AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: Tobin College of Business
Program Reviewed: Business (International Business) MBA Q
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Not Applicable
2b.
Undergraduate 1st Year Retention Rate
Not Applicable
2c.
Undergraduate 6 Year Graduation Rate
Not Applicable
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 1
2d.
Graduate Standardized Test Scores
2005
2006
2007
2008
2009
School/College
Average Rate
508
511
507
522
545
Regional Comparison
N/A
N/A
N/A
N/A
N/A
National Comparison
N/A
N/A
N/A
N/A
N/A
Program
Fall 2010
Business Administration
International Business
MBA
Q
525
Fall 2010
Peter J.Tobin Coll of Bus-Grad
Fall 2011
540
Fall 2011
Fall 2012
560
546
Fall 2012
563
Fall 2013
506
Fall 2013
549
542
General test percentage distribution of scores within intended graduate major field that is based on the profile of GMAT
candidates, 2011-12.
GMAT®
Degree Pursued
Gender
Master's in Business
Administration (MBA)
Men: Number
Mean Total
Score
Women:
Number
Mean Total
Score
Total: Number
Mean Total Score
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
2010-11
2011-12
86,926
94,833
555
50,694
516
560
56,554
523
137,620
151,387
541
546
Self-Study Template 2
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2005
2007
2008
2009
Majors
23
31
28
29
37
Minors
0
0
0
0
0
Total
23
31
28
29
37
BUS (INTB)
2h.
2006
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
MBA
57
33
14
29
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
7
8
6
16
11
MBA
TCB-GR
INTERNATIONAL BUSINESS
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
MBA
10/11
11/12
12/13
Degrees Conferred
Degrees Conferred
Degrees Conferred
13
27
5
Self-Study Template 3
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 52-Business, Management, Marketing,
and Related Support Services.
20092010
20102011
20112012
Master's
Local
4,898
National 177,684
5,532
5,719
187,213
191,571
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 4
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
3b.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
3c.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 5
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education
and training projected.
Change, 2010-20
Occupations having the
Change, 2010-20
Fastest Growing Occupations
largest numerical increase
Percent
Numeric
Percent
Numeric
in employment
Financial Analysts
Accountant and Auditors
Financial Managers
23%
54,200
16%
190,700
9%
Accountant and
Auditors
16%
190,700
46,300
Projected Changes in Related Occupations (2010 – 2020)
Changes, 2010-20
Grow Much Faster Than Average - Increase 21% or More %
Financial Analysts
Percent
Numeric
23%
54,200
Changes, 2010-20
Grow faster than average - Increase 15 to 20.9%
Percent
Accountant and Auditors
Numeric
16%
190,700
Changes, 2010-20
Grow About as Fast as Average - Increase 7 to 14.9%
Financial Managers
Percent
Numeric
9%
46,300
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
3. The University Core competencies
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 6
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com
(Suggested limit 1/2 page)
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 7
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
10
13
23
Minors
FT
20
PT
11
0
Majors
& Minors
Combined
10
13
# of FTE
Students
(Majors &
Minors)
10.00
4.33
Fall 2007
Total
31
FT
17
PT
11
0
Fall 2008
Total
28
FT
15
PT
14
0
Fall 2009
Total
29
FT
30
PT
7
0
Total
37
0
23
20
11
31
17
11
28
15
14
29
30
7
37
14.33
20.00
3.67
23.67
17.00
3.67
20.67
15.00
4.67
19.67
30.00
2.33
32.33
# of FTE
Faculty
assigned
to the
program
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 8
Fall 2010
Fall 2011
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
Majors
MAJORS
48
9
57
24
Fall 2010
Total
Fall 2012
FTE MAJORS
9
33
10
Fall 2011
4
14
22
Fall 2012
7
29
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
48
3
51
24
3
27
10
1.333
11.333
22
2.333
24.333
Fall 2010
Fall 2011
Fall 2012
Fall 2013
# of FTE faculty assigned to the
program
FTE Student/FTE Faculty Ratio
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by SJU for all external reporting.
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 9
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
3550
68%
3718
69%
4576
71%
5602
81%
5488
74%
PT Faculty
1698
32%
1669
31%
1906
29%
1312
19%
1905
26%
Total
5248
100%
5387
100%
6482
100%
6914
100%
7393
100%
FT Faculty
% consumed
by
NonMajors
62%
Credit Hrs Taught
66%
Fall 2010
Number
59%
Fall 2011
Percent
Number
56%
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
3,974
78.4%
3,577
81.1%
3,255
79.4%
3,236
82.8%
P-T Faculty (inc
Admin)
1,098
21.6%
831
18.9%
846
20.6%
672
17.2%
0.0%
Total
5,072
100%
0.0%
4,408
Fall 2010
% Consumed by
Non-Majors
3,616
71.3%
100%
Fall 2011
2,982
67.6%
0.0%
4,101
100%
0.0%
3,908
Fall 2012
2,857
22%
69.7%
100%
Fall 2013
2,479
63.4%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 10
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
59
70%
65
73%
66
79%
71
73%
FT Faculty
56
68%
PT Faculty
26
32%
25
30%
24
27%
18
21%
26
27%
Total
82
100%
84
100%
89
100%
84
100%
97
100%
Courses Taught
Fall 2010
Number
Fall 2011
Percent
Number
Fall 2012
Percent
Number
Fall 2013
Percent
Number
Percent
F-T Faculty
46
78.0%
55
80.9%
50
76.9%
56
81.2%
P-T Faculty (inc
Admin)
13
22.0%
13
19.1%
15
23.1%
13
18.8%
0.0%
Total
59
100%
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
0.0%
68
100%
0.0%
65
100%
0.0%
69
100%
Self-Study Template 11
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next
page). How well does this support the program? (Suggested limit 1/2 page)
2005
FT
2006
PT
Total
#
%
#
%
Gender
Male
Female
Total
14
5
19
74%
26%
100%
11
7
18
61%
39%
100%
Ethnicity
Black
Hispanic
Asian
White
Unknown
Total
1
0
3
15
0
19
5%
0%
16%
79%
0%
100%
0
0
1
14
3
18
0%
0%
6%
78%
17%
100%
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
16
3
0
19
84%
16%
0%
100%
FT
2007
PT
Total
#
%
#
%
25
12
37
14
6
20
70%
30%
100%
14
4
18
78%
22%
100%
1
0
4
29
3
37
0
0
0
17
3
20
0%
0%
0%
85%
15%
100%
1
0
3
10
4
18
6%
0%
17%
56%
22%
100%
16
3
0
19
18
2
0
20
90%
10%
0%
100%
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
FT
2008
PT
Total
#
%
#
%
28
10
38
15
6
21
71%
29%
100%
11
4
15
73%
27%
100%
1
0
3
27
7
38
0
0
3
17
1
21
0%
0%
14%
81%
5%
100%
0
0
1
13
1
15
0%
0%
7%
87%
7%
100%
18
2
0
20
18
3
0
21
86%
14%
0%
100%
FT
2009
PT
Total
#
%
#
%
26
10
36
14
6
20
70%
30%
100%
9
2
11
82%
18%
100%
0
0
4
30
2
36
0
0
3
16
1
20
0%
0%
15%
80%
5%
100%
2
1
1
6
1
11
18%
9%
9%
55%
9%
100%
18
3
0
21
17
3
0
20
85%
15%
0%
100%
FT
PT
Total
#
%
#
%
23
8
31
15
6
21
71%
29%
100%
12
2
14
86%
14%
100%
27
8
35
2
1
4
22
2
31
0
0
3
16
2
21
0%
0%
14%
76%
10%
100%
2
0
1
10
1
14
14%
0%
7%
71%
7%
1000%
2
0
4
26
3
35
17
3
0
20
17
4
0
21
81%
19%
0%
100%
Self-Study Template 12
17
4
0
21
2010
FT
2011
PT
#
%
#
%
10
63%
5
83%
Female
6
38%
1
17%
Total
16
Total
FT
2012
PT
#
%
#
%
10
63%
4
80%
38%
1
20%
Total
FT
2013
PT
#
%
#
%
10
63%
6
86%
38%
1
14%
Total
FT
PT
#
%
#
%
11
65%
6
86%
35%
1
14%
Total
Gender
Male
15
7
6
22
16
17%
2
1
0%
0%
0
13%
0%
2
0%
0%
0
83%
18
0%
0
6
5
14
7
6
21
16
1
7
16
7
6
23
17
1
7
17
7
24
Ethnicity
Black
1
Hispanic
Asian
American Indian/Alaskan
Native
2
White
13
6%
81%
1
5
2
6%
0%
1
0%
0%
0
20%
3
0%
0
80%
17
0%
0
13%
1
0%
13
81%
4
2
6%
0%
1
0%
0%
0
14%
3
0%
0
86%
19
0%
0
13%
1
0%
13
81%
6
2
6%
0%
1
0%
0%
0
14%
3
0%
0
86%
20
0%
0
12%
1
0%
14
82%
6
2 or More Races
Native Hawaiian/Pacific
Islander
Unknown
Total
0%
16
6
0%
22
16
5
0%
21
16
7
0%
23
17
7
24
Tenure Status
Tenured
12
75%
12
11
69%
11
11
69%
11
12
71%
12
Tenure-Track
3
19%
3
4
25%
4
4
25%
4
5
29%
5
Not Applicable
1
6%
1
1
6%
1
1
6%
1
0%
0
Total
16
16
16
16
16
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
16
17
17
Self-Study Template 13
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External
$ Amount
Funding
04/05
05/06
06/07
07/08
08/09
Program
$ Amount Department
Fiscal Year
External
Funding
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
-
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
-
4,800
Self-Study Template 14
5h.
Please comment on the table below that shows trends in overall course evaluations instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Instructional Vibrancy (Spring)
2011
2012
2013
(Q)
-
-
-
-
-
-
Tobin College
of Business
4.09
4.24
4.25
4.36
4.49
4.50
Total Graduate
4.14
4.16
4.30
4.37
4.39
4.52
Note: Institutional Vibrancy is the average of the first 14 questions on the course evaluation, with questions pertaining
to course organization, communication, faculty-student interaction, and assignments/grading. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1/3 page)
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 15
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
TCB_MGT_BUS(INTNL.BUS)_MBA_Q
Self-Study Template 16