervisor. During Secretary’s Week, the Chancellor’s
office coordinates various workshops and conferences of interest to secretaries. This way we comply
with six annual hours of training for the university personnel. The non teaching personnel has the right to
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a budget portion to apply for economic aid to study. Interested employees must fill out a form in the
Human Resources Office. These petitions are evaluated by a committee who in turn makes its
recommendations to the Administrative Board. The Administrative Board is the body that approves or
denies the licenses and economic aid.
b. What orientation and training programs are available?
The training and orientation programs are an important part in the development of employees. That is
why at the University of Puerto Rico in Aguadilla there are various alternatives that occur during the
academic year to benefit the employees, such as:
Orientation for new Professors
Government Ethics contact hours
Faculty Development Day
Director’s Academy
CETEM –Technological Trainings
c. Are there opportunities for ongoing professional development?
The University of PR offers different options for those professors interested in ongoing professional
development. These options form part of the General Regulations:
Sabbatical Leave – This leave is only granted in the interest of the University in order to
offer the members of its teaching staff an opportunity for professional and cultural
improvement through such activities as artistic and literary creation, research, cultural
trips and formal studies, all within the frame work feasible to the institutional budget.
Extraordinary Leave and Economic Aid
Leave of absence without salary
Presidential Scholarship – this scholarship is granted by the President of the University
to realize doctoral or post doctoral studies.
d. How do you get input from the faculty and staff about their development needs?
In addition to the professor’s request, the result of classroom evaluations, the student evaluations and the
questionnaires on student opinion (see question a. in section 5.6) we are developing by next year a
questionnaire to determine training needs. The results of this questionnaire will be channeled through the
Dean of Academic Affairs so that the topics, if possible, can be included on the Faculty Development
Days.
Those employees interested in applying for the leaves and economic aid should pass by the Human
Resources Office to fill out the application and complete the necessary process. The Director of the
Department as well as the Department Personnel Committee should endorse the application. Those
professors interested in the Presidential Scholarship should include in the documentation an endorsement
letter to the Dean of Academic Affairs.
e. How do you deploy Faculty and staff development needs?
Once the Dean of Academic Affairs, CETEM and the Government Ethics Committee identify the needs
of the Faculty, they will prepare a work schedule which includes the offering of workshops during the
academic year. They will develop an itinerary of workshops that will be distributed among the Faculty to
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confirm their knowledge and attendance. The schedule is distributed to all Faculty, no matter if they are
full or part time.
f. How do you measure trends and comparisons of faculty and staff development activities?
The professors submit the professional improvement activities they attended at the end of the year to the
Director of the Department. The institution’s Ethics Committee was created to monitor the Faculty and
the non teaching personnel so they may comply with the Government’s Ethics Law. The committee is
responsible for maintaining a record of the accumulated hours taken in Ethics by the employee.
g. How does the faculty and staff development process employ activities such as sabbaticals, leaves of
absence, grants, provision for student assistants, travel, clerical, and research support?
The University offers several Faculty and staff development opportunities, including travel to conferences
and workshops, as well as supporting Faculty research by granting Faculty leaves of absences,
sabbaticals, load reductions, and seek money to help in research start-up. The University is willing to
support anyone who indicates that they are going to finish a Doctoral degree in their field. According to
the bylaws of the University of Puerto Rico, article 51, any professor that has tenure can apply for
sabbatical leaves, a leave with full-time salary or a leave without salary and financial aid, to attend formal
studies or to carry out a research project that enhances their knowledge and academic or professional
credentials. There has been leave of absences to promote terminal studies such as a PhD, and also to
allow Faculty members to finish their dissertations.
5.7 Faculty Operational Procedures, Policies and Practices
Each institution (school or program) must have a written system of procedures, policies, and practices for
the management and development of Faculty members.
Written information must be available to Faculty members.
a. Do your procedures, policies, and practices address the following bulleted items?
. Faculty development, including eligibility criteria
. Tenure and promotion policies
. Evaluation procedures and criteria
. Workload policies
. Service policies
. Professional expectations
. Scholarly expectations
. Termination policies
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Our procedures, policies and practices address these items:
Faculty development, including eligibility criteria
In order to be recruited at the University of Puerto Rico, the candidate must hold a Doctoral degree in the
field that he/she is going to teach. At the time when the regulation that required Doctoral degrees came
into effect, those who did not possess PhD were encouraged to pursue one. The University of Puerto
Rico is willing to support anyone who indicates that he/she is going to finish a Doctoral degree in his/her
field.
The General Regulations of the UPR, in Articles 50 to 53, include the dispositions on leaves and
economic aid for the teaching personnel to carry out professional and cultural improvement. These
dispositions establish the eligibility criteria according to the help or leave the professor applies for.
All members of the teaching personnel have the right to be considered for the possible concession of a
sabbatical leave, if and when he/she is tenured and has rendered five or more years of service. The
extraordinary leave with or without salary, or without salary with or without economic aid, is granted
because of institutional interest, to the members of the teaching personnel who have regular positions, are
tenured or probationary. The teaching personnel, who is not tenured or probationary, will not be eligible
to receive an extraordinary license, but may be granted economic aid to complete graduate studies in
harmony with the principles and norms established for the extraordinary leave without salary with
economic aid in Sections 52.4.2 to 52.5.2 of the General Regulations.
Tenure and promotion policies
Article 46 of the General Regulations of the UPR establishes the criteria to be considered for tenure by
the teaching personnel. Tenure for the teaching personnel is granted to persons with a probationary
contract that carry a full load, have regular positions in the functional budget of the University, and in the
judgment of the competent authorities, have rendered five years of satisfactory service.
Article 47 of the General Regulations of the UPR establishes the criteria for promotion in rank. In each
institutional unit, the administrative board, as proposed by the Chancellor, will evaluate the case for
possible promotions of the teaching personnel and will consider or negate the promotion, as corresponds.
The original recommendations on promotions will be made by the Personnel Committee of the
Department. These recommendations will be sent to the Dean of Academic Affairs through the Director
of the Department.
Evaluation procedures and criteria
Article 45 of the General Regulations of the UPR establishes the norms, criteria and procedures for the
evaluation and the performance of the teaching personnel. The Academic Senate of the UPR in Aguadilla
created Certification number 2002-03-45, Norms, Criteria, and Complementary Procedures for the
Evaluation of the Teaching Personnel of the UPR in Aguadilla. Article 6 mentions the criteria for
evaluation that will be taken into consideration.
Teaching
Research and creative work realized
Participation in institutional activities
Responsibilities inherent to teaching
Professional contributions appropriate to their field in and out of the institution
Academic improvement after their last promotion
Professional attitudes
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Workload policies
The elements of the academic workload are defined in the General Regulations Article 65. The teaching
workload of each professor, strictly speaking, will be equivalent to twelve (12) credit-hours weekly of
direct contact with the students. The Administrative Borad of the UPR in Aguadilla through Certification
number 2006-07-38, has established that a professor shall not have a workload of no more than eighteen
credits and a maximum of three preparations.
Service policies
Service policies typically include attendance at all departmental meetings, general Faculty meetings, and
any committee meetings to which a Faculty member is assigned. These responsibilities are included in
Article 63 of the General Regulations of the UPR. The professor’s service to the university community
through his/her participation in institutional activities is considered for the decisions for promotion in
rank of the teaching Faculty.
Professional expectations
The General Regulations of the University of Puerto Rico, Articles 63, 64 and 65, establish the duties and
attributions of the teaching personnel, the teaching workload and the elements of the academic workload
respectively.
The office of Human Resources of the UPR-Aguadilla provides all the professors who are contracted, no
matter what type of contract, The Government Ethics Regulations, number 4827 of November 22, 1992,
as amended. It is the purpose of the Regulations to establish ethical conduct norms applicable to all
Government functionaries and employees.
Scholarly expectations
Article 42 of the General Regulations of the UPR establishes the necessary conditions to fulfill a teaching
position. It requires a doctoral degree as the minimum academic qualification to be recruited in a tenure
track position as a professor or researcher, possess a doctoral degree or equivalent in the teaching or
research discipline, except in the disciplines with proven difficulty for recruitment, according to the
policies and procedures established and procedures by the President of the UPR.
Termination policies
The General Regulations of the UPR, Article 35, establish the dispositions related to the disciplinary
actions, including dismissal, with the following prohibition, to serve the University, unless rehabilitation
is formally determined, in tone with the norms that in effect are established. Article 81 of the General
Regulations of the UPR includes the separation from work of the employee during the probationary
period.
b. If you do not address bulleted items, please explain why not?
We address the bulleted items.
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c. How do you improve your procedures, policies, and practices?
The General Regulations can be amended by the Board of Trustees, by their own initiative or by
recommendation of the organizations or university officials. Before a proposal for amendment is
submitted for consideration to the Board of Trustees, it must be remitted to the President and the
Chancellors of the institutional units of the System for their commentaries and recommendations. The
Chancellor of each unit requests feedback from the university community through the Academic Senate,
which is composed of a representative of each component of the university community. The General
Regulations of the UPR, Article 8, regulates the procedure to carry out an amendment.
5.8 Scholarly and Professional Activities
a. In what types of scholarly research are your faculty members involved?
The Business Administration Faculty members have been involved in various scholarly activities since
the Campus is considered mainly a teaching institution at the undergraduate level. The scholarly
activities have been devoted to the development of teaching and pedagogical materials such as teaching
manuals, modules and cases. Some professors have been involved in contributions such as consulting
services, papers, published and unpublished articles.
b. In which publications are your faculty members being published?
Our Faculty member’s publications are:
Sánchez, R (2007). Perspectives of m-commerce in Puerto Rico. Managing Worldwide Operations and
Communications with Information Technology: IRMA International
Conference 2007 (May
19-23)
Sánchez, R., Plaisent, M., & Bernard, P. (2006). Electronic cash as a facilitator for Electronic
Commerce. The 5th International Conference on e-Business 2006 (Nov. 2-3) School of
Information Technology, King Mongkut’s University of Technology, Bangkok, Thailand.
Sánchez, R. (2006). Attitudes of students toward electronic cash. Emerging Trends and Challenges in
Information Technology Management: IRMA International Conference 2006 (May 21-24), 394396.
Gómez, R. (2006). Peripecias lingüísticas en los sainetes de La Tremenda Corte, Identidad VI,
Aguadilla (agosto-diciembre).
UPR –
Gómez, R. (2006). El indocumentado, Identidad VI, UPR-Aguadilla (agosto-diciembre)
Gómez, R. (2007). La mar aguadillana-fuente de inspiración, Identidad VII, UPR-Aguadilla (enero-mayo)
The investigation the Faculty is carrying out is related to improving performance in the classroom.
c. In what professional activities are your faculty members involved?
Professors are members of professional organizations and they attend seminars, workshops and
conferences on topics related to their disciplines. Some professors are also involved in community service
activities, provide consulting service, or have a private professional practice. Some of them should attend
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a minimum number of hours of professional development to maintain their professional certifications.
The accounting students and professors of some campuses have a Volunteer Income Tax Assistance
(VITA) Center to provide the service of filling the federal tax return free of charge.
d. How do you improve the balance and degree of Faculty involvement in scholarly and professional
activities that support the fulfillment of the institution’s mission?
The Business Administration Program takes action to improve the balance and degree of Faculty
involvement in scholarly and professional activities to achieve the fulfillment of the institution’s mission
through the support efforts directed towards promoting Faculty research. The Institution supports Faculty
research by granting Faculty leaves of absence, sabbaticals, load reductions, and seek money to help in
research start-up.
In the Department’s Strategic plan, Critical Area 2, we include the strategies we perform to strengthen the
teaching-learning process:
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Strengthen the
teaching-learning
process
Foment and
facilitate
professional
development in the
area of teaching
Celebrate or host
conferences,
seminars, chats,
sessions to discuss
ideas and
workshops for
professors in the
area of teachinglearning.
Number of participants
at the activities
Number and types of
activities carried out.
Director of
Department
Continuing
Improvement
Improve the
educational
alternatives and
services available to
the non-traditional
students, by means
of offerings and
services on the web
and services at
appropriate hours
for said population.
Maintain as active
the Business
Administration
Program through
the “Universidad
Nocturna”
Academic offerings at
“Universidad
Nocturna” 2006-07,
August 2006 and May
2007
Director of the
department and
the coordinator
of the
“Universidad
Nocturna”
Continuing
Improvement
The design of
computerized
modules as support
for the course
Offer a course on
how to prepare
modules.
Attendance list for non
credit course on the
“Design and
implementation of a
computerized modal
offered by CETEM,
Bus. Admin.
Faculty
May 2007
Modules created by the
Faculty
Increase the
opportunities for
the teaching
personnel to
complete their
studies or improve
their teaching
through Study
Leaves and
Sabbaticals.
Provide the space
and the opportunity
so they may begin
doctoral studies.
Doctoral degrees in
progress.
Recommendation for
financial aid.
Director of the
Department and
Personnel
Committee
Continuing
Improvement
Develop
agreements with
universities to offer
doctoral studies to
our Faculty.
Number of agreements
achieved
Chancellor of
the UPR at
Aguadilla
May 2012
Promote among the
professors that they
get certified in their
area of specialty.
Number of professors
certified
Director of the
Department
May 2011
The allocated balance of representation of the Faculty among the four areas of scholarships and
professional activities is summarized in the table below. A full detailed list of their professional
involvement is available through the curriculum vitae of each Faculty member.
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Figure 5.10 Scholarly and Professional Activities
Scholarly Activities
Professional Activities
Faculty member
Berrios, Carmen
2007-2008
2006-2007
Highest
Degree
Earned
MBA
Cerezo, Sandra
2007-2008
2006-2007
MBA
Crespo,Wanda
2007-2008
2006-2007
MBA
Galera, Laura
2007-2008
2006-2007
MBA
Gómez, Raymond
2007-2008
2006-2007
MBA
González, Miguel
2007-2008
2006-2007
Professional
Certification
Papers
Presented
C=3
Published
Articles/
Manuscript/
Books
Unpublished
Articles/
Manuscript/
Books
A=6
Consulting
Professional
Related
Service
Professional
Conferences/
Workshops
9
Professional
Meetings
Professional
Membership
1
2
1
D=1
8
3
D=1
15
3
D=1
5
1
D=1
7
1
7
10
C=1
C=2
D=1
Other
12 crds. in
doctoral studies
6 crds. in
doctoral studies
4 crds. Doctoral
Dissertation
CPA Test
1
1
C=4
1
MBA
136
Scholarly Activities
Professional Activities
Faculty member
Hernández,
Damaris
2007-2008
Highest
Degree
Earned
MBA
Professional
Certification
2006-2007
Papers
Presented
C=1
Published
Articles/
Manuscript/
Books
Unpublished
Articles/
Manuscript/
Books
Consulting
A=1
Professional
Related
Service
C=7
Hernández, Edna
2007-2008
2006-2007
MBA
Miranda, Alicia
2007-2008
2006-2007
MPA
Muñiz, William
2007-2008
2006-2007
MBA
Navedo, Damaris
2007-2008
2006-2007
MBA
Professional
Conferences/
Workshops
8
Professional
Meetings
Professional
Membership
11
2
D=1
1
2
D=1
1
1
11
D=4
1
Other
Revision of
Business
Administration
Catalogue and
approve 22 credits
in Doctoral
studies.
Development of
Strategic Plan and
Ethics Code of
Business Dept.
and approve 10
credits in Doctoral
studies.
18
D=1
10
1
D=1
13
1
137
Scholarly Activities
Professional Activities
Published
Articles/
Manuscript/
Books
Unpublished
Articles/
Manuscript/
Books
Highest
Degree
Earned
MBA
Professional
Certification
Pérez, Edna
2007-2008
2006-2007
MBA
1
D=1
16
1
1
D=1
21
1
Rivera, Benjamín
2007-2008
2006-2007
MBA
7
1
6
1
Sánchez, Rosarito
2007-2008
DBA
12
3
3
3
9
1
1
1
Faculty member
Neris, Fernando
2007-2008
2006-2007
2006-2007
Vega, Eileen
2007-2008
2006-2007
MPA
Papers
Presented
1
B=2
1
B=2
1
A=2
Consulting
Professional
Related
Service
Professional
Conferences/
Workshops
Professional
Meetings
Professional
Membership
Other
ABET-CAC,
Presidential
Accreditation
Committee
Coordinator
ABET-CAC,
Presidential
Accreditation
Committee
Coordinator
138
Scholarly Activities
Professional Activities
Faculty member
Vega, Ivelisse
2007-2008
Highest
Degree
Earned
MBA
Professional
Certification
1
Papers
Presented
Published
Articles/
Manuscript/
Books
Unpublished
Articles/
Manuscript/
Books
Consulting
Professional
Related
Service
Professional
Conferences/
Workshops
4
2006-2007
Vélez, Juan
2007-2008
2006-2007
MBA
Professional
Meetings
Professional
Membership
2
10
2
3
D=1
6
1
3
D=1
6
1
Other
Revision of
Business
Administration
Catalogue
Development of
Strategic Plan
and Ethics Code
of Businees
Dept.
Codes to Use for Scholarly Activities
A = Scholarly of Teaching
B = Scholarly of Discovery
C = Scholarly of Integration
D = Scholarly of Application
139
STANDARD 6 – Education and Business Process Management
Current Situation and Strengths
The Vice Presidency of Academic Affairs of the UPR establishes the curriculum and educational process
review to assure continuous improvement and the relevance of the University’s academic offering
according to the Certifications approved by the UPR Board of Trustees. The Board of Trustees amended
the procedures for the creation and evaluation of academic programs. Certification number 80, 20052006, established the procedure for the creation of new academic programs, and Certification number 43,
2006-2007, established a uniform procedure for the evaluation of academic programs in the University of
Puerto Rico. Certification number 27, 2003-2004, establishes the policy and procedure for the creation of
curricular sequences in the UPR. The academic policies and procedures in place in the University include
uniform course syllabus format, a curriculum review process and a master course program. The
Academic Senate of the Aguadilla Campus is the official forum of the academic community. Its main
task is to participate in the formulation of academic processes within the University's legal structure,
including approval and revision of academic programs and courses proposed by the academic
departments. All curriculum and course creation and revisions are approved by the Departmental Faculty
members before being submitted to the Academic Senate for its approval. The business administration
degree programs included for ACBSP professional accreditation adequately cover the Common
Professional Component and traditional business subjects. All course syllabuses have been revised to
include the Common Professional Component coverage in the course.
One of our strengths is that most of our students complete two majors and others one or two minors in
addition to the main major.
6.1 Education Design and Delivery
6.1.1 Educational Design
a. How do you develop the design and introduction of educational programs and
offerings? - The departmental Faculty members approve all curriculum and course creation
and revisions before being submitted to the Academic Senate for its approval.
The Vice Presidency of Academic Affairs of
the UPR coordinates the curriculum and
educational process review.
The design of all our programs and offerings
should follow specific procedures established
by the Board of Trustees, which is the
governing board of the University of Puerto
Rico.
They foster an environment of continuous
improvement
in
all
academic
and
administrative endeavors. They approved the
following procedures for the creation and
evaluation of academic programs and their
curricular sequences.
140
o
o
o
Certification number 80 2005-2006 established the procedure for the creation of
new academic programs. 18.
Certification number 43 2006-2007 established an uniform procedure for the
evaluation of academic programs in the UPR. 19.
Certification number 27 2003-2004 established the policy and procedure for the
creation of curricular sequences in the UPR. 20
Figure 6.1 – BBA Design – UPR Aguadilla
Programs
BBA
BBA –
Non bussiness
Minors
BBA –
Business
Minors
BBA Computerized
Information
Systems
BBA- All
Programs
BBA -Transfer
program in
Hotel and
Restaurant
Administration
Curricular Changes-Aguadilla
Student/Stakeholder
Input
Required course added:
ADMI 3015 – International Business ADMI 4047 – Internship
ADMI 3301 - Entrepreneurship
ADEM 3105 – Interdiciplinary. Seminar
Non-business minors
6. Spanish
12. Politics
1. History
7. English
Science
2. Music
8. Psychology
13. Quality
3. Theater
9. Sociology
Control
4. Philosophy
10. Office Systems
14. Arts
5. Electronics
11. Elementary
15. French
Technology
Education
1. Finance
6. Human Resources
2. Management Accounting
7. Marketing
3. General Accounting
8. Information System
4. Management
9. Finance
5. Finance Accounting
Elective course added:
SICI 4175 – Introduction to JAVA programming.
Inputs from employer’s
survey, alumni and focal
groups
Students, alumni and focal
groups
Integrate Publisher, FrontPage and Outlook applications in the course SICI 3028
– Applied Programming.
Creation of the curriculum sequence for the first year of studies for the transfer
program with UPR-Carolina.
Students, alumni and focal
groups
Recommendations from
employers in the practice,
professors and from
students.
Recommendations from
employers in the practice,
professors and from
students.
Representatives from the
Hotel industry in the
Western area.
18
The objective of Certification number 80 is to guarantee the highest quality of academic programs and to compile the
academic processes (from the formulation of a proposal for a new academic program by an academic department until
its approval) within the University's legal structure. The proposal for a new academic program must include the
following items: title of the degree to be granted, justification for the program, professional acreditation to be pursued,
relation to the mission and strategic plan of the institutional unit and the UPR system, curriculum, learning goals,
admission requirements, Faculty, administrative and staff personnel, physical and technological infrastructure, student
services, budget, evaluation and assessment plans, and the progress reports that must be submitted, among other items.
19
The objective of Certification number 43 is to establish a uniform procedure for the systematic and consistent
evaluation of the academic programs. This certification fosters quality of the teaching-learning process, research and
service through the periodic revision of the strenghts and areas for improvement. The Dean of Academic Affairs of the
institutional unit will establish the action plan to deal with the areas for improvement. This Certification promotes
short-term and long-term planning taking into consideration present and future opportunities and threats.
20
The academic policies and procedures in place in the University include uniform course syllabus format, a
curriculum review process and a master course program.
141
b. How do you make curricular changes related to the business school or program’s mission
statement and strategic plan?
Our Business Administration Department developed a strategic plan aligned to the campus
and system-wide strategic plan.
•
•
•
•
The plan flows directly from its vision and mission.
Any curriculum transformation is attained with a carefully planned and strategic
change process with the commitment from key stakeholders – external (employers,
graduates, among others) and internal (students, Faculty, administrators).
The change, if any, will be embedded into the course syllabi and all academic
materials and documents.
Several information resources are revised, such as: employment statistics from the
Puerto Rico Department of Labor, alumni satisfaction surveys, employers’ surveys,
accreditation standards, assessment results and institutional student profiles.
c. How do you incorporate student and stakeholder input?
The Business Administration Curricular Revision Committee incorporates selected
recommendations from the stakeholders in a proposal.
They present the curriculum changes for the approval of the Faculty members. The
next step is to submit them to the different academic levels for their approval. One of
those levels is the official forum of the academic community, the Academic Senate.
• The Business Administration Curricular Revision Committee carries out activities
with the stakeholders to assess the relevance of the academic programs. The
activities include benchmarking, focal groups and panels with students, industry
representatives, Faculty members and the community.
•
6.1.2 Degree Programs
a. How long does it take for a full-time student to complete the degree?
The business administration programs of the University of Puerto Rico are designed to be
completed in a four-year time frame.
Figure 6.2 -Time to complete BBA Program
Program
Accounting
Finance
Marketing
Human
Resources
Comp. Inf.
System
UPR – Aguadilla Campus
Time to
Delivery Methods
Degree
4
4
4
4
Traditional
Traditional
Traditional
Traditional
Contact Hours/
Semester
Hours
127
123
121
121
4
Traditional
121
142
Most of the students completed the degree requirements in an average of five years. The
following table discloses the average time to complete the degree by academic program. The
reason for the average of five years is due to that most of our students have jobs, or serious family
responsibilties, or both of these.
Figure 6.3 Average time to complete the degree
Program
Average time
to complete
the degree for
class of 2008
Average time
to complete
the degree for
class of 2007
Average time
to complete
the degree for
class of 2006
Average time
to complete
the degree for
class of 2005
Total Average
time to
complete the
degree
Accounting
5.1
4.9
5.0
5.1
5.0
Finance
4.7
5.4
4.8
5.1
5.0
Marketing
5.3
5.0
4.7
5.3
5.1
Human
Resources
Comp. Inf.
System
5.1
5.0
4.9
4.8
5.0
5.0
5.2
4.8
4.7
5.0
b. What are the delivery methods (classroom, correspondence, independent study, computerized
distance learning, etc.)?
The academic programs are delivered in person using different instructional strategies.
• The instructional strategies are disclosed in the course syllabi and include, among
others, lectures, experiential exercises, problems and cases discussion, laboratories,
practicums and internships.
•
The Aguadilla Campus uses the Moodle platform as a complementary instructional
strategy, and Internet access is utilized in our Campus. Students can complete
internships in real work places for credit as part of their concentration. Faculty
members use different assessment tools and techniques.
c. How many coverage hours are required to earn 3 semester hours (4 quarter hours) of credit?
To earn 3 semester hours the student need 45 contact hours. Each credit is equal to 15
contact hours.
d. Do you have self-paced models?
No, we don’t have self-paced models.
e. How are credits earned?
Credits are earned by completing a class with a final grade of A, B, C, or D. Final grades of
F earn no credits. In the Internship course the grades are Pass or Fail and the students’ need to
complete 180 hours of work in a practice center.
143
f.
Do you confer nontraditional business degrees?
No, we don’t.
g. How do nontraditional degree support and/or relate to the business school or program’
mission and objectives?
We don’t offer nontraditional business degrees.
6.1.3 Common Professional Component (CPC)
a. How does your curriculum design address the Common Professional Component (CPC)
outlined below?
The business administration programs curricula are designed to include general education,
business administration courses, concentration courses in the discipline, elective courses and
the option for one or two minors. The common professional component is being addressed in
the business administration courses required for all business degrees. (Appendix X)
b. How do you determine the appropriate coverage of the Common Professional Component
(CPC)?
The appropriate coverage of the Common Professional Component was determined taking
into consideration the skills, abilities and knowledge the student will develop in each course
to satisfy the intended students learning outcomes and the labor market requirements.
Certification number 130 of the Board of Trustees establishes the uniform format for course
syllabi in the University of Puerto Rico. The course syllabi has two parts: the first part
includes the description, pre or co-requisites, textbook; learning goals, content outline and
time distribution, and institutional policies; and the second part is the instructor sheet. The
first part remains the same independently of who teaches the course.
144
ECON 3021
Principles of Economics I
ESTA 3001
Commercial Statistics I
FINA 3006
Mercantile Finance
1
5
1
2
SICI 3028
Applied Programming
CONT 3005
Introduction to Accounting
Fundamentals I
3
SICI 3005
Principles and Fundamentals of
Data Processing
ADMI 3301
Entrepreneurship
4
Total
MERC 3115
Principles of Marketing
ADMI 3015
Introduction to International
Commerce
1.5
FINA 3010
Fundamentals of Finance
ADMI 3005
Administrative Theory
COMMON
PROFESSIONAL
COMPONENT
ADEM 3105
Interdiscilinary Seminar
Figure 6.4 - Table of Common Professional Component (CPC) Compliance
45
2
5
1.) Functional Areas
a.)
Marketing
b.)
Business Finance
c.)
d.)
Accounting
Management, and
Human Resource
Management
2.) The Business
Environment
a.) Legal Environment
of Business
b.)
Economics
c.)
d.)
Business Ethics
Global Dimensions
of Business
.5
20
3
4
45
60
1
4
2
2
45
3
45
3
3
3
2
6
2
2
.5
1
1
1
45
15
4
3
3
2
1
10
4
45
4
1.5
3
1
45
1
5
102.5
5
71
5
140
6
3
3
2
2
22
1
3
1
2
55.5
2
1.5
3
3
3
5
45.5
3
4
4
1
5
84
2
45
45
110.5
5
56
4
3
69.5
3.) Technical Skills
a.)
b.)
Information Systems
Quantitative
Techniques/Statistics
1
4.) Integrative Areas
a.) Business Policies
(or),
b.) A comprehensive or
integrating experience that
enables a student to
demonstrate the capacity to
synthesize and apply
knowledge from an
organizational perspective
Total
3
3
2
4
3
45
3
1
45
2
4
4
7
1
4
65
65
70
79
67
3
2
60
73.5
55
4
3
68
61
29
788.5
80
c. If topical areas of the CPC are not covered through required courses in the business core, explain how
this standard will be met?
All the areas of the CPC are covered through required courses.
145
6.1.4 Curriculum Design
a. How does your curriculum design provide breadth and depth beyond the Common Professional
Component through advanced and specialized business courses and general education and elective
courses, all aimed at meeting student and stakeholder expectations and requirements?
We provide breadth and depth in our courses through flexible curriculum options. Because of the
diversity that students present by having diverse interest and needs, the Aguadilla Campus of the
University of Puerto Rico supports and promotes individual development and flexible curriculum
options by giving our students the freedom to:
•
Select and combine a traditional business major with one or two minors or another major This option of combining various concentrations is motivated by our Department as it
enhances a students’curiosity and interest to indulge in other realms that may or will expand
their skills, knowledge or spark and interest to further their studies in parallel areas of
business. It has proven perfect for students who want a combination of flexibility and
rigorous academic training of several usually separate branches of learning or fields of study.
The student may graduate with two business majors, one business major with two, one or no
minors.
•
Select a non-traditional minor - The minor enhances any major, providing a perspective and
edge that can open the door to many careers. The world of business is exciting and dynamic.
Our non-traditional minors are interdisciplinary, which means that while our students study a
particular subject (e.g., human resources, accounting, marketing), they also examine how it
relates to other subjects and draw information from various disciplines to solve "business"
problems. In addition to preparing for a career in business, our students examine how their
career fits into the context of other endeavors and the global workplace.
Figure 6.5 - Baccalaureate Curriculum Credits
Accounting
Finance
Marketing
Human Resources
Computer Information Systems
48
48
48
48
48
Business
Electives
MAJOR
Requirements
Beyond Core
Minimum
Credit Hours
in General
Education
Core
Requirements
Business
26
26
22
22
22
29
25
24
24
24
0
0
3
3
3
General Electives
Credit Hours
UPR – Aguadilla Campus
24
24
24
24
24
Total
Credit
Hours
Required
for
Graduation
127
123
121
121
121
General Education Component Requirements ( 48 credit hours)
Interdisciplinary Seminar
English I
English II
English III
21
Economic Principles
Spanish I
Spanish II
Spanish III
Mathematics I
Mathematics II
Comp.Inform.System I
Comp.Inform.System II
Liberal Arts I 21
Liberal Arts II
Liberal Arts III
Liberal Arts IV
The student select four courses among the social sciences, natural sciences and humanities courses.
146
b.c.d. How are your educational processes designed to focus on students’ active learning for the
development of problem solving skills, intellectual curiosity and the capacity for creative and
independent thought and action?
Leadership is a pivotal ingredient for a business administration professional. For that reason the
development of problem-solving skills, intellectual curiosity and the capacity for creative and
independent thought and action is imperative in any BBA program that provides our society a
true professional equipped with leadership and ethical principles.
Although a course syllabus design and a good book may help for those active learning goal, it
takes more than that. We have the Faculty’s commitment to instill and create individuals that
wiil question, challenge, view and issue from multiple perspectives that seek more information
before making a judgment.
The classroom evaluation that students, peers and the Department’s Chair administer to every
Faculty member is how our educational process identifies Faculty commitment and areas that
may need development. The assessment process also contributes enormously to the process of
ascertaining how well students achieve what Faculty members intend them to achieve.
Figure 6.6
Table for Students Active Learning
Programs
Accounting
Computer Information
Systems
Finance
Human Resources
Marketing
Problem-solving
skills
Case studies,
homework
Case studies,
homework
Case studies,
homework
Case studies,
homework
Case studies,
homework
Intellectual
curiosity
Homeworks, company
financial analysis
Research projects,
Homework
Homeworks, company
financial analysis
Research projects,
Homework
Research projects,
Debates, Homework
Creative and
Independent
thought and action
Case Analysis
Presentations
Case Analysis
Presentations, Roleplay
Presentations
e. What are your preferred or expected sequences of educational processes and how is this information
communicated and put into practice?
The sequences of our educational process are as follows: Each major area has a Curricular Sequence
Committee where their coordinators are members of the Curricular Revision Committee (CRC) at the
departmental level. The Sequence Committees integrate their findigs, revisions and recommendations
through the CRC. A report was submit to the Department’s Chair. The results and recommendations
are disclosed in Departmental Faculty meetings. The steps are the ones mentioned in section 6.1.1.
This information is also communicated through the Institution’s catalog, the Department web page
(http://adem.uprag.edu/ ) and academic counseling.
147
6.1.5 Other Business-related programs
We do not have any other business-related programs.
6.1.6 Graduate Programs
We do not have a graduate program in business.
6.1.7 Education (Design and Delivery) Evaluation
a. How is your ongoing program of assessment and improvement developed and conducted?
Our Campus has an Institutional and a Departmental Assessment Committee. The primary focus of the
assessment plans was to improve academic programs and to fulfill the accreditation requirements.
Assessment strategies have been implemented to assess the program goals, including the development of
a diagnostic test.
•
•
•
•
The departmental assessment committee has been responsible for the development and
implementation of the assessment plan.
The Faculty approved the student learning outcome assessment plan.
The diagnostic test was administered to the 2008 first-year students’ class in each Campus. The
diagnostic test will be administered at mid-point and at the end of the students’ college career.
Assessment seminars and workshops have been offered to Faculty members at the institutional
and departmental levels to foster an assessment culture in the classroom.
We have a Curricular Revision Committee for the revision of the program’s , concentration’s (majors
and minors) and courses. The committee submits a final report at the end of the academic year to the
Department’s Chair and the Dean of Academic Affairs. The results of the committee’s report, including
student learning outcome assessment results, are disclosed in Departmental Faculty meetings.
b. What types of observations, measures, and/or indicators do you use to evaluate and improve programs
and offerings?
•
Uniform procedure for the UPR System - The Board of Trustees ammended the procedures
for evaluation of the academic programs. Certification number 43 2006-2007, established a
uniform procedure for the evaluation of academic programs in the University of Puerto
Rico.22
•
Faculty evaluation by peers and students – The Faculty members are evaluated by the
students and by their peers in the Personnel Committee, while the staff personnel is
evaluated by their supervisors. An evaluation process, which includes a questionnaire, has
been developed (Students Opinion Questionnaire) to allow evaluations by the students of
each Faculty member’s performance. The process will be implemented as a pilot project
during the spring semester of 2008.
22
The objective of Certification # 43 is to establish a uniform procedure for the systematic and consistent evaluation
of the academic programs. This certification fosters quality of the teaching-learning process, research and service
through the periodic revision of the strenghts and areas for improvement. The Dean of Academic Affairs of the
institutional unit will establish the action plan to deal with the areas for improvement. This Certification promotes
short-term and long-term planning taking into consideration present and future opportunities and threats.
148
•
Academic program evaluation by stakeholders - We also perform activities with the
stakeholders to assess the relevance of the academic programs. The activities include
benchmarking and focal groups and panels with students, industry representatives, Faculty
members, the community and surveys to our alumni. The surveys are usually coordinated
with the Office of Planning and Institutional Reserarch.
•
Statistics from the Office of Planning and Institutional Research of the Campus - The Office
of Planning and Institutional Research of the Campus keeps statistics on the dropout rates,
admissions, retention and completion rates for the academic offer of the institutional unit.
a) Retention Rate – Although the first-year retention rate is based on new-student
cohorts, a first-hand statistics usually used , as part of the assessment follow up, we
took the retention rate of the students enrolled during the year 2001-2002.
Figure 6.7 Average retention rates and withdrawals based on 2001-2002 new student cohort
Assesment of the 2001-2002 student cohort through their normal program time
2003-04
2004-05
2001-02
2002-03
Area
W
%
Ret
Enroll
Enroll
Enroll
Enroll W
%
W
%
W
%
Ret
Ret
Ret
4
90
37
2
85
35
4
76
31
1
73
41
Accounting
Finance
9
1
89
8
1
78
7
0
78
7
0
78
Human Res
30
5
83
25
4
70
21
1
67
20
5
50
Marketing
6
0
100
6
1
83
5
0
83
5
3
33
Comp.Inf.Sys
37
6
84
31
2
78
29
2
73
27
1
70
Program
Average
89.2
78.8
75.4
61
The table above presents the average retention rates and withdrawals for the BBA program’s students of
the 2001-2002 new student cohort. It presents an average first year retention rate of 89.2 percent in the
Business Administration program. When compared to the national level and the UPR Systems, it presents
significant differences between this results. The national level (US) average retention rate for that year
was 78.8 percent. The average retention rate for our UPR-System was 80 percent and the average
retention rate of the UPR-Aguadilla as a whole was 74 percent. 23 These results may vary from one
cohort group to another given differences in other variables such as, college board results, socio-economic
conditions of the students, amount of students enrolled, among others.
b) Completion Rate by Program – The Fact Book 2007-2008 (page 50) presents the
completion rate based on the 2001-2002 new student cohort. The General
Institutional Completion Rate of the 2001-2002 students during a six-year period
(completion within 150 percent of normal program time), from a total of 637 students
was 44.7 percent that completed a degree up to the year 2006-2007. The Bachelor’s
degree completion rate was 51 percent and the BBA completion rate was 34 percent
in the original concentration, and 24 percent in other concentration or bachelor’s. See
Figure 6.8.
Data obtained from the report Assesment of the academic process effectiveness (“Avalúo de la efectividad del
proceso educativo en la UPR”) prepared for the University Board by the Vicepresident of Accademic Affairs Office.
May 2004. The retention rate for the National Level was obtained from the Consortium for Student Retention Data
Exchange (CSRDE).
23
149
Figure 6.8
Completion Rate
A follow up of the students of the cohort 2001-2002 may present perseverance and desire to acquired a
university title. Seven out of ten students (71 percent) completed or are nearly to finish an academic
program according to the data reported by the Office of Planning and Institutional Research.
Three main reasons that may affect the percentage of completion (graduation) rate:
24
o
Transfer to other campuses of our System or to private universities - The
University of Puerto Rico is the largest System of Higher Education in Puerto
Rico. It offers nearly 500 academic programs throughout its eleven campuses
representing the largest array of programs in Puerto Rico. For that reason it is
important to point out that some students, although they accept admission to our
Campus, are realistically interested in a studying at another another Campus
within the UPR system. The ”Student Right To-Know Act” section of our web
page presents the transfer rate based on the 2001-2002 new students cohort.
About 10 percent (10.5 percent) of the 637 students enrolled that year, requested
transfer to another campus and about 10 percent (10.2 percent) of the 538
students enrolled in a Bachellor’s program, requested transfer. 24
o
High-Risk Students - Several factors such as the academic preparation of the
students and their socio-economic situation play crucial roles in those rates. As
part of our service quality assurance we work hard to retain students, using
strategies that generally, but not exclusively, hinge around the first-year
experience. The identification of the high-risk students was a collaborative
mission of every Academic Department in our Campus and the Orientation and
Counseling Department. The Registar’s Office identifies potential high-risk
students. A Business Faculty member coordinated a meeting with those high-risk
students to help them from the academic point of view. To increase their
probability of success, the Orientation and Counseling professionals helped them
to learn how to become goal-oriented, manage their time, reduce negative stress,
and improve study habits.
Student Right to Know Act Section : http://www.uprag.edu/opei/_private/BrochureSRTK2007-08.pdf
150
o
Students profile – There are students that use longer than nominal time to
complete a degree for diverse reasons. The National Center for Educational
Statistics (NCES) indicates that nearly three quarters of today’s undergraduate
students are “non-traditional”. Those are defined as having one or more of the
following traits: 25
a. Are single parents,
b. Have dependents, other than a spouse
c. Attended part-time, for all or part of the academic year - The “Part-Time
Undergraduates in Postsecondary Education: 2003–04” report of the National
Center for Education Statistics found that part-time enrollment was
negatively associated with persistence and degree completion six years after
beginning postsecondary education even after controlling for a wide range of
factors related to these outcomes. 26
d. Work full-time, thirty-five hours or more, while enrolled
e.
Delayed Enrollment, and did not enter postsecondary education in the same
year that he or she graduated from high school.
c. What constituencies are actively involved in the ongoing process of planning for improvement?
The Business Administration Department developed and approved the student-learning outcome
assessment plan in Faculty meetings. Assessment seminars and workshops have been offered to Faculty
members at the institutional and departmental levels to foster an assessment culture in the classroom.
During the academic year 2003 – 2004, the Institutional Assessment Committee begun to focus its efforts
on simple projects at course level. As a first step, the committee published an assessment guide to assist
those Faculty members submitting projects. This guide includes descriptions of the recommended
sections for a project proposal, examples of learning objectives, examples of learning assessment
techniques and a set of Internet resources.
Each department has a Curricular Committee and Assessment Committee that work together to improve
the design and delivery of the curriculum. The Department Assessment Coordinator is also member of
the Institutional Assessment Committee.
25
26
National Center for Educational Statistics (NCES) http://nces.ed.gov/pubs2003/2003154.pdf
National Center for Educational Statistics (NCES) http://nces.ed.gov/pubs2007/2007165.pdf
151
Figure 6.9 Table for Education Evaluation
Programs
Accounting
Computer
Information
Systems
Finance
Human
Resources
Marketing
Student Evaluation of Course/
Instructor
Student Opinion Questionnaire,
Questionnaire to graduating candidates,
Institutional Faculty performance evaluation
by students
Student Opinion Questionnaire,
Questionnaire to graduating candidates,
Institutional Faculty performance evaluation
by students
Student Opinion Questionnaire,
Questionnaire to graduating candidates,
Institutional Faculty performance evaluation
by students
Student Opinion Questionnaire,
Questionnaire to graduating candidates,
Institutional Faculty performance evaluation
by students
Student Opinion Questionnaire,
Questionnaire to graduating candidates,
Institutional Faculty performance evaluation
by students
Dropout
Rates
(2007-2008)
10
Observations by
School and/or
Program Leaders
In process
1
In process
1
In process
10
In process
2
In process
d. How do you use these observations, measures, and/or indicators to provide timely information to help
students and Faculty?
The Office for Planning and Institutional Research (OPIR) is in charge of the periodic revisions,
measurements and reporting of several performance indicators. Every year, the statistics section of the
OPIR publishes the Factbook, which is a comprehensive collection of basic data and performance
indicators covering a five-year period. The Factbook is constantly referenced by academic and
administrative personnel to guide analysis, report writing, proposal preparations, and decision making at
the UPR-Aguadilla. The reports are discussed with the department chairpersons and at Academic Senate
meetings. They are also published and made available to the academic community. 27
This data was provided for the development of the self-study reports28, the strategic plans, and the
periodic review report to the MSCHE 29 and the budget profile. We are now in the third strategic planning
cycle (Strategic Plan: 2006-2011) 30 All major constituents of the UPR-Aguadilla participated in the
process. In addition to the statistics from the Factbooks the Input was obtained through committee
participation, surveys, and direct consultation with interested parties.
27
Factbook 2007-2008, http://www.uprag.edu/opei/_private/FB2007-08CompletoPDF.pdf
Self-Study Reports 2000-2005, http://www.cetem.upr.edu/Autoestudio/Documentos/CES%20Versión%203.pdf
29
Periodic Review Report MSCHE, http://www.cetem.upr.edu/Autoestudio/Documentos/MSA_PRR_2006version2.pdf
30 Strategic Plan ( Plan Estratégico 2006-20011) , http://www.uprag.edu/pdf/Plan-2006-2011.pdf (Spanish) or
http://www.cetem.upr.edu/Autoestudio/Documentos/Plan_%202006_%20ingles.pdf (English)
28
152
The information from those observations helps the institutions and our department:
• To provide timely respond to the needs of Puerto Rico, particularly the northwestern
region, through innovative, and relevant programs. The combination options of majors
and minors (business and nonbusiness) are one of those.
• To improve the teaching-learning outcomes through multiple strategies, and effective
student support and counseling services.
• To continue to effectively integrate the new Information Technologies into the teaching
learning process.
• To increase Faculty activities in research and scholarship and involve students as part of
their formal development.
The students evaluate the courses and instructors through the Student Opinion Questionnaire,
Questionnaire administered to graduation candidates, and the Institutional Faculty performance
evaluation. The Director discusses the results of the Student Opinion Questionnaire with each instructor
and the Department Personnel Committee discusses the Institutional Faculty performance evaluation by
students with the instructors. The results of the Questionnaire to graduation candidates was analyzed and
discussed by the Assessment Committee and notified the results to Faculty.
e. How do you improve programs or offerings from these observations, measures, and/or indicators?
The overall quality of a program results from a combination of multiple factors: Adequacy of program
descriptions and related information, results from the self-study process, data from the Factbook, and the
diverse processes related to the admission requirements, curriculum design, instructional methods, the
student evaluations (the institutional and the departmental Student Opinion Questionnaire evaluation), the
academic support system, assigned resources, and the program administration. The observations from
those reports show our strengths and weaknesses. We received those data and integrated the necessary
changes to produce a program that serves the needs of our students (present, potential and future) in
conformance to the quality standards agreed upon by the academic community.
f. How are improvements in programs or offerings shared across the organization?
Prior to any change or improvement in an academic program, a competent discussion should be held at
many levels across our Campus and in the UPR Systems. In that aspect our colleagues in and out our
Campus may be in contact with the changes in process through the University Board. The University
Board’s members are: the UPR President and his/her staff, the 11 Chancellors of each Campus, 11
members of each Senate and 11 students from each Campus. We also have the internet page of the
University of Puerto Rico in Aguadilla (http://www.uprag.edu) and our own page (http://adem.uprag.edu/).
At departmental level, the findings were analyzed in Faculty meetings to identify the areas that need
improvement.
g. How do you evaluate educational programs and offerings?
Periodically, the Office of Planning and Institutional Research sends questionnaires to the alumni as a
feedback of our programs. Their experience and recommendations has helped us in the process of change.
Focal groups of employers and other stakeholders, use of assessment and the results of different
questionnaires given to stakeholders and research from our Faculty for new ways of teaching and
integrating technology has greatly assisted us in obtaining a macro view of the reality around us.
153
We obtain information from research on learning and assessment from different public and private
institutions that help us to evaluate our programs. Some of those organizations are:
1. The Council on Higher Education of Puerto Rico (CHE-PR) is the agency of the government
in charge of coordinating all efforts related to the higher education. Some of their functions are:
a.
authorizing and monitoring the operation of new institutions of higher education,
b. compile data and statistics related to higher education, and
c. establish the public policy of the government of Puerto Rico regarding higher education.
2. The National Center for Educational Statistics is the primary federal entity for collecting and
analyzing data related to education. The NCES provides data such as:
a. The IPEDS (Integrated Postsecondary Education Data System) Feedback Annual
Report. The IPEDS is a postsecondary education data collection program for the NCES
designed to encompass all institutions and educational organizations whose primary
purpose is to provide postsecondary education.
b. Education publications such as the “Condition of Education 2008” and “Part-Time
Undergraduates In Postsecondary Education”.
3. Middle States Commission on Higher Education (MSCHE) –
Is the unit of the Middle States Association of Colleges and Schools that accredits
degree-granting colleges and universities in the Middle States region. It examines the
institution as a whole, rather than specific programs within the Institution. MSCHE is a
recognized leader in promoting and ensuring quality assurance and improvement in
higher education. MSCHE defines, maintains, and promotes educational excellence.
h. Do you have other tables and/or figures that summarize the results for Education Design and Delivery
not presented in other parts of this report that contribute significantly to enhanced learning and the
organization’s mission and goals?
At this moment we are collecting and analyzing data from the assessment process. As a result from that
process probably we’re going to revise the curriculum, pre-requisites and need to create new courses.
i. Do you have tables and/or figures on student learning, student and stakeholder satisfaction, or
operational effectiveness (measures of timeliness or productivity related to Education Design and
Delivery)?
During the academic year 2007-2008, the Business Administration Department collected data on
Graduating Seniors' Experiences, their perceptions of the institution and their satisfaction with the
services provided by the University. Also, for the first semester 2008-2009 the Department conducted an
Undergraduate Student Satisfaction Survey. We expect to have the results of the Satisfaction Survey,
early in the second semester of that academic year. The analysis of these statistics complement the
Seniors’ experience and may:
154
1. help us to determine which aspects of the University's services were most important and
the degree to which they satisfied the students
2. allow the university administration to target resources at those areas that are perceived to
be low satisfaction and high importance.
Candidates for graduation questionnaire May 2008
(Given to BBA’s students graduate 2008)
As part of the Business Administration Department's quality improvement process we prepared a
“Candidates for graduation questionnaire”. The responses gaving to 50 students present insights about
their satisfaction in various areas of their college experience. The final report includes a summary of the
results of the survey in the form of 52 graphics.
General Data : The first sixteen graphics present general personal data from the students. (Appendix Q)
I.
Faculty performance satisfaction - Graphics 17 to 25 presents student (BBA graduates)
satisfaction with professors’ performance, especially in the concentration area.
Courses satisfaction – the level of satisfaction of the students to the courses required in the
BBA. Graphics 26 to 35
Student and Academic Affair services – Graphics 36 to 45
Skills development - covers the level of satisfaction in the academic strategies to teach
received in the BBA program and how helped to develop their capacities and knowledge of
the area. Graphics 46 to 54
Overall satisfaction - Graphics 55 to 58
II.
III.
IV.
V.
Some examples of the results are as follows ( Note: graphics summary prepared in Spanish)
Figure 6.10
G 1 – Student’s age
6%
G- 7 Areas of BBA concentration
Edad de los graduandos
Concentración de la cual se gradúa
0%
0%
2%
16%
8%
Contabilidad
18%
0%
17-20 años
21-24 años
25-28 años
29-32 años
4%
84%
Finanzas
Mercadeo
27%
33-36 años
37 años ó más
General
Recursos Humanos
35%
Sistemas de
Información
155
G 13 – Organization in which graduates work
Tipo de organización en la que trabaja
3%
G 17 – Satisfaction with professors knowledge of
their area of teaching
Los profesores demuestran conocimiento de la
materia que enseñan
9%
0%
82%
6%
Privada
Gobierno Municipal
9%
Gobierno Estatal
Gobierno Federal
Corporación Pública
16%
Negocio Propio
73%
Muy Satisfecho
G 26 – Satisfaction with accounting courses
Grado de satisfacción con el curso de Contabilidad
Satisfecho
0%
2%
Insatisfecho
Muy Insatisfecho
G 27 – Satisf.with entrepreneurship course
Grado de satisfacción con el curso de Desarrollo de
Empresarios
53%
59%
39%
35%
6%
2%
6%
0%
Muy Satisfecho
Satisfecho
Insatisfecho
Muy Insatisfecho
Muy Satisfecho
Satisfecho
Insatisfecho
Muy Insatisfecho
Level of satisfaction in the skills taught by the Business Administration Faculty
Level of Satisfaciton in Skills Developed
80
70
60
50
40
Team work
Oral presentation
Technology use
30
20
10
0
Leadership
Idendify a problem
Very
satisfy
Satisfy
Insatisfy
Very
insatisfy
156
Satisfaction with their program
selection
No
Select same
concentration
Select again the
BBA
Yes
0
50
100
Satisfaction with the student affairs services
60
50
Registration process
40
Availability of courses
30
Human Res.to clarify
doubts
Classroom quality
20
10
Availability of
computers
0
Very
satisfy
Satisfy Unsatisfy
Vey
unsatisfy
157
6.2 Management of Educational Support Service Processes and
Business Operation Processes
6.2.1 Education Support Processes
a. How do you set key requirements taking into account the needs of students, stakeholders, Faculty, and staff?
Figure 6.11
Furniture - UPR-Aguadilla
Area
Square
feet
Desks
Chairs
11 X 9
1
3
Students
Desks
Podium
Filling
equipment
Credenzas
Tables
Bookcase
Others
Computers
Web
Cam
Technological Equipment
Fax
Scanner
Machine
Others
Printers
Audiovisual Equipment
Projector
Overhead
Projection
(infocus)
Projector
Screen
Software
Administrative Offices
Director
1
1 Laptop ,
1PC
2
1
1
photocopier
2 PC
1
Microsoft Off Prof. 2007/ Windows XP
2
Microsoft Off Prof. 2007/ Windows XP
1
Microsoft Off Prof. 2007/ Windows XP
Secretary
13 X 13
1
4
5
Administrative Assistant
9 X 8.5
1
3
1
1
1
42
1
1
1
1
1
1
2
40
2
1
1
1
1
1
1
36
2
2
1
1
1
2
3
34
1
1
1
1
35
1
2
1
1
1
1
1
1
1
1
1 PC
1
1
Classrooms
List Classroom Number
1
1
H-106
23. 5 x
27.5
23.5 x
27.5
23.5 x
27.5
23.5 x
27.5
23.5 x
27.5
23.5 x
27.5
24
24
6
1
1
E-113
14 x 15
1
1
28
1
1
E-123
22 x 20
1
1
34
H-101
H-102
H-103
H-104
H-105
2
1
1
Laboratories
List Laboratories Number
E-117
25 X 23
E-118
E-119
9
22
1
2
24 x 23
25
1
16
27 x 18
27
5
1
SmartBoard
1
25
1
SmartBoard
24
Switch
1
1
1
1
1
Microsoft Off Prof. 2007/ Windows XP,
Visual Studio 2005, Peachtree,
Textpad, Windows Server 2003,
Windows 2000
Microsoft Off Prof. 2007/ Windows XP,
Visual Studio 2005, Peachtree,
Textpad, Windows Server 2003,
Windows 2000
Microsoft Off Prof. 2007/ Windows XP,
Visual Studio 2005, Peachtree,
Textpad, Windows Server 2003,
Windows 2000
158
Square
feet
Desks
Chairs
Fernando Neris
9 X 10
2
4
1
4
Ivelisse Vega
9X9
1
3
1
1
Miguel González
11 X 10
1
3
1
Edna Hernández
9 X 9.5
1
4
1
1
Wanda Crespo
9 X 9.5
1
4
1
1
Laura Galera
9 X 9.5
1
3
1
1
Sandra Cerezo
9X9
1
3
1
1
Area
Students
Desks
Podium
Filling
equipment
Credenzas
Tables
Bookcase
Others
Computers
Web
Cam
Fax
Machine
Scanner
Others
Printers
Projector
(infocus)
Overhead
Projector
Projection
Screen
Software
Professor Offices
List Name of Professor and Office
1
2
2
1 Laptop
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
Alicia Miranda
9X9
1
3
1
Rosarito Sánchez
10 X 8
1
3
1
Benjamín Rivera
9X9
1
2
1
2
Raymond Gómez
9X9
1
2
1
47
Juan Vélez
9X9
1
3
1
2
Part time professors office
11 X 12
2
3
1
1
William Muñiz
11 X 11
2
3
1
2
Damaris Hernández
10.5X 9
1
3
1
2
1 Laptop
1 Laptop ,
1PC
1 Laptop ,
1PC
1 Laptop ,
1PC
2 Laptop ,
2 PC
2 Laptop ,
2 PC
1 Laptop ,
1PC
Edna Pérez
9.5 X 9
1
3
1
1
1 Laptop
1
3
Microsoft Off Prof. 2007/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off 2003 Prof./ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
Microsoft Off Prof. 2007/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
Microsoft Off Prof. 2007/ Windows XP
2
Microsoft Off Prof. 2007/ Windows XP
1
Microsoft Off Prof. 2003/ Windows XP
2
Microsoft Off Prof. 2007/ Windows XP
In order to know the needs of the Faculty and the non teaching staff, the Director met with each one of them and asked them to indicate their needs for physical facilities and for equipment. In order to know
the students needs the results of the satisfaction questionnaire and the questionnaire for graduation candidates are used.
The Board of Trustees of the University of Puerto Rico (UPR) approved the strategic plan “Diez para la Década” (Ten for the decade) for the UPR System. This systemic strategic plan is a pact between the
UPR and its stakeholders (students, Faculty, staff, community). It is a guide that identifies institutional life parameters for the University of Puerto Rico. The alignment of the Aguadilla Campus strategic plan
with the strategic plan of the UPR system has provided our institution with a specific framework which focuses our institutional leadership towards advancing our mission and vision.
159
b. What are your key education support processes and their principal requirements and measures, such as
usage rates, success rates, and student and stakeholder feedback?
The main tasks of the principal education support processes of the University of Puerto Rico are disclosed
in the following table.
Figure 6.12
Education Support
Process
Library
Registrar’s Office
Counseling
Financial Aid
Department
Health Services
Department
Placement Department
Computer Center
Student Center
Tasks and services provided
The library serves the internal and external community. It fully
supports the educational and research objectives by providing the
necessary resources, facilities and services. It provides reference
resources, multimedia technology applications, books, journals,
Internet access, and databases. Librarians assist students and
Faculty members in their study and research endeavors.
The Office has the responsibility of maintaining academic records
of students, while ensuring the privacy and security of those
records. The office also provides registration services, records and
reports grades, certifies attendance, grade point averages and
degrees, and issues transcripts.
Counseling and guidance are offered to students so that they may
achieve better self-understanding and make adjustments to
university environment. Services are offered to help students to
cope with academic and environmental demands. The services
include personal counseling and career and life planning.
Orientation is offered on topics such as study skills, academic
regulations, career planning, personal and social growth, stress
and time management and decision-making process.
The Financial Aid Department administers financial aid programs
to assist students with educational expenses. The assistance is
provided through federal, state, institutional and private sources.
The Health services department offers primary health care, and
first aid services to students.
The Placement Department‘s main objective is to assist students in
obtaining permanent, summer or temporary employment.
The Computer Center provides computing services for the
academic and administrative community.
The Student Center is the focal point for cultural, social, and
recreational activities while providing study area for student.
During the academic year 2007-2008 the Counseling Department offered tutoring services in Accounting
to 322 students.
c. How do you ensure that education support processes are performing effectively?
Satisfaction surveys help us to evaluate the intensity of the collaboration, cooperation and participation of
our stakeholders in the activities and projects develop in our campus.
160
d. How do you evaluate and improve your support processes?
The internet page and the results of the sastisfaction questionnaire should be a direct way to evaluate and
help us to improve the support processes.
e. How do you use the following types of information to evaluate your support processes?
The most common was the data from observations and measurements. Although recently we began to use
the satisfaction questionnaire alternative to identify problems with the support offices and the activities
they are required to do for our students. The questionnaire was administered between the second and
third week of November 2008. The results will be available next semester.
6.2.2 Business Operation Processes
The Campus financial resources is based on a budget for operating expenses issued by the University of
Puerto Rico. The funds are provided by a constitutional mandate from automatic budgetary set-asides
that assigned 9.66 percent of the state government annual income to the UPR (1966 Act No. 2, as
amended). The funds are complemented by student’s tuition fees and state and federal funds assigned to
special projects and other restricted funds. Those funds ensure the resources for the effective management
of all our key operation processes.
a. What are your key business operation processes?
The Business Administration Departments key business operations processes are academic counseling,
academic offering planning and administrative services offer to departmental professors and students.
Most of the business operating and financing processes are centralized at the institutional level. The
management of financial resources including budgeting and allocation of resources, computerized
information services, public relations and academic planning are centralized.
b. How do you determine your key customer requirements?
The Campus’ mission lays the groundwork for development plans, policies, and decision-making at all
levels. Accordingly, our department designed a five-year strategic plan as well as an annual Action Plan.
The Office of the Dean of Academic Affairs and the Business Administration Department work together
in the implementation of these plans. The admission process, the present and expected new students are,
or must be, the result of those plans. They are key factors to determine the amount of resources needed to
serve our students and other stakeholders needs.
Other forms to determine the key requirements are:
• The Chair Director asks the Faculty about their preferences for academic load, professional
development and any other necessities.
• Through the students organizations advisor.
161
c and d. How do you set measures and/or indicators and goals? How do you monitor performance?
The Vice-Presidency of Academic Affairs and the Office of the Dean of Academic Affairs,
Administrative Affairs and Student Affairs established the required measures to monitor performance of
each office.
The indicator for the academic offer is the academic preparation of the professor and is monitored through
the academic load. As an improvement, the academic counseling will be mandatory for students every
two years and will be monitored through the counseling attendance list.
e. How do you evaluate and improve business operation processes to achieve better performance,
including cost and productivity?
The Board of Trustees of the University of Puerto Rico fosters an environment of continuous
improvement in all academic and administrative endeavors. In June 2004, the Board of Trustees approved
Certification number 136 – Insitutitonal policy for the evaluation of the institutional effectiveness and
Certification number 138 –Institutional policy for the professional accreditation of the academic programs
and services of the UPR, which requires that all academic programs susceptible to a professional
accreditation must be accredited. The UPR is establishing a culture of evaluation and assessment. It is in
an early implementation phase. The insitutitonal Office of Insittutional Research and Planning are
responsible for collecting and disseminating the information to improve the decision making process.
f. How do you use the following types of information to evaluate your key business operation processes?
The information received from different channels (data from observations, benchmarking or those
received from our students, Faculty, staff, peer evaluation and others stakeholders) help us to:
1. The implementation of strategic projects and activities which support our university’s
goals and priorities, in the context of a changing external environment.
2. For sound strategic planning process, budget projections and reasonable resource
allocation that informs the university executive management where to allocate funds.
3. Produce accurate and timely information that guarantees quality assurance and quality
improvement within all of our university’s practices and processes. Through quality
assurance our institution aims to a commitment to meet the expectations of students and
others stakeholders. Through quality improvement adds a further step, with a
commitment to continually and proactively improve programs and services.
4. Develop alternative ways to received funds to improve academic quality. 31
31
During 2008 an amendment to the Puerto Rico Internal Revenue Code benefits UPR endowment fund donors. The University
of Puerto Rico (UPR) ‘ System endowment fund was created in 1996 with $5 million. To date, the fund has grown to $70 million.
In 2006, when the strategic plan “10 for the Decade” was established, UPR’s goal for the endowment fund was $100 million.
These amendment grants a 100% tax deduction to contributors who donate money or assets to the University of Puerto Rico
(UPR) system.
162
6.3 Enrollment Management
6.3.1 Admissions Policies and Procedures
a. What are the policies and procedures for admission of first-year students (freshmen)?
The UPR System has uniform admission standards for undergraduate students as established in
Certification number 25 2003-2004 of the Board of Trustees. In the uniform admission document the
candidate can select his/her priorities of at least three different Campuses of our System. Candidates for
admission as a first-year student must:
• File an application for admission with the Admissions Office.
• Have a high school diploma or its equivalent from an educational institution accredited
by the Department of Education of Puerto Rico.
• Take the Admission Test (PEAU, for its abbreviation in Spanish) administered by the
College Entrance Examination Board (CEEB). The Admission Test consists of aptitude
and achievement tests. Applicants can take the English version of the test (SAT). In
addition, applicants must submit an official high school academic transcript, official
report of the test scores of PEAU or SAT and a certified check or money order for the
application fee.
Admission to the UPR is based on an admission index formula. The General Application Index (IGS, for
its abbreviation in Spanish) is calculated as follows: 50 percent based on high school academic index, 25
percent based on the mathematical score, and 25 percent on the verbal score on the Aptitude Test of the
PEAU or SAT. These raw scores are then converted to obtain the General Application Index. Admission
is granted to students whose index strictly complies with the minimum General Application Index
approved by the Administrative Boards of the Campus to which the students apply. The minimum
General Application Index may vary from Campus to Campus and from year to year according to
program demand, admission space limitation and resources. First-year applicants are only considered for
admission in the fall semester of each academic year. Applications must be submitted before November
30 of the year prior to admission.
Figure 6. 13 Minimum General Admission Index and freshman students admitted to each
academic program (2007 – 2008)
Campus
Aguadilla
Program
Accounting
Finance
Marketing
Human Resources Mgt
Comp.Information System
Total
General Application
Index
255
255
250
250
255
Freshman Students
admitted
55
13
21
18
19
138
The UPR informs prospective undergraduate students about its academic offerings and admissions policy
by publishing a yearly manual; these are also disclosed in the UPR System’s main website
(http://estudiantes.upr.edu) and the websites of each campus. They are also disseminated during visits to
high schools, open houses and info sessions given to high school counselors.
163
b. What are the policies and procedures for admission of transfer of students from within the institution to
the undergraduate business programs?
The UPR reserves the right to accept, as transfer credits, those courses taken at other institutions of higher
education for students admitted with advanced status. The academic departments process the course
equivalencies through the Registrar Office, which is primarily responsible for the academic record of the
student. Students who are enrolled in the UPR can request authorization to take courses for credit in other
national or international universities subject to certain restrictions.
6.3.2 Articulation Process
a. Is the institution internally consistent in its handling of articulation and transfer issues, or do different
divisions have different policies and procedures?
Yes, the institution is consistent in its handling of articulation and transfer issues. Certification number
115 of the Board of Trustees rules this procedure. 32
b. What articulation and/or course transfer arrangements do you have?
At present we have a special arrangement with the UPR-Carolina Campus for the Hotel and Restaurant
Management Bachelor’s degree program. Those students with interest in the hospitality business must
take specific courses in order to be admitted to that program.
c. Is there ongoing communication between the administration and Faculty of the business unit and
representatives of two-year institutions from which the business unit regularly receives transferring
students?
Yes, we have an ongoing communication between the Chair Directors of the two campuses.
d. Who are the principal institutions from/to which the institution receives/sends transfer students?
We send transfer students to the University of Puerto Rico, Carolina Campus.
e. What are the policies and procedures pertaining to the admission to programs in the business unit for
transfer students from outside institutions to the business programs?
Students are admitted in Aguadilla using the admission policies and requirements of Carolina’s Campus.
f. What are the policies for acceptance of transfer of credit from other institutions and the method of
validating the credits for both undergraduate and graduate programs?
The UPR reserves the right to accept, as transfer credits, those courses taken at other institutions of higher
education for students admitted with advanced status. The academic departments process the course
equivalencies through the Registrar’s Office, which is primarily responsible for the academic record of
the students. Students who are enrolled in the UPR can request authorization to take courses for credit in
other national or international universities subject to certain restrictions.
32
C 115
1996Transfer policies between UPR Campus (Spanish) Norms
1997
164
g. What mechanisms are in place to avoid requiring students to unnecessarily duplicate course work, and
the student advisement process which counsels students as to the transferability of course work?
We only send students to Carolina in the articulate program.
6.3.3 Graduate Program Articulation Admissions Policy
We don’t have graduate programs.
6.3.4 Academic Policies for Probation, Suspension, and Readmitting
a. What is the total number of students in the business unit, full-time distinguished from part-time, who
were subject to academic sanctions during the self-study year?
Figure 6.14 Suspensions and Probations
Programs
Accounting
Computer Inf. Systems
Finance
Human Resources
Marketing
TOTAL
Academic Suspensions
2006-2007
2007-2008
7
6
4
3
2
1
4
8
4
10
21
28
Probations granted
2006-2007
2007-2008
8
4
2
2
0
2
5
2
2
2
17
12
b. What policies and procedures do you have in place addressing recruiting students?
Some of the activities we have in place for recruiting are the annual visits to selected schools in the
northwest region of Puerto Rico, participation in education fairs, organized meetings with school
counselors and an Institutional Open House in which we received students from different schools and
cities.
c. What policies and procedures do you have in place addressing admitting students?
The Board of Trustee approved the following policies and procedures for admitting students Certification
number 185 2002-2003 and Certification number 25 2003-2004. Admission to the UPR is based on an
admission index formula. The General Application Index (IGS, for its abbreviation in Spanish) is
calculated as follows: 50 percent based on high school academic index, 25 percent based on the
mathematical score, and 25 percent on the verbal score on the Aptitude Test of the PEAU or SAT. These
raw scores are then converted to obtain the General Application Index. Admission is granted to students
whose index strictly complies with the minimum General Application Index approved by the
Administrative Boards of the Campus to which the students apply. The minimum General Application
Index may vary from year to year.
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d. What policies and procedures do you have in place addressing retaining students?
A regular student will be considered as having satisfactory academic progress and “in good standing” if
he or she meets the conditions of the minimum GPA allowed and approves sufficient credit hours to
demonstrate academic progress toward degree completion. The Registrars Office will periodically analyze
students’ records at the end of the second semester to certify the students’ academic progress. Students
who do not comply with the criteria will be dismissed from the University of Puerto Rico for a year
unless they are eligible to continue studying under a probationary status.
Completed year of study
First
Second
Third
Fourth and Fifth
Minimum GPA required
1.70
1.90
1.95
2.00
They also should approve sufficient credit hours to demonstrate academic progress toward degree
completion as illustrated in the following timetables:
4-year programs
5-year programs
8 consecutive years
10 consecutive years
The UPR policy and procedure by which students academic performance is evaluated are published in the
catalogs, and include the minimum requirements to achieve satisfactory academic progress, to continue
studies on probation or otherwise be suspended from the UPR. The three parameters to determine
academic progress are: a minimum grade point average according to the year of study, a minimum
number of credits approved, and progress toward degree completion in a time frame based on the number
of years of study required in the program’s curriculum.
Minimum graduation requirements- To receive a degree, a student must pass the prescribed courses with a
2.00 minimum GPA, satisfy the time-limit requirements for degree completion, satisfy all financial
obligations to the University, file an application for the degree in the Registrar’s Office and receive
Faculty recommendation for the degree. After the time-limit requirement for degree completion, the
University reserves the right to require that a student repeats all courses, which, in the opinion of the
Academic Department, need review.
Learning Outcomes - The Business Administration Departments developed a student learning outcome
assessment plan consistent with their mission. The plan includes the expected learning outcome for the
undergraduate students upon graduation. The Department distributes the information in the catalog and
website to enable prospective students to become aware of the expected learning outcomes. At course
level, Certification number 130 1999-2000 of the Board of Trustees requires that all syllabi include the
course expected learning outcomes and state how these objectives will be measured.
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Figure 6.15 Average retention rate by program
Programs
Enrollment
2004-2005
Retention
from 200405 to 200506
Enrollment
2005-2006
Retention
from 200506 to 200607
Enrollment
2006-2007
Retention
from 200607 to 200708
Average
Retention
Rate by
program
Accounting
Finance
Marketing
Computer
Information
Systems
Human
Resources
Department
Average
retention Rate
38
14
16
25
74%
50%
69%
72%
45
13
12
25
67%
77%
67%
68%
43
14
31
18
65%
79%
65%
50%
69%
69%
67%
63%
31
84%
31
71%
30
93%
83%
70%
70%
70%
70%
by cohort
Degree
retention rate
Retention from
2004-05 to 2005-06
Retention from
2005-06 to 2006-07
Retention from
2006-07 to 2007-08
Average Retention
Rate
UPR-Aguadilla
Bachelor’s
73%
77%
75%
75%
Degree
retention rate
Retention from
2004-05 to 2005-06
Retention from
2005-06 to 2006-07
Retention from
2006-07 to 2007-08
Average Retention
Rate
UPR-Aguadilla
72%
75%
73%
73%
6.3.5 Results
Figure 6.16 Graduates 2006-2007 by Academic Program and Gender
Campus
Aguadilla
Program
Female
Male
Total
%
Accounting
Finance
Marketing
Human Resources
Management
Computer Information
Systems
Total
22
5
16
32
7
3
9
8
29
8
25
40
21.9%
6.1
19
30.3
10
20
30
22.7
85
47
132
100%
167
Figure 6.17 Enrollment of freshmen students for the Business Administration Program during
academic year 2007-2008 – Comparison with UPR Bayamón and UPR Ponce
Cantidad de
estudiantes
Cantidad de Estudiantes de Nuevos Ingreso en
Administración de Empresas 2007-08
70
60
50
40
30
20
10
0
68
60
59
57
55
UPR Bayamón
25
21 21
13
Contabilidad
Finanzas
UPR Aguadilla
UPR Ponce
Mercadeo
Concentración
Figure 6-18 First-year retention rate for Business Administration’s new students
cohort 2007-2008
Retención de Primer a Segundo Año Programa de
Administración de Empresas 2007-08
Por ciento (%)
100
80
90
79
76
65
57
60
75
65
65
39
40
UPR Bayamón
UPR Aguadilla
20
UPR Ponce
0
Contabilidad
Finanzas
Mercadeo
Concentración
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6.3.6 Improvement
How do you improve the Enrollment Management Processes? How are improvements shared across the
organization?
Fig. 6.19 Business Administration web page http://adem.uprag.edu/
The Business Administration Department web page is a link of the University of Puerto Rico in
Aguadilla’s Homepage (http://www.uprag.edu/ ). The students or any potential students may select from
the submenu information about the program, majors, minors, sections for next semester and general
information such as our mission, vision, list of Faculty names and telephone extensions, and ethics’
code.
Fig. 6.20 Program Description
http://adem.uprag.edu/Programas/Descripcion%20Programa.htm
169
The page above allows the student or any visitor of our page to see the whole program, the specific
requirements in general education, core requirements, requirements beyond core, business and general
electives, and major and minors concentrations. The page below presents the list of sections of each
course for the present semester.
Fig. 6.21 First Semester Program
Fig. 6.22 and 6.23 UPR-Aguadilla Home Page Section
Figure 6.22
170
Students are given access to this on-line registration system to select the sections of each course for next
semester.
Figure 6.23
http://www.uprag.edu/matricula.php
Fig. 6.24 General Instructions to follow in the process of registration
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The main competitive factors that have determined the long-term and sustained success of the University
of Puerto Rico System are:
A.
B.
C.
D.
the highest quality of its academic programs;
the best qualified students due to admission, retention and graduation requirements;
the lowest student tuition fees;
the academic and professional qualifications of the UPR Faculty members by virtue of
their education, training, experience and skills;
E. better salaries, fringe benefits and employment conditions than private institutions;
F. the quality and diversification of services to students.
172