annual report accredited member - lynn.edu · learning, then a performance target might be that the...

Annual Report – Accredited Member

Institution: Lynn University

Academic Business Unit: College of Business and Management

Academic Year: 2012-13

International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215

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IACBE Annual Report: 2012-13 1

IACBE ANNUAL REPORT For Academic Year: 2012-13

This annual report should be completed for your academic business unit and submitted to the IACBE by November 1 of each year.

General Information

Institution’s Name: Lynn University

Institution’s Address: 3601 N. Military Trail

City and State or Country Boca Raton, FL Zip or Postal Code 33431

Name of Submitter: Thomas Kruczek

Title: Dean

Your Email Address: [email protected]

Telephone (with country code if outside of the United States): 561 237 7458

Date Submitted: October 18, 2013

Total Headcount Enrollment of the Institution for 2012-13: 2,097

Accreditation Information

1. If applicable, when is your next institutional accreditation site visit? 2021 Year

2. When is your next reaffirmation of IACBE accreditation site visit? 2016 Year

3. Provide the website address for

the location of your public notification of accreditation by the IACBE:

http://www.lynn.edu/academics/colleges/business-and-management/about/accreditation

4.

Provide the website address for the location of your public disclosure of student learning results:

http://www.lynn.edu/academics/colleges/business-and-management/about/docs/IACBEOutcomesAssessmentResults2011-12.pdf

5. If your accreditation letter from the IACBE Board of Commissioners contains “notes” that identified

areas needing corrective action, please list the number of the IACBE’s Accreditation Principle for each note in the table below. Indicate whether corrective action has already been taken or that you have made plans to do so. (Insert additional rows as necessary.)

Commissioners’ Notes Action Already Taken Action Planned








Commissioners’ Notes Action Already Taken Action Planned

Administrative Information 1. Provide the following information pertaining to the current president/chief executive officer of your

institution:

Name: Kevin Ross

Title: President

Highest Earned Degree: Ed.D. Email: [email protected]


Fax (with country code if outside of the United States): 561 237 7774

Check here if this represents a change from the previous year.

2. Provide the following information pertaining to the current chief academic officer of your institution:

Name: Gregg Cox

Title: Vice President for Academic Affairs

Highest Earned Degree: Ed. D. Email: [email protected]




3. Provide the following information pertaining to the current head of your academic business unit:

Name: Thomas Kruczek

Title: Dean

Highest Earned Degree: MBA Email: [email protected]





4. Provide the following information pertaining to your current primary representative to the IACBE, i.e., the person who is your primary contact for the IACBE and who votes on behalf of the academic business unit on IACBE matters (if not the same as the head of the academic business unit):

Name: Thomas Kruczek

Title: Dean

Highest Earned Degree: MBA Email: [email protected]




5. Provide the following information pertaining to your current alternate representative to the IACBE:

Name: Ralph Norcio

Title: Senior Associate Dean

Highest Earned Degree: Ph.D. Email: [email protected]




Programmatic Information

1. For each of your IACBE-accredited business programs, provide the total headcount enrollment and the number of degrees conferred in the program (including each major, concentration, specialization, and emphasis) for 2012-13 (insert rows in the table as needed):

Program Enrollment

2012-13

Number of Degrees Conferred

2012-13

BS in Business Administration – No Specilization 127 45

BS in Business Administration – Specialization in General Management

280 47

BS in Business Administration – Specialization in Fashion Management

67 11

BS in Business Administration – Specialization in Aviation Management

46 4

BS in Business Administration – Specialization in International Business

88 18

BS in Business Administration – Specialization in Marketing 38 8


BS in Hospitality Management 116 40

BS in Sports Management 100 17

MBA - No Specialization 10 1

MBA – Specialization in Marketing 86 51

MBA – Specialization in International Specialization 68 24

MBA – Specialization in Financial Valuation and Investment Management

69 35

MBA – Specialization in Mass Communication and Media Management

19 5

MBA – Specialization in Hospitality Management 43 13

MBA – Specialization in Sports and Athletics Administration 29

15

MBA – Specialization in Aviation Management 9 5

Totals for All Programs Combined

(Please do not double-count students who pursued multiple programs during the reporting year, e.g., students

who double-majored in both accounting and finance.)

1195 339

Program Enrollment

2012-13

Number of Degrees Conferred

2012-13

Totals for All Programs Combined

(Please do not double-count students who pursued multiple programs during the reporting year, e.g., students

who double-majored in both accounting and finance.)

2. Do you offer any of your IACBE-accredited business programs outside of your home country?

X No. If no, proceed to item 3 below.

Yes. If yes, please identify the programs and countries in the table below. In addition, if the programs are delivered

in partnership with other institutions, please identify those institutions as well. (Insert rows in the table as needed.)

Program Country or Countries Partner Institution(s)


3. Did you terminate any business programs during the reporting year?


Yes. If yes, please identify the terminated programs in the table below. (Insert rows in the table as needed.)

Terminated Programs

4. Were changes made in any of your business programs?


Yes. If yes, please identify the changes on a separate page at the end of this report.

5. Were any new business programs (including new majors, concentrations, specializations, and/or

emphases) established during the academic year?

X No. If no, proceed to the Outcomes Assessment section below. See Other Issues

Yes. If yes, please identify the new programs on a separate page at the end of this report, and answer item 6 below.

6. If applicable, was approval of your institutional accrediting body required for any of the programs

identified in item 5 above?

X No. If no, proceed to the Outcomes Assessment section below.

Yes. If yes, please attach a copy of the material that you sent to your institutional accrediting body.

Outcomes Assessment 1. Has your outcomes assessment plan been submitted to the IACBE?

X Yes See Other Issues

No. If no, when will the plan be submitted to IACBE?

2. Is the original or revised outcomes assessment plan that you submitted to the IACBE still current or

have you made changes?


The outcomes assessment plan that we have previously submitted is still current.

Changes have been made and the revised plan is attached.

X We have made changes and the revised plan will be sent to the IACBE by: March 1, 2014

3. Complete the Outcomes Assessment Results form below and include it with this annual report to

the IACBE. Note: Section II of the form (Operational Assessment) needs to be completed only if you received first-time accreditation or reaffirmation of accreditation after January 1, 2011.

An example of a completed form can be found in a separate document that is available for download on the IACBE’s website at: www.iacbe.org/accreditation-documents.asp.

Section I (Student Learning Assessment) of the Outcomes Assessment Results form must be completed for each business program that is accredited by the IACBE (i.e., a separate table must be provided for each program).

Performance targets/criteria are the criteria used by the academic business unit in evaluating assessment results to determine whether intended outcomes have been achieved. For example, if the academic business unit is using the ETS Major Field Test as one of its direct measures of student learning, then a performance target might be that the Institutional Mean Total Score on the exam will place students in the upper quartile nationally; or if the academic business unit is using a comprehensive project in a capstone course as a direct measure of student learning, then a performance target might be that 80% of the students will score at the highest level (e.g., proficient, exemplary, etc.) on each project evaluation criterion.

Remember that your outcomes assessment plan needs to include two or more direct and two or more indirect measures of student learning. These measures should be used at the program level.

At the bottom of each section of the form, space is provided to identify changes and improvements that you plan to make as a result of your assessment activity.

Italicized entries in the form represent areas where the academic business unit should insert its own assessment information. Add tables and insert rows in the tables as needed.

Other Issues Briefly comment on other issues pertaining to your academic business unit that you would like to share with the IACBE. Approximately three years ago, the Office of Academic Affairs requested the Colleges of the University to review their curricula with the intent to revise, update, and have current career programs. In the College of Business and Management, the faculty were divided into teams of 2 to 4 people to investigate what curricula should be offered to prospective students. Upon the completion of the faculty research, the teams made presentations to the Dean. After the presentations were made, the possible new programs were discussed in College –wide meetings. Upon a consensus of faculty and the Dean, programs were recommended to the Vice President for Academic Affairs. After feedback from the Vice President, the programs were sent to the President for approval. Upon the

http://www.iacbe.org/accreditation-documents.asp


President’s feedback and fine tuning in the College of Business and Management, nine majors were to be developed and offered beginning September, 2013. During the 2012-2013 academic year, faculty developed learning outcomes for the majors and then specific courses were developed for the nine majors, Aviation Management, Entrepreneurship, Event Mangement, Fashion and Retail, Hospitality Management, International Business Management, Investment Management, Marketing, and Sports Management. These nine majors were offered to all new students entering the University for the first time in September , 2013. Additionally, current students were allowed to make the switch to a new major, if they so chose. When University faculty reported for the 2013-2014 academic year, the first week was spent in developing assessment plans for all majors.These assessment plans will be incorporated into the new Outcomes Assessment Plan for the College of Business and Management. This new plan will submitted to the IACBE by March 1, 2014. This 2012-2013 Annual Report provides assessment information concerning the programs in place prior to September 2013. During the 2013-2014 academic year, College of Business and Management faculty will review the MBA program, as was done with the undergraduate programs that were mentioned above.


Outcomes Assessment Results For Academic Year: 2012-13

Section I: Student Learning Assessment

Student Learning Assessment for (Program 1)

Intended Student Learning Outcomes for (Program 1) :

1. Know the core areas of business: accounting, management, marketing, economics, and finance in a global context.

2. Analyze ethical issues that impact business decisions from economic, political, legal, and social perspectives.

3. Utilize technology skills to maximize managerial decision-making from the perspective of the organization.

4. Apply statistical analysis and other quantitative project management techniques to evaluate data, test assumptions, and apply conclusions to managerial decision-making.

5. Develop a Business Strategic Plan that integrates and applies all the core areas of business: accounting, management, marketing, economics, and finance in a global context.

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning:

Performance Targets/Criteria for Direct Measures:

1. Capstone course written project with oral presentation Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of thirty (30) )from the Capstone course, Business Strategy (BUS 460), will achieve an “Exemplary Competency” (i.e. Score of 5), “Proficient Competency” (i.e. Score of 4) or “Satisfactory” (i.e. Score of 3) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course course “critical assignments” (i.e. written project and oral presentation).

2. Checkpoint Course BUS 170 written project Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of students taking BUS 170, Microeconomics, will achieve an “Exemplary Competency” (i.e. Score of 5) , “Proficient Competency” (i.e. Score of 4), or “Satisfactory Competency” (i.e. Score of


3) on each learning outcome-related evaluation criterion that is measured in the critical assignment.

3. Checkpoint Course BUS 270 written project Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of students taking BUS 270, Managing Organizations, will achieve an “Exemplary Competency” (i.e. Score of 5) , “Proficient Competency” (i.e. Score of 4), or “Satisfactory Competency” (i.e. Score of 3) on each learning outcome-related evaluation criterion that is measured in the critical assignment.

4. Checkpoint Course BUS 311 written project Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of students taking BUS 311, Financial Management, will achieve an “Exemplary Competency” (i.e. Score of 5) , “Proficient Competency” (i.e. Score of 4), or “Satisfactory Competency” (i.e. Score of 3) on each learning outcome-related evaluation criterion that is measured in the critical assignment.

5. Checkpoint Course MKT 250 written project Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of students taking MKT 250, Principles of Marketing, will achieve an “Exemplary Competency” (i.e. Score of 5) , “Proficient Competency” (i.e. Score of 4), or “Satisfactory Competency” (i.e. Score of 3) on each learning outcome-related evaluation criterion that is measured in the critical assignment.

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures:

1. Undergraduate Senior Salute Survey On the survey instrument, at least twenty-five percent (25%) of respondents indicated “Yes” to the question #19: “If you have obtained a job, is it related to your Lynn University major?”.

2. Undergraduate Six (6)-Month Alumni Survey On the survey instrument, at least fifty percent (50%) of respondents indicated “Yes” to the question #14: “Is your current job related to your Lynn University major?”.


Summary of Results from Implementing Direct Measures of Student Learning: Performance Target Was…

Met Not Met

1. The results for BUS 460 indicated only 69 percent of the students were satisfactory or better in the core

areas of business. In the other learning outcomes, at least 80% of the students demonstrated satisfactory or

better competency.

X

2. The results for BUS 170 indicated 87 percent or more of the students in all categories demonstrated

satisfactory or better competency. X

3. The results for BUS 270 indicated at least 87 percent of the students assessed demonstrated satisfactory or

better competency in all learning outcomes evaluated. X

4. For BUS 311, the results showed that 91 percent or more of the students had satisfactory or better

competency in all learning outcomes evaluated. X

5. In the results for MKT 250, 90 percent or more of the students showed satisfactory or better competency in

four of the five skill areas evaluated. X

Summary of Results from Implementing Indirect Measures of Student Learning: Performance Target Was…

Met Not Met

1. Of those who responded to this question, 59 percent responded that their job was related to their major. X

2. Of those who responded to this question, 65 percent answered “yes” that their current job was related to their major.

X

Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:

1. Instructors will devote six hours of class time to a review of financial statements, supply and demand, and the four Ps of marketing.

2. To assure closer to 100 percent, instructors for BUS 180 (the replacement course) will spend classroom time in three class meetings to

discuss each of the critical components of the assignment.

3. To assure closer to 100 percent, instructors for BUS 270 will dedicate three classroom hours to written business communication.

4. Instructors will spend an additional two hours of class time discussing and solving problems in the area of cost-volume-profit analysis.

5. For the fifth learning outcome which relates to promotions, instructors will spend four hours of classroom time with either a guest


lecturer or case study that relates to the areas of branding, advertising, public relations and social media strategies.

Student Learning Assessment for Master’s in Business Administration (M.B.A.)


1. Conduct quantitative and qualitative business analysis of financial statements for financial accounting and performance, as well as operational management, to enhance managerial decision-making.

2. Analyze ethical issues that impact business decisions from economic, political, legal, human-resource, and social perspectives.

3. Utilize technology management skills to maximize managerial decision-making from the perspective of the organization.

4. Formulate marketing management plan for the introduction of new products or expansion of existing product lines.

1. 5. Design and implement a business strategic plan working within a team environment.



1. Simulation Project

A random sample of a minimum of twenty (20) graduating seniors in the graduate Capstone course, Strategic Management Seminar (MBA 690), will score at least 80% on the simulation project.

2. Capstone course written project with oral presentation

Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of twenty (20) )from the Capstone course, Strategic Management Seminar (MBA 690), will achieve an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course course “critical assignments” (i.e. written project and oral presentation).




1. Graduate Senior Salute Survey

On the survey instrument, at least twenty-five percent (25%) of respondents indicated “Yes” to the question #19: “If you have obtained a job, is it related to your Lynn University major?”.

2. Graduate Six(6)-Month Alumni Survey

On the survey instrument, at least fifty percent (50%) of respondents indicated “Yes” to the question #14: “Is your current job related to your Lynn University major?”.


Met Not Met

1. In MBA 690, Strategic Management Seminar, which is the capstone course for the MBA program, 85% of students who completed the course, completed the simulation project, Capsim, with a score of more than 80%. This is a hands-on project that students enjoy and excel at due to the real world applications and decisions that they make during the course of the simulation exercise.

X

2. In the same class that is mentioned above, students worked with the CEO of Taylored Athletes, a start-up in Boca Raton. Students met on five different occasions with the CEO of the company. The students as members of groups made a presention to the CEO. The presentations, which were “Business Plans” for the company were well received. Eighty percent of the students in the groups achieved an “Excellent Competency” or “Good Competency” rating.

X


Met Not Met



X


The direct measurements of student learning outcomes were met, although the percentages were less than last year this was due to 4 students who had significant job responsibilities that were added duing the term. Unfortunatley, their work product suffered. In the future students will be counseled in better time-management skills.


All targets were met. As mentioned above, The College o f Business and Management will formally request that the University Assessment Committee work with the Center for Career Services to determine how to engage more alumni for completion of the Survey.

Student Learning Assessment for Bachelor of Science (B.S.) in Hospitality Management


1. Know, analyze, and practice leadership and management skills within the hospitality industry in a global context.

2. Engage in ethical and equality-focused professional practice while implementing management strategies in a cost-effective and customer-focused manner.

3. Apply knowledge of hospitality industry operational functions, including revenue management, food and beverage management, information systems, customer service, marketing, and development.

4. Integrate, apply, and communicate knowledge and skills of hospitality management to a current issue or problem.



1. Internship Final Written Report

Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of thirty (30) from the Hospitality Internship (HA 390) course will achieve an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured by the internship final written report.


Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of thirty (30) )from the Capstone course, Hospitality Industry Seminar (HA 481), will achieve an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course course “critical assignments” (i.e. written project and oral presentation).




1. Undergraduate Senior Salute Survey


2. Undergraduate Six (6)-Month Alumni Survey



Met Not Met

1. During the academic year, 2012-2013, 83% of the students enrolled in HA 390 scored in the “excellent” or “good” competency range on each learning outcome-related evaluation criterion measured by the internship final written report. The sample size was 58 students. The students included in this group were majors in Hospitality Management and Sports Management.

X

2. During the academic year of 2011-2012, 72 (95%) of the students enrolled in Hospitality Industry Seminar (HA 481), achieved an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course “critical assignments” (i.e. written project and oral presentation). The students included in this group were majors in Hospitality Management and Sports Management.

X


Met Not Met


2. Of those who responded to this question65 percent answered “yes” that their current job was related to their major.

X


The results for the HA 481, Senior Seminar, the capstone course for the Hospitality and Sports Management major indicated that for

all areas assessed at least 95 percent of the students had excellent or good competency. The Hospitality and Sports Management


faculty recommended that students should improve in the “need to integrate, apply, and communicate knowledge and skills of

hospitality and sports management to current issues or problems.” For the improvement to occur, the instructor in HA 481 will arrange

with library staff for two hours of class time to be devoted to an advanced session of information literacy. Students will be given

reading assignments in three industry periodicals. For each assignment, students will write a critique citing the problem or issue. The

critique will include a proposal to deal with the problem or issue. Students will demonstrate that they have learned the proper

procedure for substantiating references and making citations.

All targets were met. As mentioned above, The College of Business and Management will formally request that the University Assessment Committee work with the Center for Career Services to determine how to engage more alumni for completion of the Survey.

Student Learning Assessment for Bachelor of Sciece (B.S.) in Sports Management


1. Know, analyze, and practice leadership and management skills within the hospitality industry in a global context.

2. Engage in ethical and equality-focused professional practice while implementing management strategies in a cost-effective and customer-focused manner.

3. Apply knowledge of sports and recreations management including, revenue management, risk management, concessions management, teaching methods of sports, customer service, marketing, and development.

4. Integrate, apply, and communicate knowledge and skills of hospitality management to a current issue or problem.



1. Internship Final Written Report

Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of thirty (30) from the Advanced Internship in Sports and Recreation Management (HA 494) course will achieve an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured by the internship final written report.


Utilizing a five (5)-point scale rubric with the Intended Student Learning Outcomes, at least 80% of graduating seniors randomly sampled (with a minimum sample size of thirty (30) )from the Capstone course,


Hospitality Industry Seminar (HA 481), will achieve an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course course “critical assignments” (i.e. written project and oral presentation).



1. Undergraduate Senior Salute Survey


2. Undergraduate Six (6)-Month Alumni Survey



Met Not Met

1. During the academic year, 2012-2013, 83% of the students enrolled in HA 390 scored in the “excellent” or “good” competency range on each learning outcome-related evaluation criterion measured by the internship final written report. The sample size was 58 students. The students included in this group were majors in Hospitality Management and Sports Management.

X

2. During the academic year of 2011-2012, 72 (95%) of the students enrolled in Hospitality Industry Seminar (HA 481), achieved an “Excellent Competency” (i.e. Score of 5) or “Good Competency” (i.e. Score of 4) rating on each learning outcome-related evaluation criterion that is measured in each of the two Capstone course “critical assignments” (i.e. written project and oral presentation). The students included in this group were majors in Hospitality Management and Sports Management.

X


Met Not Met




X


The results for the HA 481, Senior Seminar, the capstone course for the Hospitality and Sports Management major indicated that for

all areas assessed at least 95 percent of the students had excellent or good competency. The Hospitality and Sports Management

faculty recommended that students should improve in the “need to integrate, apply, and communicate knowledge and skills of

hospitality and sports management to current issues or problems.” For the improvement to occur, the instructor in HA 481 will arrange

with library staff for two hours of class time to be devoted to an advanced session of information literacy. Students will be given

reading assignments in three industry periodicals. For each assignment, students will write a critique citing the problem or issue. The

critique will include a proposal to deal with the problem or issue. Students will demonstrate that they have learned the proper

procedure for substantiating references and making citations.

All targets were met. As mentioned above, The College of Business and Management will formally request that the University Assessment Committee work with the Center for Career Services to determine how to engage more alumni for completion of the Survey.

Section II: Operational Assessment (Note: Complete this section only if you received first-time accreditation or reaffirmation of accreditation after

January 1, 2011.)

Operational Assessment for (Name of Academic Business Unit)

Mission of the (Name of Academic Business Unit):

The College of Business & Management’s mission is to provide an environment of collaborative learning among students, faculty, staff and the greater community for the purpose of creating personal and professional success for all stakeholders.

Intended Operational Outcomes:


1. The College of Business & Management will be successful in placing its undergraduate students in appropriate entry-level positions or in graduate school on an annual basis.

2. The College of Business & Management will be successful in contributing to the professional advancement of its M.B.A. graduates.

3. Students in the College of Business & Management will graduate in a timely manner.

4. Faculty members in the College of Business & Management will be highly-qualified in their teaching disciplines.

5. Faculty members in the College of Business & Management will be engaged in appropriate scholarly and professional activities on an annual basis.

6. The College of Business & Management will be successful in providing high-quality instruction to its students.

7. The College of Business & Management will be successful in providing effective academic advising to its students.

8. The College of Business & Management will be successful in providing high-quality learning and technological resources to its students.

9. Faculty members in the College of Business & Management will incorporate innovative instructional methodologies in their classes.

10 The academic programs offered by the College of Business & Management will be current, relevant, and meet the needs of business.

11 Undergraduate students in the College of Business & Management will participate in relevant internships on an annual basis.

12 Undergraduate students in the College of Business & Management will participate in relevant community service projects on an annual basis.

Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures:

1. Annual Report of the Dean of the College of Business & Management

The College of Business & Management will place fifty percent (50%) or more of its undergraduate students in degree-related positions or in graduate College within twelve (12) months of graduation.

2. Graduation Data from the Registrar’s Office

The College of Business & Management will have a four-year undergraduate student graduation rate of at least eighty percent (80%) and a two-year MBA student graduation rate of at least ninety percent (90%).

3. Faculty Credentials Files

At least 90% of the College’s full-time and adjunct faculty members will be either doctorally- or professionally-qualified to teach in their respective disciplinary areas.

4. Faculty Performance Effectiveness Review (FPER)

At least 80% of the College’s full time faculty will fulfill all the criteria for faculty evaluation as outlined in the Faculty Performance Effectiveness Review (FPER) document.


5. Undergraduate and Graduate Senior Salute Surveys


7. 6 6. Undergraduate and Graduate Six(6)-Month Alumni Surveys

On the survey instrument, at least fifty percent (50%) of respondents indicated “Yes” to the question #3: “Since graduating from Lynn University, have you begun paid employment?”

Summary of Results from Implementing Operational Assessment Measures: Performance Target Was…

Met Not Met

1. No results are available for reporting. No survey instrument was sent to alumni for this information. The Outcomes Assessment Plan must be modified to account for no survey available. We will be readdressing this benchmark as it was stipulated without a concrete foundation.

2. The business undergraduate 4-year graduation rate is 32 percent. The business graduate six-year graduation rate is 43 percent. The two-year MBA graduation rate is 80 percent.

X

3. As indicated in Table 4, Faculty Qualifications, 93% of the full time and adjunct faculty are doctorally- or professionally qualified to teach in their repective disciplinary areas.

X

4. All full-time faculty members submitted their Faculty Performance Effectiveness Review document to the Dean of the College of Business and Management. After meeting with each faculty member, the Dean found that all faculty members were performing at a satisfactory level at a minimum, fulfilling the criteria of the FPER.

X



X


The results for the graduation rate are not good, particularly in the undergraduate program. Retention has been an issue at the University. This may in part be a consequence of admission policies at the University, which is the result of the philosophy of the University in keeping with the mission of the University’s Institute for Achievement and Learning to advocate for students with learning style differences.


Recent initiatives of the University have led to the largest enrollment in the last six years. There is a belief that these initiatives will also result in a long-term commitment by students to complete their degrees at Lynn University. In particular, these initiatives include incorporating Career Preparation into the University curriculum. This program was piloted by the the College of Business and Management during the last academic year. The University began its iPad mini initiative for incoming freshmen this past September. Students received the device but more importantly the device was loaded with e-reader textbooks, interactive lessons, study guides, and productivity tools. Next August, the University expects to open its new, state-of the-art International Business Center, which will house the College of Business and Management.

With these initiatiatives, as well as, the new undergraduate curiiculum introduced this year by the College of Business and Management and the significant upgrade in the internship experience for students, there is a belief that students at the undergraduate level will be committed to a full undergraduate experience at the University. Appropriate metrics will be developed for measuring satisfaction with the initiatives, new curriculum and the internship experience.

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