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Business Administration Program Self-Study

University of Puerto Rico

Humacao PR

Prepared for the

Accreditation Council for Business Schools and Programs

2011

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CONTENTS

INTRODUCTION: THE BUSINESS ADMINISTRATION PROGRAM ............................................................ 3 1. CONTACT INFORMATION ......................................................................................................................... 3 2. IDENTIFICATION OF INDIVIDUALS WHO HELPED PREPARE THE SELF-STUDY ....................................................... 4 3. REVIEW OF ALL ACADEMIC ACTIVITIES ...................................................................................................... 4 4. ORGANIZATIONAL CHARTS ...................................................................................................................... 7 5. CONDITIONS OF ACCREDITATION .............................................................................................................. 8 6. BUSINESS PROGRAM ORGANIZATIONAL PROFILE ......................................................................................... 9

STANDARD 1: LEADERSHIP .............................................................................................................. 21

STANDARD 2: STRATEGIC PLANNING ................................................................................................ 35

STANDARD 3: STUDENT AND STAKEHOLDER FOCUS .......................................................................... 47

STANDARD 4: MEASUREMENT AND ANALYSIS OF STUDENT LEARNING PERFORMANCE .................... 61 4.1 SELECTION AND USE OF INFORMATION AND DATA ................................................................................ 61 4.2 SELECTION AND USE OF COMPARATIVE DATA INFORMATION .................................................................. 86 4.3 SELECTION AND USES OF INFORMATION RESULTS ................................................................................... 89 4.4 CONTINUOUS PROCESS IMPROVEMENT: STUDENTS LEARNING AND PERFORMANCE .................................. 106

STANDARD 5: FACULTY AND STAFF FOCUS ...................................................................................... 119 5.1 HUMAN RESOURCE PLANNING......................................................................................................... 119 5.2 EMPLOYMENT ............................................................................................................................... 128 5.3 FACULTY DEPLOYMENT ................................................................................................................... 150 5.4 FACULTY SIZE AND LOAD ................................................................................................................. 150 5.5 FACULTY EVALUATION .................................................................................................................... 153 5.6 FACULTY AND STAFF DEVELOPMENT ................................................................................................. 156 5.7 FACULTY OPERATIONAL PROCEDURES, POLICIES AND PRACTICES ........................................................... 157 5.8 SCHOLARLY PROFESSIONAL ACTIVITIES .............................................................................................. 159

STANDARD 6: EDUCATIONAL AND BUSINESS PROCESS MANAGEMENT .......................................... 165 6.1 EDUCATION DESIGN AND DELIVER .................................................................................................... 165 6.2 MANAGEMENT OF EDUCATIONAL SUPPORT SERVICE PROCESSES AND BUSINESS OPERATION PROCESSES ..... 195 6.3 ENROLLMENT MANAGEMENT .......................................................................................................... 200

APPENDIX 1 MAJORS CURRICULUM ........................................................................................... 213

APPENDIX 2 BAP CODE OF ETHICS .............................................................................................. 217

APPENDIX 3 INSTITUTIONAL STRATEGIC DEVELOPMENT PLAN ................................................... 219

APPENDIX 4 TEN FOR THE DECADE............................................................................................. 221

APPENDIX 5 BAP OPERATIONAL PLAN........................................................................................ 223

APPENDIX 6 INSTITUTIONAL ASSESSMENT PLAN FOR THE ACTION PLAN..................................... 225

APPENDIX 7 INSTITUTIONAL PLANNING AND ASSESSMENT CYCLE .............................................. 227

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APPENDIX 8 CHAPTER 6, UPR STUDENTS GENERAL REGULATIONS .............................................. 229

APPENDIX 9 SECTION 46.1, PP. 108-109 UPRH FACULTY MANUAL............................................... 231

APPENDIX 10 CERTIFICATION 1999-2000-72 BOARD OF TRUSTEES ................................................ 233

APPENDIX 11 ARTICLE 13, UNIVERSITY ACT .................................................................................. 235

APPENDIX 12 ARTICLE 35 UPR GENERAL REGULATIONS ................................................................ 237

APPENDIX 13 ADMINISTRATIVE BOARD CERTIFICATION 2008-2009-33 ......................................... 239

APPENDIX 14 QUESTIONNAIRE FOR FACULTY EVALUATION .......................................................... 241

APPENDIX 15 SECTION 10.1.81 UPRH FACULTY MANUAL AND ...................................................... 243

SECTION 25.6 UPR GENERAL REGULATION .............................................................. 243

APPENDIX 16 CERTIFICATION 1996-1997-138 OF THE ADMINISTRATION BOARD ........................... 245

APPENDIX 17 CERTIFICATION 2005-2006-145 BOARD OF TRUSTEES .............................................. 247

APPENDIX 18 WITHDRAWALS QUESTIONNAIRE ........................................................................... 249

APPENDIX 19 ADVISORY BOARD MEMBERS RESUME ................................................................... 251

APPENDIX 20 UPR STUDENT BYLAW CHAPTER 4 .......................................................................... 253

APPENDIX 21 STUDENTS AND STAKEHOLDERS QUESTIONNAIRES ................................................. 255

APPENDIX 22 RUBRICS ................................................................................................................ 257

APPENDIX 23 SECTION 64.1 UPR GENERAL BYLAWS ..................................................................... 259

APPENDIX 24 SECTIO 65.1-65.5 UPR GENERAL BYLAW .................................................................. 261

APPENDIX 25 ARTICLE 51 UPR GENERAL BYLAW........................................................................... 263

APPENDIX 26 ARTICLES 46,47 UPR GENERAL BYLAW .................................................................... 265



APPENDIX 29 TABLE 5.X SCHOLARLY AND PROFESSIONAL ACTIVITIES ........................................... 271

APPENDIX 30 CERTIFICATION 2005-2006-80 UPR BOARD OF TRUSTEES ......................................... 273


APPENDIX 32 ABBREVIATED COURSES SYLLABUS ......................................................................... 277

APPENDIX 33 CERTIFICATION 2005-2006-46 UPRH ACADEMIC SENATE ......................................... 309


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Lists of Tables

Table IO.1b Required Professional Courses – International Business program ...................... 5 Table IO.2 Summary of Credits ............................................................................................ 5 Table IO.3a Business Related Courses not Offered by Business Unit and offered by other departments for Accounting, Management, and Human Resource

Management Major ............................................................................................. 6 Table IO.3b Business Related Courses Not Offered by Business Unit and offered by other departments for International Business Major ............................................ 6 Table IO.4 Review of All BAP Activities ................................................................................ 6 Table IO.5 Public Information BAP ....................................................................................... 9 Table IO.6 BAP Values ........................................................................................................12 Table IO.7 Faculty Profile Full Time (at time of self-study) ...................................................13 Table IO.8 Staff Profile Full Time .........................................................................................14 Table 1.1 Program Values and Expectations Communicating and Disseminating Activities .....................................................................................23 Table 1.2 Governmental and Institutional Ethics Committee Dissemination Methods ........24 Table 1.3 Strategies Used to Foster Legal and Ethical Behavior .......................................25 Table 1.4 Key Performance Measures ...............................................................................27 Table 1.5 Administrators and Faculty Performance Evaluation ..........................................28 Table 1.6 Impact of the Program on Society ......................................................................29 Table 1.7 Measures for Monitoring Ethical Behavior ..........................................................30 Table 1.8 Monitoring Regulatory and Legal Compliance ....................................................31 Table 2.1 Business Administration Program UPRH Main Strategic for each ......................38 Table 2.2 UPRH Business Program Strategic Direction .....................................................39 Table 2.3 BAP Department Operational Plan Follow Up Process ......................................42 Table 3.1 Methods to determined students and stakeholder requirements ........................49 Table 3.2 Active Members of the Advisory Board ..............................................................50 Table 3.3 Students/stakeholders requirements or needs and response .............................52 Table 3.4 Process to seek information by groups ..............................................................55 Table 3.5a Student and Stakeholders Satisfaction ...............................................................56 Table 3.5b Reasons for withdrawals ....................................................................................57 Table 3.6 Review of students and stakeholders satisfaction ..............................................57 Table 4.1 Purpose of the outcomes assessment plan (BAP) .............................................62 Table 4.2 BAP Mission and Vision .....................................................................................62 Table 4.3 Business Administration Program Goals, UPRH Goals and CPC Alignment ......63 Table 4.4 Alignment of the student profile of the BAP with the CPC ..................................64 Table 4.5a Learning Assessment Plan Calendar of BAP (2006-2013) .................................65 Table 4.5b Learning Assessment Plan of BAP ....................................................................66 Table 4.6a Benchmarking with other Business Schools for Accounting, Management and Human Resources .................................................................70 Table 4.6b Benchmarking with other Business Schools for International Business ..............71 Table 4.7 Benchmarking of Student Learning Outcomes (BAP) .........................................72 Table 4.8 Analysis, Comprehension, Communication and Effective Research Skills .........73 Table 4.9 Description of Internal Learning Outcomes Measures ........................................74 Table 4.10 Description of External Learning Outcomes Measures .......................................75 Table 4.11a Information sharing with faculty and support staff...............................................76 Table 4.11b Information shared with students .......................................................................76 Table 4.12 Students Assessment at Several stages ............................................................78 Table 4.13 Administrative itinerary of the assessment instruments ......................................79

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Table 4.15 Tracking of Overall Performance by CPC ..........................................................85 Table 4.16 Tracking of Major Field Test by CPC..................................................................86 Table 4.17 Comparative Information and Data from Within the Academic Community.........87 Table 4.18 Comparative Information and Data from outside the Academic Community .......88 Table 4.19a Results of Ethics CPC ........................................................................................91 Table 4.19b Results of Ethics competence with rubric ...........................................................92 Table 4.20 Results of Information Systems CPC .................................................................93 Table 4.21 Results of Management CPC .............................................................................94 Table 4.22 Results of Accounting CPC ................................................................................95 Table 4.23 Results of Global Dimension CPC .....................................................................96 Table 4.24 Statistic/Quantitative Techniques CPC ...............................................................97 Table 4.25a Results of Marketing CPC ..................................................................................98 Table 4.25b Percent of students approved the criteria of teamwork competence with

instrument ..........................................................................................................98 Table 4.25c Evaluation results: research and data management competencies ....................99 Table 4.26 Results of Business Legal Environment CPC ................................................... 102 Table 4.27 Results of Business Finance CPC ................................................................... 103 Table 4.28 Results of Economics CPC .............................................................................. 104 Table 4.29 Results of Area Integrative/Trade Policy CPC .................................................. 105 Table 4.30 Benchmark of BAP (MFT) with the scores of the threeACBSPAccredited

Universities in Puerto Rico and the US National Average ................................ 106 Table 4.31 Summary of Evaluation Results by CPC, Changes and Achievements ............ 108 Table 5.1 Human Resources Development Plan 2009-2012............................................ 120 Table 5.2 Full-Time Faculty Knowledge ........................................................................... 128 Table 5.3 Faculty Makeups and Processes Contribution ................................................. 130 Table 5.4 Table of Faculty Qualifications - Academic Year 2008-2009 ............................ 134 Table 5.5 Table of Faculty Qualifications - Academic Year 2009-2010 ............................ 137 Table 5.6 Table of Faculty Qualifications - Academic Year 2010-2011 ............................ 140 Table 5.7 Table for Faculty Credit Hour Production or Equivalent - Academic Year 2008-2009 ............................................................................................... 143 Table 5.8 Faculty Credit Hour Production or Equivalent - Academic Year 2009-2010 ..... 145 Table 5.9 Faculty Credit Hour Production or Equivalent - Academic Year 2010-2011 ..... 147 Table 5.10 Faculty Credits - Academic Year 2010-2011 .................................................... 148 Table 5.11 Scholarly and Professional Activities (Appendix 29) ......................................... 161 Table 6.1 Input of Stakeholders in Business Curricular Changes ..................................... 170 Table 6.2a Table of Common Professional Component (CPC) Compliance: ..................... 172 Human Resource Management, Management, and Accounting Programs Major ............................................................................................... 172 Table 6.2b Table of Common Professional Component (CPC) Compliance International Business Major ............................................................................ 173 Table 6.3a Required Professional Courses – Accounting, Management and Human

Resource Majors .............................................................................................. 175 Table 6.3b Required Professional Courses – International Business Major ....................... 175 Table 6.4a Comparison of Required Professional Courses of the Management, Human Resource, and Accounting Majors and the CPC functional areas ........ 176 Table 6.4b Comparison of Required Professional Courses of the International Business Major and the CPC functional areas ................................................. 176 Table 6.5 Baccalaureate Curriculum Credits .................................................................... 177 Table 6.6a General Education Courses – Accounting, Management and Human Resources Majors ................................................................................ 177 Table 6.6b General Education Courses – International Business Major ............................. 178

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Table 6.7 Relationship between course, level and application of learning and activities for the development of problem-solving and decision-making skills ...................................................................................... 179 Table 6.8 Examples of Students’ Active Learning ............................................................ 181 Table 6.9 Percentage Distribution of 2001, 2003, and 2005 Alumni that indicated to be Very Satisfied or Satisfied with the Curriculum of their academic program ........................................................................................................... 187 Table 6.10 Percentage Distribution of 2001, 2003, and 2005 Alumni that indicated to be Very Satisfied or Satisfied with their degree of competence to work in their program major ............................................................................. 187 Table 6.11 Education Design and Delivery Methods that enhance learning ....................... 191 Table 6.12 Percentage Distribution of the 2001, 2003, and 2005 Alumni Study that were Satisfied or Very Satisfied of having studied at the BAP of the

University of Puerto Rico at Humacao .............................................................. 192 Table 6.13 Percentage Distribution of the Improvement in acquiring knowledge, abilities, and skills of the 2001, 2003, and 2005 Alumni of the BAP ................. 192 Table 6.14 Percentage Distribution of the 2001, 2003, and 2005 Alumni that are totally or partially in agreement that the BAP helped them acquire knowledge, abilities and skills .......................................................................... 193 Table 6.15 Percentage Distribution of the Academic Program of the 2001, 2003, and 2005 Alumni of the BAP that would recommend their area of specialty ..... 193 Table 6.16 Several Educational Support Processes .......................................................... 196 Table 6.17 Academic Sanctions ........................................................................................ 204 Table 6.18 Graduation Rates ............................................................................................. 207 Table 6.19 Accounting students requesting 150 credit hours option .................................. 209 Table 6.20 Indicators of the Demand for the UPRH BBA programs ................................... 210

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Tables of Figures Figure IO.1 Organization Chart of the University of Puerto Rico at Humacao ........................ 7 Figure IO.2 Organization Char of the Business Administration Program ................................ 8 Figure IO.3 UPRH Market Area ............................................................................................10 Figure 1. 1 Leadership Structure ..........................................................................................21 Figure 2. 1 Strategic Planning Cycle ....................................................................................37 Figure 3. 1 BAP Target Areas ..............................................................................................47 Figure 4. 1 Planning and Assessment Cycle ........................................................................61 Figure 4. 2 Learning Assessment Measures ........................................................................68 Figure 6. 1 Design of educational programs ....................................................................... 166 Figure 6. 2 Design and introduction of new program offerings ........................................... 168 Figure 6. 3 Distribution of BBA 2001, 2003 and 2005 alumni according to their perceived progress in critical analysis, problem solving and decision-making skills ...................................................................................... 180 Figure 6. 4 Percentage distribution of the students of the 2007 exit survey that considered that the Business Administration Majors helped developed their problem solving skills .............................................................. 180 Figure 6. 5 Percentage distribution of the 2001, 2003 and 2005 alumni according to the years taken to graduate ......................................................... 186 Figure 6. 6 Percentage distribution of the 2001, 2003 and 2005 alumni evaluation of the quality of teaching of the Business Administration courses ..................................................................................... 186 Figure 6. 7 Percentage distribution of the 2001, 2003, and 2005 alumni evaluation of the teaching methods of the professor ........................................ 194 Figure 6. 9 Total admission for all UPRH BBA programs ................................................... 206 Figure 6. 10 Total enrollment first semester for all UPRH BBA programs ............................ 206 Figure 6. 11 Total enrollment second semester for all UPRH BBA programs ....................... 207 Figure 6. 12 Human Resources Program graduation rate .................................................... 208 Figure 6. 13 Management Program graduation rate ............................................................. 208 Figure 6. 14 Accounting Program graduation rate ................................................................ 209

Business Administration Program Self-Study 2010-2011

Institutional Overview 1

UNIVERSITY OF PUERTO RICO AT HUMACAO

INSTITUTIONAL OVERVIEW



INSTITUTIONAL OVERVIEW

Introduction: The Business Administration Program

The Business Administration Program (BAP) was established in 1967, offering a Business Administration Transfer Program, programs leading to an Associate Degree in Management and an Associate Degree in Accounting. In 1980, due to the economic and industrial development of the eastern region of Puerto Rico, the Department was authorized to offer two Bachelor Degrees, the first one as a General Program and the second one with a major in Management. During academic year 1982-1983, a Bachelor Degree in Business Administration with a major in Accounting was approved and during 2003-2004 the major in International Business was approved. The Business Administration Program develops professionals capable of critically analyze our economic and social reality. Students are prepared to solve problems involving the public and private sectors of Puerto Rico as well as international levels. (UPRH Catalog 2004-2006). The Business Administration Program (BAP) offers a bachelor’s degree with four majors: Accounting, Management, Human Resources, and International Business. In 2007, the Business Administration Program decides to set a moratorium of admission to the General Program, which is currently under revision. The Bachelor’s Degree was revised in 2000, offers a student’s curriculum with a variety of core courses, major courses and several elective courses. 1. Contact Information

Name of Institution: University of Puerto Rico at Humacao Name of Business School: Business Administration Program Name /title of President: Dr. Miguel Muñoz Muñoz Name/title of Chancellor: Dr. Carmen J. Hernández Cruz Name/title of Academic Affairs Dean: Dr. Ernesto Esteban Ávila Name/title of business unit head: Prof. Carmen I. Rodríguez Iglesias Academic year covered in the self-study: 2009-2010 and 2010-2011

Institution’s Selfstudy Coordinator

Name: Dr. Pedro Silva Velázquez Title: Assistant Professor Campus Address: CUH Station 100 Road 908 City: Humacao State/Province: PR Zip/Postal Code: 00791-4300 Phone: (787) 850-9329 Fax : (787) 850-9451 E-mail: [email protected] Date of submission of this self-study: August 15, 2011

mailto:[email protected]


4 Institutional Overview

Primary Institutional Contact information during the Acceditation Site Visit: Name: Prof. Carmen I. Rodríguez Iglesias Title: Professor Campus Address: CUH Station 100 Road 908 City: Humacao State/Province: PR Zip/Postal Code: 00791-4300 Phone: (787) 850-9329 Fax: (787) 850-9451 E-mail: [email protected] Proposed date of accreditation site visit: October 2011

2. Identification of individuals who helped prepare the Self-Study

Name Title

Prof. Carmen I. Rodríguez Iglesias BAP Director

Dr. Pedro Silva Velázquez Accreditation Coordinator, Assistant Professor

Prof. Rody Rivera Rojas Instructor

Prof. Aida Kalil Carrión, CPA Professor

Prof. Wanda Ortiz Arroyo, CPA Professor

Dr. Graciela Roig Casanova Professor

Dr. Rosa Reyes Borges Associate Professor

Dr. Glorimar Pérez Colón Associate Professor

Prof. Aida E. Carrasquillo Sánchez Associate Professor

Dr. Sonia Colón Parrilla Assistant Professor

Prof. Enrique Suárez Reyes Assistant Professor

Prof. Sharon Marrero Martínez Instructor

Prof. Myriam Quiñones Rosario Instructor

Prof. José López Martínez Instructor

Prof. Ernesto Soto Montes Instructor

Miss Carmen Enid Ramos Nieves Administrative Assistance V

Mrs. Grace Rivera Rodríguez Administrative Assistance IV

3. Review of All Academic Activities

a. Business Courses Offered by Business Unit Table IO.1a Accounting, Management and Human Resources programs Course

Code Required Professional Courses Credits

ADMI-3005 Management Theory 3

ADMI-3006 Introduction to Business 3

CONT-3005/CONT-3006 Introduction of Fundamentals of Accounting I & II 8

DEME-4005 Business Law 4

ECON-3007 Principles of Economy 3

ECON-4036 Economic and Social Development 3

ESTA-3041/ESTA-3042 Statistics 1 & 2 6

FINA-3006 Business Finance 3

FINA-3007 Money and Banking 4

GEOP-3005 Operations Management 3

MERC-3115 Principles of Marketing 3

REHU-4408 Organizational Behavior 3

REHU-4005 Business Ethics 3

SICI-4105 Computer Tools 3

TOTAL 52



Table IO.1b Required Professional Courses – International Business program

Course Code Required Professional Courses Credits


ADMI-4115 Entrepreneurship 2

COIN-4305 Research Methods and Techniques 2

CONT-3005/CONT-3006 Introduction of Fundamentals of Accounting I - II 8

ECON-3155 Microeconomics 3

ECON-3165 Macroeconomics 3

ESTA-3041/ESTA-3042 Statistics I - II 6

FINA-4105 Principles of Finance 4



MECU-3031 Quantitative Methods I 3

SICI-3115 Computer Skills 0

TOTAL 41

b. Business Degree Offered by Business Unit

The BAP Department offers a Bachelor in Business Administration, with majors in Accounting, Human Resources, International Business, and Management. (Appendix 1)

Table IO.2 Summary of Credits

BBA Major Core Courses

Business Administration Courses

Major Courses

Recommended Major Elective courses

Elective courses

Total

Accounting 33 77 16 7 4 137

Management 33 77 9 12 6 137

Human Resource Management

33 77 9 12 6 137

General Administration*

33 77 11 151 * 136

International Business

54 37 19 9 12 131

COMMENT: The General Administration program was put on Moratorium of Admission effective August 2008-2009. (UPRH Senate Certification 2007-2008-27).

1. Elective courses



c. Business Related Courses Not Offered by Business Unit Courses offered by others Departments for Accounting, Management, and Human Resource Management.

Table IO.3a Business Related Courses not Offered by Business Unit and offered by other departments for Accounting, Management, and Human Resource Management Major

Course Name Code Credits

Psychology of Communication I ESCO-3001 3

Psychology of Communication II ESCO-3002 3

Business English I INCO-3005 3

Business English II INCO-3006 3

Conversational English for BAP INCO-3126 2

Report Writing INCO-3127 2

Quantitative Methods I MECU-3031 3

Quantitative Methods II MECU-3032 3

General Psychology PSIC-3005 3

Table IO.3b Business Related Courses Not Offered by Business Unit and offered by other departments for International Business Major

Course Name Code Credits

Psychology of Communication I ESCO-3001 3

World Geography GEOG-3016 3

Business English I INCO-3005 3

Language 11

Language 2

Language 3

Quantitative Methods I MECU-3031 3 1 Students have the option to enroll in language courses of their interest following the

established sequence for the selected language.

Table IO.4 Review of All BAP Activities

BBA- Majors Administrated by the business unit

Program to be accredited

Number of degrees conferred during the

self-study year

Accounting YES YES 61

Management YES YES 39


YES YES 34

International Business YES YES 26

General Administration* YES NO 3*

COMMENT: The General Administration program was put on Moratorium of Admission effective August 2008-2009. (UPRH Senate-Certification 2007-2008-27).



4. Organizational Charts

1) Institutional Organizational Chart

Figure IO.1 Organization Chart of the University of Puerto Rico at Humacao



2) Program Organizational Chart

Figure IO.2 Organization Chart of the BAP

5. Conditions of Accreditation

a. Institutional Accreditation

The University of Puerto Rico at Humacao is accredited by the Middle States Council for Higher Education (MSCHE). MSCHE reaffirmation was conferred in 2006 and the reaffirmation site visit was in March, 2011. The Puerto Rico Council for Higher Education licenses UPRH and its academic programs.

b. Statement of Mission

MISSION OF THE UNIVERSITY OF PUERTO RICO AT HUMACAO

To contribute effectively to the ethical, cultural, and intellectual development of Puerto Rico and particularly the eastern region, through teaching, esthetic creation, scientific and humanistic investigation, and the disclosure of knowledge. To investigate the principal social, cultural, scientific, and environmental problems of our society. To affirm the criteria of ecological equilibrium, the inclusion and diversity as principles of all change in a democratic community that aspires toward justice. UPRH expects to prepare students as professional and contributors to the improvement of the quality of life in Puerto Rico through relevant and innovate undergraduate and graduate academic programs.



c. Statement of mission in Business Program

MISSION OF THE BUSINESS ADMINISTRATION PROGRAM

Develop professionals at the undergraduate level with an integral and ethical formation, capable of joining the workforce or continuing graduate studies, manage or create organizations, committed with the economic and social development of Puerto Rico from a local and international perspective. Maintain a faculty committed with the development of professionals who possess analytical, technological, leadership, entrepreneurship, and multicultural sensibility skills that will allow them to be successful in a world environment of interdependence. Promote academic and research activities for Puerto Rico, Latin America and the Caribbean.

d. Public Information

The University of Puerto Rico at Humacao is currently in the process of revising a new edition of the catalog. The available catalog is the 2010-2012 edition. Copies are reproduced and presented with the self-study. The following table lists the website location and page numbers of relevant information:

Table IO.5 Public Information BAP

Public Information Location

Listing of the business degree programs BAP Department, Catalog

Academic credentials of faculty members BAP Department, Catalog

Academic policies affecting students along with a clear description of the tuition and fees charged students

UPR web page

Institution Mission Statement UPRH web page

Program Mission Statement BAP web page

UPRH Catalog UPRH web page

6. Business Program Organizational Profile

a. Organizational Description

The University of Puerto Rico at Humacao is a four-year programs public institution in the southeastern region of the island on the outskirts of the city of Humacao, thirty miles southeast of the capital, San Juan (Figure 1 Map). It offers relevant and innovative programs to meet the social and economic needs of the people in the service area and facilitates access to various laboratories and research centers in the chemical-pharmaceutical, biotechnology, and electronics industries within the region.



The BAP brings services to the eastern region of Puerto Rico, hitting all industrial and commercial zones from the towns nearby Humacao including the towns showed at the following map:

Figure IO. 3 UPRH Market Area

Total enrollment at UPRH for the first semester of the 2009-2010 year was 4,646 of which 3,133 (67%) were women and 28% were from the BAP. First year students constitute 25% of the total enrollment. The majority of the students are enrolled in baccalaureate program and resides in the target area of the University. UPRH has a faculty of 351 professors, of whom more than 50% are women and 41% are full time professors. There are 467 employees without faculty status.

1) Organizational Environment

a) Delivery mechanisms

The BAP classes are face to face using different instructional strategies (disclosed in the course syllabus) and include, among others, lectures, experiential exercises, problems and cases discussion, laboratories, practicum and internship. UPRH use Moodle platform as a complementary instructional strategy, and Internet access and video conference equipment are utilized.

To further improve student educational outcomes, the following areas provide support:

Academic departments that offer courses to BAP students

BAP academic advisors

UPRH Library

Counseling in the Interdisciplinary Department for Students Integral Development (Didie, in Spanish acronym)

Student services offices (Registrar, Economic Assistance, Student Advocate, Dean of Students, among others)



b) Organizational context/culture

UPRH’s organizational culture is based on a profound commitment towards academic and administrative excellence and on a vision of the graduate as an agent of change in society.

Currently the services and institutional objectives revolve around the student. We hope that our academic offerings enable our graduates aspire to personal and professional excellence.

c) Institutional Vision

UPRH Institutional Vision

The University of Puerto Rico at Humacao will aspire to:

Form students committed to excellence and the values that are based on the principles of social, ethical, moral, and intellectual responsibility. The institution will focus its teaching, service and research efforts on the student body as the focal point of university activity.

Offer diverse and cutting edge academic programs aimed at the development of a physically, intellectually, socially, and emotionally integrated human being.

Prepare leaders that transcend the boundaries of the Institution and on the country through nationally and internationally recognized academic offerings; recruiting and retaining the best students, faculty, and non-faculty talent.

Promote collaboration between all educational levels and public and private sectors.

Empower the creative and research capabilities of the students at the undergraduate and the graduate levels in the arts, and the sciences; contributing to the social, cultural, environmental and economic strengthening of Puerto Rico and to the transference of knowledge to the world.

Be recognized as promoting a culture of excellence in research and service supported by information technologies.

Become an innovative center of democratic life, where freedom of thought and expression and divergent criterion are respected. To foster dialogue and the participation of the different university sectors at all levels of institutional life.

d) BAP Department Vision and Values

BAP Vision

To become a leading center of the Caribbean for integrated learning in the areas of

development of business administration with entrepreneurial emphasis at the local and

international level.

The BAP of the University of Puerto Rico at Humacao aspires to provide an integral formation of excellence in the area of business administration committed to the economic development of the country.



As a result of a reflexive process, the BAP approved a Code of Conduct (Appendix 2) that discloses our values and guides our actions as faculty, staff and students.

Table IO.6 BAP Values

Personal and professional integrity

Mutual respect and equality (fair treatment)

Excellence and innovation

Social responsibility

Leadership

e) Faculty and Staff Profile

The Personnel Committee and the Director evaluate the Curriculum Vitae, performs interviews, evaluate academic transcripts and qualifications and business experience of their faculty. Is important to keep a balanced faculty available in order to comply with all the offered disciplines. Currently, the department has 22 full time professors, of which 19 are permanent, 2 are on probation and 4 are under contract. The department has 18 part-time professors.

The minimum academic degree required to be considered as a faculty candidate to be recruited for an adjunct position is a Master’s Degree. Since 2006, a Doctoral Degree is required to be considered for a tenure track position. At the moment, 9 out of 22 (40.9%) of the BAP faculty have a Doctoral Degree and 1 (4.5%) continue enrolled in Post Graduate studies (Doctoral Degree). This information excludes four full time professors under contract. The non-teaching staff is composed of two administrative assistants, two academic counselors, and one technician. They provide the necessary clerical, administrative, and IT support for both, faculty and students. The following tables include data regarding faculty and staff.



Table IO.7 Faculty Profile Full Time (at time of self-study)

Name Tenure or non-

tenure Academic

Degree

Years of Service at the Department

Years of Professional Experience

Areas of Expertise or Teaching

Luis Arroyo Professor LLM/JD 36 Business Law/Labor Legislation Labor Relations

Aida E. Carrasquillo Associate Professor MBA 25 27 Quantitative Methods

Pedro Cepeda Assistant Professor JD/MBA 30 Business Law/Accounting

Sonia Colón Assistant Professor Ph.D. 13 20 Economy

Delia Garced Professor MBA 24 29 Marketing/Administrative Theory Introduction to Business

Julián Hernández Associate Professor Ph.D. 17 24 Computer Applications in Business Administration/Statistics/Research Methods

Aida Kalil Professor MBA 24 Accounting

Santa León Professor MBA 31 Accounting

Walter López Assistant Professor Ph.D. 9.5 Operation Management Quality Control/Research Methods

Carmen Medina Professor MBA 25 25 Accounting

Víctor Mojica Associate Professor MBA 15 15 Production Management/Statistics/Administrative Theory/Introduction to Business

Rita Morales Professor MA 26 Industrial Organizational Psychology

Wanda Ortiz Professor MBA 21 30 Accounting

Glorimar Pérez Associate Professor Ph.D. 11 11 International Business/Accounting

Francisco Ramos Associate Professor MBA 27 36 Statistics/Economy

Rosa Reyes Asociate Professor Ph.D. 10 15 International Business/Accounting

Rody Rivera Instructor MBA 11 14 International Business/Marketing Administrative Theory/Introduction to Business

Carmen Rodríguez Professor MBA 18 33 Operation Management

Graciela Roig Professor Ph.D. 28 28 Marketing/Business Ethics/Human Resources

Pedro Silva Assistant Professor Ph.D. 3 24 Economy

Enrique Suárez Assistant Professor MS 13 14 Information Systems/Accounting

Israel Vázquez Professor MBA 26 28 Finance



Table IO.8 Staff Profile Full Time

Name Position Highest Degree

Years of Service at the Department

Myrna Castillo Quiñones Students Affairs Officer Associate 32

Edilia Torres Senquis Students Affairs Officer Masters 24

Miguel Torres Rodríguez Inf. Technologies Technician. Masters 14

Grace Rivera Rodríguez Administrative Assistant IV Bachelors 27

Carmen E. Ramos Nieves Administrative Assistant V Bachelors 19

f) Major technologies, equipment and facilities

The BAP is committed to provide the best opportunities to our students in the most appropriate and innovative environment as possible. A remodeled Administrative Sciences building was completed in August 2007. The new building is fully equipped with modern and ergonomic furniture, updated equipment, and technologies which makes our program an excellent option for studying. The use of multimedia resources, an essential tool in the delivery of instruction, services, and offerings in our Department is available to both, students and faculty.

The BAP has available twelve classrooms and five computer labs with Microsoft Office Suit and Internet service available in all classrooms.

The administrative facilities are located between both floors of the building. They consist of:

29 private faculty offices

1 director’s office

1 open administrative office with four stations for the staff

1 Administrative Assistant’s office

1 Academic Advisors office

4 Student Associations offices

1 meeting room

1 storage and reproduction office

1 faculty lounge

2) Organizational Relationship

Total enrollment at UPRH for the first semester of the 2009-2010 academic year was 4,646 of which 67% were women. Of those, 76% came from public schools, and most part of the students enrolled lives in the target area of the university. During the first semester of 2009-2010, the institution distributed an average of $18.8 million in financial aid to 74% of registered students. (UPRH Informe Anual 2008-2009 al 2009-2010)

In August 2004, the Extended University Services (Unex by its Spanish acronym) began on an experimental basis, scheduling classes during evenings, nights, and Saturdays for non-traditional students. Unex’s students can enrolled in courses in Business Administration (Accounting and Management) and seek bachelor’s degrees.



Currently, the total registration in the BAP is 1,572 of daily basis students. Most courses at the Department have a maximum enrollment of 30 students per section, except classes on labs, which 20 is the maximum.

Degree requirements: a. Bachelor’s degree credits required Completion b. A general grade point average (GPA) of 2.00 or higher c. A major point average of 2.00 or higher

Students’ advising

After being admitted to the program, the director and the academic advisors invite all new students to an orientation at the beginning of the academic year. Topics such as study program, academic GPA, honors, student’s associations, and other issues related to enrollment and services are discussed. The Department has academic advisors who provide individual counseling services to students.

b. Organizational Challenges

1) Competitive environment

Within the UPRH market area, approximately eight private community colleges and two private universities compete with UPRH for students. However, in spite of higher admission standards, students choose to study at UPRH due to its competitive advantages, among them:

Lower tuition and fees

Variety and number of student support services

Highly qualified faculty and staff

Up-to-date computer labs and classrooms

Campus WiFi connection

Athletic facilities

Wide variety of academic programs

Extensive extracurricular activities variety

Availability of courses In addition to the competitive advantages listed above, the BAP also has a number of advantages that makes it one of the most attractive programs for potential students:

Modern and attractive facilities

Fully equipped classrooms

Competitive majors



2) Strategic challenges

Both, the Institution and the Department confront a number of strategic challenges that must be addressed in the following years. At institutional level, the Academic Senate and Administrative Board approved the addition of new weaknesses (opportunity focus areas) in the Institutional Action Plan. These weaknesses were identified as opportunity focus areas in the Strategic Development Plan (Appendix 3). The academic areas are as follows:

Some programs have low graduation rates.

Curricular, co-curricular and extra-curricular activities among students and professors that would foster the sharing of ideas and interest are limited.

There is little diversity in enriching educational activities.

To strengthen relations with industry and community through collaborative agreements.

To promote a learning community that will provide a better environment for supporting student’s personal development and academic achievement.

To develop a systematic process for the assessment of services. To search for funds which target the strengthening of strategies in areas identified as essential to help students fulfill their academic goals. This should results in higher graduation rates.

To establish and keep contact with alumni as proposed in the UPR President’s plan Ten for the Decade (Appendix 4) in order to promote fundraising as central to the growth of the institution.

The BAP has identified additional strategic challenges which must be addressed through diverse initiatives:

Broaden course offerings according to new trends and needs.

Strengthening relations with industry through additional agreements.

Foster and increase faculty research and publishing efforts.

3) Performance Improvements System

The UPRH uses its Strategic Development Plan as a guide for all institutional activities and as a source to improve performance at all levels. This plan is supported by an Action Plan (Appendix 5), an Institutional Assessment Plan for the Action Plan (Appendix 6), and a Permanent Improvements Plan.

The University Development Office, in collaboration with the areas of Statistics, Research, and the Institutional Assessment Program (IAP), evaluates how the institution complies with the actions proposed in the Action Plan. IAP coordinates all assessment and training activities at the institution. The Assessment Program is also responsible for gathering data and disclosing results, and for promoting, among decision-making forums, the discussion, analysis, and recommendations implementation. The Institutional Planning and Assessment Cycle guarantee the systematic integration of these processes for the evaluation of institutional effectiveness.

At the department level, BAP has a systematic performance improvement process which includes the following:



The assessment of departmental effectiveness based on participation in the Institutional Planning and Assessment Cycle (Appendix 7). This cycle establishes a process of analysis and evaluation of outcomes based on the development of the Operational Plans and on the Annual Reports that correspond to the Strategic Plan and to the Institutional Action Plan. The cycle also focuses on the departmental assessment plans and reports.

The systematic evaluation of all aspects of the program, including curriculum, personnel, and services, through diverse information and data gathering techniques.

Analysis of data and information obtain from institutional sources such as Registrar and Admissions Office records, and Human Resources documents, and University Development Office data involving students, faculty, and other members of the university community.

All information and data is analyzed and discussed among committees, faculty, staff, students, and other stakeholders as part of the improvement process before implementation of recommended actions.

In summary, the BAP strives towards fulfilling the goals and objectives it has established, assessing and evaluating all department activity, and formulating new strategies and activities for student success.


Standard 1: Leadership 19

UNIVERSIDAD OF PUERTO RICO AT HUMACAO

STANDARD 1: LEADERSHIP



Standard 1: Leadership

a. Do your administrators and faculty set, communicate and deploy business school

or program values and performance expectations? Do administrators and faculty include focus on creating and balancing value for students and other stakeholders in their performance expectations?

The BAP is led by a Director. The Academic Dean’s Office facilitates the best possible academic environment and guides the academic departments in all matters regarding teaching, creative work and scientific investigation as well as curriculum development. All information is shared in departmental meetings and through faculty representation in the governing bodies and institutional committees. Student representation takes part in both, the Academic Senate and in departmental meetings. The department’s leadership structure is illustrated in the following figure:

Figure 1. 1 Leadership Structure

The following are leadership and direction systems that have been developed and the related documents/committees:


22 Standard 1: Leadership

1. Set goals annually with participation of faculty, staff, and administrators (Department Action Plan, Assessment Plan)

2. Establish student performance expectations with participation of the department director and faculty (institutional and departmental committees, faculty/general education competencies, competencies of academic programs).

3. Establish/revise with faculty the department’s mission, vision and values

(director/faculty).

4. Monitor performance annually (Department Annual Reports, Assessment Reports) to acknowledge department/faculty/student accomplishments and contributions.

5. Set the High Expectations Model for faculty, staff and students. Monitor compliance with said expectations (faculty/staff/administrator evaluation, student monitoring).

6. Foster and require legal and ethical behavior of faculty, non-teaching employees, and students (UPR Regulations, Faculty Manual, Student Regulations, Institutional Disciplinary Committee, Institutional Ethics Committee, and Department Code of Ethics).

The Department Director holds regular meetings with faculty and staff to inform about decisions made at the Dean and Director Meetings and about any information concerning faculty and program. Finally, the faculty and Academic Advisor share information with students on a regular basis. The BAP promotional and informational activities and methods, such as web pages, newsletter, brochures, and others, ensure that all stakeholders are informed about the program.

The values, mission, vision, and goals of the BAP, as well as the program’s curriculum, were developed by the program’s director and were approved in departmental meeting. They are disseminated through a communication system that includes the following:

Hard copy - flyers, UPRH Catalog, brochures, posters, written communications.

Electronic methods such as UPRH web site, TV screen (hallway).

Face to face – orientations in the university (individual/group) and at UPRH service target area high schools visits.

The BAP mission establishes the development of an integral education that includes leadership skills necessary for a successful professional. Activities related to the development of these skills are included within the curriculum. Students’ associations events, community service and departmental representation are some of the activities that help students develop their capacity as leaders.

The following table presents the activities summary used by the BAP to communicate and disseminate information about the program’s values and expectations:



Table 1.1 Program Values and Expectations Communicating and Disseminating Activities

Indicator/Activity Uses Frequency Stakeholders

Faculty meetings At departmental meetings, the faculty constitutes the following committees: curriculum, discipline and students affairs, planning, and professional development. (UPRH Faculty Manual) (www.upr.edu/docentes.htm)

Various through the semester Faculty, Students

Course coordination

Syllabi revision, revision of departmental and courses rules and regulations.

Various through the semester Faculty

Orientation Provides orientation to students about the program, follow-up studies, and others.

Various through the semester BAP Students, High School students, Academic Advisors, Teachers

Academic counseling and orientation services

Advises students about their academic performance/load and the importance and value of conducting themselves positively and professionally in the university.

Various through the semester Students

BAP Achievement Ceremony

Recognizes student’s values, leadership, community service activities, research initiatives, and academic achievements with the participation of parents and family.

Once during the second semester

Students, Parents, Faculty, Sponsors

Letters, announcements, and electronic mean

Promotes activities and academic achievements carried out by and for the students.

Through the semester

Discussion of ethical topics

Emphasizes the importance of these values in the following courses: Ethics, Administration, and Supervision.

Specific courses Students

Students Associations Initiations

Recognizes student’s leadership, community service activities, and academic achievements with parents and family participation

During first semester Students, parents and faculty



b. Do your administration and faculty create an environment that fosters and requires legal and ethical behavior?

All employees of the University of Puerto Rico as member of governmental workforce are required to comply with Puerto Rico Government Ethics Act. This act requires that all governmental agencies, including UPRH, establish an Ethics Committee to promote and preserve ethical conduct in all public servants. Section 14.3 of the UPRH Faculty Manual specifies the ways that the institution’s committee promotes and disseminates information. The following table lists methods used by the government and the institution to disseminate legal and ethical behavior.

Table 1.2 Governmental and Institutional Ethics Committee Dissemination Methods

1. Workshop brochures

2. Conética Newsletter

3. Workshops promotion in the external community

4. Ethics Pack – Honestito

5. Ethos Magazine

6. Seminars, videos, and workshops

7. Internet web page www.oegpr.net

8. Written communication to each employee

9. CD ROM with regulations, FAQ’s, and certifications

10. UPRH Library-Reserve Area

11. Educational lectures on CD ROM

The BAP follows the regulations and certifications for all academic and administrative processes established by the Board of Trustees, the President’s Office, and UPRH governing bodies. The University of Puerto Rico General Regulations, Student’s General Regulations (Chapter 6, Appendix 8), and the UPRH Faculty Manual state the obligations and responsibilities of the different sectors of the university community, as well as the behavior subject to disciplinary actions. In addition, there are regulations established for research and publications that faculty must comply with. These regulations are detailed in Section 46.1, p. 108-109 of the UPRH Faculty Manual (Appendix 9).

Board of Trustees Certification Number 72, 1999-2000 (Appendix 10), establishes the institutional policy to ensure the proper use of information technologies and telecommunications by the university community, people who offers services to the university, and external clients.

The following table includes the strategies used to promote legal and ethical behavior in the institution.



Table 1.3 Strategies Used to Foster Legal and Ethical Behavior

Ethical and Legal Behavior

Institution/Campus Faculty/Department Frequency

Observation of ethical practice in teaching, services and administration

By-Laws-Article 13 of the University Act (Appendix 11) and Article 35 (Appendix 14) of the General Regulations – states disciplinary sanctions applicable to members of the university community who engage in unethical practice in teaching, service, or administration.

Continuously

Institutional integrity environment

The institution requires that all the employees complete ten hours of continuing education related to ethics. (Governmental Ethics Law Office of Puerto Rico). Promotions of the rights and obligations of the UPRH faculty.

Department coordinates seminars an ethical issues and promotes seminars coordinated by the Campus Ethics Committee among faculty, students, and administrative personnel to facilitate compliance with the law.

Continuously

Copyright protection policies

Institutional investigation policy and copyrights. Faculty and students are advised to follow all regulation and procedures.

Continuously

Complaints and grievances

Student’s Advocate Office Settles conflicts between students, faculty, and administration. Dean of Academic Affair’s Office establishes procedures for receive and deal with cases.

Through the semester

Ethical and legal use of technology

The ethical and legal use of technology is promoted with the certification No. 072 (Appendix 10), Series 1999-2000 (Institutional Policy and Procedures of Legal Ethics for the Use of Technologies in the UPR.

Continuously

Student with disabilities

Serpi Office offers services and protects their privacy. Disseminate among students, faculty, and administrative

Personnel Hippa rules on privacy. Continuously

Protection of human subjects in research

Administrative Board Certification Number 2008-2009-33 (Appendix 13), amended, Certification establishes use of the Code of Federal Regulations; title 45 Public Welfare, Dept. of Health and Human Services, Part 46, Protection of Human subjects

Faculty and students are advised to follow all regulation and procedures.

Continuously

Students UPRH Student Regulations Institutional policies of accreditation process.

Students are advised to follow all regulations. Continuously

Faculty and students Follow the established value Continuously



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 BAP administers questionnaires to alumni in order to measure levels of satisfaction with the program. The questionnaire results are then discussed in the Curriculum Committee’s meetings and are used to suggest changes in the curricular sequence and to provide recommendations to the faculty. Also, the BAP Program Coordinator and the Academic Advisor keep in contact with program alumni who give feedback about how the program helped them in their careers. A result of this contact was the development of the BAP promotional video.

Direct contact is kept with active students, and their academic progress, retention and grades are monitored to help us evaluate teaching processes which, in turn, helps students achieve academic success. The following table describes key performance measures that are regularly reviewed by administrators and faculty.



Table 1.4 Key Performance Measures

Resource Performance Measures Frequency Collaborators What and Who is impacted Purpose

Administrators Institutional Assessment Plan

Assessment instruments

Faculty’s professional development needs assessment instrument

Satisfaction questionnaire for students that graduate

Results of the accreditation agencies: Middle States Commission on Higher Education (MCSHE)

Annually Academic Departments, Academic Affairs Dean’s Office

Program

Courses

Students

Faculty

Department’s Operational Plan

Personal Support

To evaluates the program’s success

To gather and integrate useful information to improve activities that impact learning processes

To determine priorities and assign fiscal resources

To enable faculty in the areas of designing and preparing instruments to measure student learning, design and use of rubrics, course assessment, program and classroom assessment emphasizing on the development of direct and indirect measures of learning

Faculty Department’s Assessment Plan Program Level

Internship supervisor questionnaires

Student surveys

Grades

Graduation rates

Retention rates

Student level of satisfaction in the courses and the program

Program evaluation

Annually Faculty, Program’s internship supervisor coordinator, Students, Department committees: Assessment Research

Program

Courses

Students

Faculty

Professional and general education competencies

Program Offerings

To develop plans and models aligned with department and institutional goals

Code of Ethics Follow the established value



d. Does your business school have processes in place for evaluating the performance of your administration and faculty?

The UPRH has a faculty evaluation system with the participation of the Department Director, peers, and students. The BAP evaluates professors with a professional service contract and non-tenured professors at least once every semester. Tenured professors are evaluated once a year. Clerical personnel and labs technicians are evaluated every semester by the department director in individual meetings; faculty and Planning Development Committee recommendations are also considered. These formative and summative evaluations form part of the analysis for promotions and professional improvement purposes. The Department Director is evaluated yearly by the Dean on Academic Affairs. The evaluation for the dean and the chancellor is in revision. The table 1.5 summarizes the evaluation process for administrators and faculty.

Table 1.5 Administrators and Faculty Performance Evaluation

Established Processes to Evaluate the Administrator’s and Faculty’s

Performance

Measures or Indicators

Frequency Results

Program Service

A questionnaire is used to evaluate the services offered by the department director, academic advisors, and program coordinators.

Satisfaction questionnaire results of all evaluations are discussed with the person in charge.

Once a year Over 75% are satisfied with the service

Faculty The faculty’s evaluation document is used to evaluate faculty performance in the classroom and in other activities. The evaluation is carried out by the director, peers, and students. (Appendix 14 – UPRH Faculty Manual)

The results of all evaluations are discussed with the evaluated faculty member.

Once every semester (non-tenured and by contract faculty) Once a year (tenured faculty)

One hundred percent are evaluated and his performance

e. Does your business school or program address the impact on society of your program offering, services and operations?

The BAP is aware of the demands and changes of the contiguous society and considers these an essential component of the commitment with academic excellence. The questionnaire that is administered to the internship supervisors at the end of the semester, as well as questionnaires administered to active students and alumni provide excellent feedback that allows continuous analysis of our offerings, services, and processes. The Table 1.6 includes several activities that impact the external community:



Table 1.6 Impact of the Program on Society

Criteria Societal Requirements Established Processes Measures

Programs Updated program according to internship supervisor recommendations:

Excellent writing and oral communication skills

Critical thinking skills

Skills in technological trends

Language course revision

Teaching strategies revision (analysis of case studies)

Workshops

Seminars

Revision and updating of program’s courses

Alumni study

Internship supervision questionnaire

Student’s colloquium

Community alliance with internship centers

Evaluation by sponsors of internship students

Coordination meetings with Spanish and English professors

Services Personal and professional counseling

Guidance referring graduate studies

Courses, lectures, and workshops for professional development

Orientation to new students

Students’ associations

Open House

Community activities

Counseling service

Creation of informative bulleting about offerings and requirements

Information directory about resources of the interdisciplinary development program

Academic advisement services in extended hours.

Coordination of professional development activities.

High schools visits giving orientation about the program.

Activities to offer help to orphans, women with needs, and senior citizens.

Services

Operations Flexibility in office hours

Extended hours of course offerings

Availability for the use of computer labs

Faculty evaluation

Constitution of departmental committees

Spread out the working hours of the secretaries and the lab technicians

Provide courses in a variety of scheduling formats and hours.

Offer open labs

The Departmental Personnel Committee coordinates the evaluation process carried out by peers, students, and director.

The Departmental Personnel Committee evaluates the teaching performance and recommends promotions.

The Curriculum Committee is responsible for updating the curriculum (syllabi).

The Assessment Committee is responsible for preparing a working plan and organizing the assessment activities.

The Professional Development Committee is responsible for coordinating faculty development activities.

The Learning Resources Committee is responsible for coordinating the information skills activities for the faculty and students.

Operations


30 Standard 1:Leadership

f. Does your business school ensure ethical business practices in all students and

stakeholders, transaction and interaction?

All program transactions with service providers, students and the general public are subject to the regulations of the UPR and Government Ethics Law. As part of the curriculum, BAP students take an ethics course (REHU-4005). In addition, case studies and topics that includes ethical behavior of management and employees ethical behavior are discussed in other courses.

g. Does your business school have a measure for monitoring ethical behavior

throughout the business school or program?

The University of Puerto Rico has regulations for faculty and students. These documents detail the behavior and actions subject to sanctions. The UPRH follows the norms of ethical behavior that are described in the UPR General Regulations and the UPRH Faculty Manual. The following table summarizes the measures used for monitoring ethical behavior:

Table 1.7 Measures for Monitoring Ethical Behavior

Area/Criteria and Key Processes Measures or Indicators Frequency

Program Departmental norms, course norms, academic integrity, copyrights and the norms for use of technology. Presentation of topics in all courses, but especially emphasized in core courses a. Business Code of Ethics b. The Ethics Canon in the

Legal Area

Referrals to the Academic Advisor, Departmental Discipline Committee, and Institutional Disciplinary Board Investigations carried out in the courses and formal evaluations to measure knowledge (Annual/biannual reports to show work accomplished from the Department Research Committee)

As needed Presentations of investigations carried out in the courses during the academic year

Students Orientations to new students related to departmental and institutional norms and procedures Disseminations of student’s rights and obligations Dissemination of student’s administrative processes

Evaluations of the activities carried out By means of internal communications from the Department

Once a year at the academic beginning of each year During the semester

Administrator To foster an open door policy at the institutional and departmental (director) level

Annual/biannual reports to show work accomplished

Twice a year at the end of each semester



h. Does your business school have process for monitoring regulatory and legal compliance?

The following table shows how the BAP monitors the regulatory and legal compliance area.

Table 1.8 Monitoring Regulatory and Legal Compliance

Area/Criteria and Key Processes Measures or Indicators Frequency

Program The Program constitutes the following committees that monitor the regulatory and legal compliance: Departmental Student Appeals Committee Discipline and Students Affairs Committee Departmental Personnel Committee

Referrals to the academic advisor

During each semester

Institutional Structure

The UPRH legal advisor provides support to the faculty in administrative positions or as members of the Academic Senate and Personnel Committee The Institutional Appeal’s Committee regulates the compliance of norms at the institutional level, Certification 2006-07-36

Reports to show work accomplished from the corresponding offices

During each semester or when the service is requested

In its governance structure

The UPRH processes are regulated and evidenced by the following accreditation agencies: a. Puerto Rico Council on Higher

Education

b. Middle States Commission on Higher Education

The self-study that the institution carries out for both agencies

Every five years Every five years


Standard 2: Strategic Planning 33


STANDARD 2: STRATEGIC PLANNING



STANDARD 2: STRATEGIC PLANNING

Planning and evaluation in the BAP is conducted at many levels under the leadership of the department director and with the participation of the faculty, support staff, and students. The department has a Planning Committee as established by section 10.1.81 of the UPRH Faculty Manual and Section 25.6, Article 25 of the UPR General Regulations (Appendix 15). This Committee is responsible for aligning the Department’s Operational Plan and Assessment Plan with the institutional mission, goals, and strategic plan, as well as with UPR Plan Diez para la Década – Agenda para Planificación 2006-2016 (Ten for the Decade – Planning Agenda 2006-2016). During academic years 2009-2010 and 2010-211 an Operational Plan for the UPRH BAP (Appendix 5) was approved by the faculty and is the guide for the decisions taken in our Department and for the distribution of the fiscal resources assigned to it by the Institution. The faculty and support personnel are committed to follow and complete it during the 2009-2010 thru 2010 -2011 academic years. This plan is considered by the presidents of the departmental committees who use it as a guide to prepare their working plans in order to achieve goals and objectives. All plans are developed with student success as the main focus.

a. Do you use a formal process to set the strategic direction of your business school?

The BAP uses a formal process to set its strategic direction within the vision and goals of the institution and aligned with the Strategic Plan of the President of the University of Puerto Rico, Diez para la Década Agenda para la Planificación 2006-2016. The assessment of Institutional effectiveness is based on the Institutional Planning and Assessment Cycle approved by the Administrative Board, and implemented in the 1997-1998 academic year supporting the strategic planning process (Certification Num. 1996-1997-138 of the Administrative Board (Appendix 16). This Cycle prompts the analysis and evaluation of results based on the development of operational plans and the drafting of annual reports that respond to the planning process and its results. It also includes assessment plans and reports from the academic departments and administrative offices. A participatory planning process is put into practice through the writing of departments’ and offices’ operational and assessment plans. In the drawing up of these documents, each department and office identifies its priorities, using as reference the UPRH Strategic Development Plan and the Institutional Action Plan aligned with the Planning Agenda 2006-2016 (Ten for the Decade) for the University of Puerto Rico system (Making X for the Decade Operational: Alignment with UPRH Institutional Plans, 2008-2009).


36 Standard 2: Strategic Planning

The institution’s goals and views are the guide for department’s own mission and vision:

BUSINESS ADMINISTRATION PROGRAM

VISION

Develop professionals at under graduate level. Being a leading center in the Caribbean offering comprehensive training in the areas of development in business administration, local and internationally.

MISSION

Develop professionals at the undergraduate level with an integral and ethical formation, capable of joining the workforce or continuing graduate studies, manage or create organizations, committed with the economic and social development of Puerto Rico from a local and international perspective. Maintain a faculty committed with the development of professionals who possess analytical, technological, leadership, entrepreneurship, and multicultural sensibility skills that will allow them to be successful in a world environment of interdependence. Promote academic and research activities for Puerto Rico, Latin America and the Caribbean

The structure and scope of the department’s strategic plan flow directly from its vision and mission. Based on professional accreditation standards and stakeholders needs, strengths, weaknesses, opportunities and threats were considered in the development of the plan. The plan was openly discussed in departmental meetings and formally approved. The purpose of this plan is to provide carefully planned direction to the department’s efforts in achieving program and institutional mission and goals.

The process followed in our department towards developing this plan was directed by the department director along with the program coordinator, the academic advisor, and the Planning and Development Committee. In addition, we requested reactions and recommendations from the faculty and the support staff. Since it is a two-year plan, it is revised periodically. The following illustrates the strategic planning used:



Figure 2. 1 Strategic Planning Cycle

b. Do faculty and staff members participate or have a voice in this process?

With our vision and mission as focus, the BAP Operational Plan (in a short term) was established with the direct participation of the department chair, program coordinators, and the Planning and Development Committee. When plan’s first draft was completed, it was distributed electronically to other faculty members for revision and submitted to support staff for their consideration and recommendations. Comments and recommendations were analyzed and incorporated, taking into consideration the department’s established goals.

The participation of all faculty members in the planning process is evident in departmental meetings and committee discussions. Student participation in this process occurs through the program student’s representatives who attend faculty meetings.

c. Have you established your strategic objective key business school and the time

line for the current planning period?

Our institution has established goals which the BAP considered crucial for the development of its objectives. The activities of the operational plan, aligned with the institutional goals and department objectives, are included in the plan design: institutional goals, objectives, activities, success indicators, people responsible, requested resources, and comments.



The plan format provided by the Institutional Planning and Assessment Cycle include a timeline criterion for the achievement of objectives. The Academic Dean coordinates with department directors a presentation of all plans during which all objectives are discussed. The timing is controlled by monitoring activities, both, at the department and deanship levels. The Annual Report of the Institution documents the accomplishments of the academic departments, the administrative offices, and the service and programs offices, in regards to each of the Institutional goals.

The main strategic objectives of the BAP are as follows:

Table 2.1 Business Administration Program UPRH Main Strategic for each

Objectives Business Program Key Strategic

1 The BAP will provide an integrated education to the Business Administration students. Achieve that our students obtain the necessary skills, abilities, attitudes, and knowledge to perform successfully in a national and international business environment.

2 Our faculty assesses and develops innovative programs that respond to the demands of a technologically advanced society that contribute to the economic and social development of Puerto Rico, the Caribbean and the world.

3 The BAPs achieve an organizational environment in which the students, the faculty, the personnel, and the community can share ideas to support and develop their professional and personal competencies so they can contribute to the social and economic development of Puerto Rico.

4 Our Programs promotes the interest of research skills that contribute to the development of new ideas in the Puerto Rico, Latin America and the Caribbean Business Administration area.

d. Do you have an action plan for this planning process?

At the BAP, the department director together with the Planning and Development Committee prepares an operational plan that guides the department during the academic year. It is considered and approved by the faculty and the administrative and technical personnel before it is implemented. UPRH Business Administration Program Strategic Direction shows the goals, key strategic objectives, timetable and responsibility of the operational plan for the 2009-2011 academic periods. The purpose of this plan is to provide carefully planned direction to the department’s efforts in achieving the program and institution’s mission and goals.

The vision and mission are the basis for the structure and scope of the department’s strategic plans. In order to comply with professional accreditation standards and fulfill stakeholder needs, the strengths, weaknesses, opportunities, and threats were considered for the development of the plan.



Table 2.2 UPRH Business Program Strategic Direction

Institutional Goals Business Program Key Strategic Objectives Timetable

Goal A

To obtain that graduates have a general and professional education of excellence that allows them to reach their integral development and technologically to respond to the demands of a changing society and technologically advanced. Goal B

To obtain by means of education the improvement of the quality of life, the health, the security, the atmosphere, including the socioeconomic aspect of the region that serves the UPRH and to Puerto Rico in general. Goal C

To reaffirm the values of the Puerto Rican culture.

1. That, according to the profile of graduated students of the BAP when culminating its BAP degree: a. will have an enlarged and balanced general and

professional education that suitably constitutes the base for its learning, development and growth.

b. to have the professional skills, attitudes and abilities necessary to become competent professional in a highly competitive and multinational technological society.

c. to have knowledge and fundamental abilities in business administration to understand the concepts, processes, technology and organizations involved in the production and trade of goods and services, at local and international level; as well as the financing of the businesses, the enterprise development and the manner to organize and to document these.

2. To evaluate and develop innovating BAP programs that respond to the requirements of a changing society and technologically advanced that contributes to the economic and social development of Puerto Rico, the Caribbean and the rest of the world.

2005-2006 to 2010-2011

Goal D

To reach an institutional climate in which the students, the faculty and administrative personnel, that can easily share ideas and mutual interest.

3. To reach a departmental environment in which the students, the faculty, the personnel and the community can share ideas and develop their professional and personal capacities so that they can contribute to the socioeconomic development of Puerto Rico.

Goal E

To encourage and support investigation, artistic creation and literacy so that it contributes to the advancement of acknowledgement and the problems solution of the eastern region, Puerto Rico and foreign countries.

4. To promote the interest and to develop the basic skills of investigation that contributes to the rise of new ideas in the field of business administration for Puerto Rico, Latin America and the Caribbean.

* The Objective 1 and 2 Apply to the Goal A, B and C of UPRH.

e. Do you have long-term action plans?

The UPRH long-term action plans includes the UPRH Institutional Strategic Development Plan, 2004-2005 to 2009-10 aligned with UPR President’s Ten for the Decade – The Planning Agenda 2006-2016, the Strategic Plan for UPR System, are the institutional and system long-term action plans. They are used as reference for the preparation of our short-term operational plan.



The two year Operational Plan (2009-2010) is in effect. The Department’s Action Plan that directs the tasks that will bring about the program’s maximum efficiency and student achievement. The plan is revised annually by the director, program coordinators, and departmental committees. At the end of each academic year, an annual report detailing the work accomplished is submitted to the Dean of Academic Affairs and the University Planning and Development Office.

f. Do you develop your key human resource plan as part of your business school

short and long-term strategic objectives and action plan?

The BAP has a genuine commitment towards the development of its faculty and support staff. Needs gathered through questionnaires and other methods, the faculty profile, and staff input are analyzed by the Professional Development Committee. Recommendations are then included in the BAP Department Operational Plan (Goal D, objective 3, activities 3.4, 3.10: Goal E, objective 4, activities 4.3, 4.10-4.11).

The Business Administration Programs endorsed the development plan of the faculty for the years 1999-2000 to 2001-2002. The Human Resources Plan was prepared by the director of the department in collaboration with the members of the Personnel Committees of the department.

The Plan's purpose is to develop human resources and promote continuous improvement of teachers in order to develop professional excellence in education and an entrepreneurial vision committed to the social and economic development of Puerto Rico. This way we will ensure the department’s mission and vision accomplishment.

The four main directions of the Development Plan are:

Development in the area of specialty

Development of capabilities that enhance their role as educator (competencies)

Development of knowledge that allows integration of information, technology and

telecommunications to the teaching-learning process

Personnel development

Currently, the Department continues with this professional development plan because it has fulfilled its objectives. Professional development activities of the faculty continues to be framed in the four main directions outlined above but also on requirements and resources offered by the institution which promotes and contributes to the professional advancement of our faculty, such as:

The Board of Trustees through certification # 145 (2005-2006) recognizes the importance of doctoral level staff (Appendix 17). As required for the granting of tenure at the institution, a doctoral degree for this purpose will be required.

Each year, financial aid and grants, such as sabbatical leaves are available to the staff with the aim of contributing to professional improvement. In the past three years these resources have contributed our current faculty profile, 36% of the faculty holds doctoral degrees and 64% possess a master's degree. Non-



teaching staff has also enjoyed financial support, allowing 29% to obtain a master's degree.

UPRH has two resources to strengthen technological skills of faculty: CC and C-DATA. Each year, department members attended workshops and conferences offered by these centers.

For the last three consecutive years, the Dean of Academic Affairs has made at the beginning of each semester a Professional Improvement Day in which faculty members attend conferences and workshops that provide opportunities for professional development.

The UPRH has support path for professional development of faculty in the areas of teaching, research, and service. Nevertheless, since 2007, a plan at the Institutional level for the development of faculty has not been made. Some of the strategies utilized to promote practices of excellence are the plan for recruitment and selection at the departmental level, the evaluation process of the faculty (made by students, peers visiting the classroom, and merit evaluation for an increase in rank), academic meetings, Professorial Improvement Day, CCC, C-DATA, Faculty Resource Network, Center of Design and Production of Instructional Resources (Cedpri), Sabbatical and license with or without pay, Funds for Research (FOPI) and Research Day among others. The summative evaluation of the development of the faculty reflects that few apply for sabbaticals in light of the eligible faculty. The number of sabbaticals granted is based on established priorities by the Academic Senate after consultation with departments and offices. Since 2010-11, granting of sabbaticals is at moratorium.

The Institutional Annual Reports include information about the level of faculty assistance at UPRH in professional development activities and the level of faculty participation in developmental activities and training that are coordinated by the Office of the Dean of Academic Affairs, Human Resources Office, Institutional Assessment Program, among others. The academic departments also coordinate their own professional development activities (Institutional Annual Reports). In order to facilitate and encourage assistance and participation of the faculty in activities of professional development, the UPRH has institutionalized a UPRH universal time, a period in which there are no classes programmed; it is every Tuesdays and Thursdays from 10:30 a.m. to 12:00 p.m.

Since 2006-07, a Professorial Improvement Day was implemented each semester. The conferences and activities were scheduled according to the needs identified within the scope of the Institution. During the evaluated period, the Professorial Improvement Day was not carried out in 2009-10 due to budget considerations.

In the Institutional Annual Reports, some departments evidenced that the faculty of the UPRH performs investigations and creative works that are disseminated (if it’s a research is published not disseminated) at the Institutional level and to the external community. Furthermore, research and creative works are carried out and directed towards the solution of problems in Puerto Rico. The UPRH students, through academic and professional formation, apply the basic skills of research appropriate to their discipline and appreciate research as a tool directed towards the search for knowledge and problems solution.



Furthermore, research supports initiatives of multi-sectorial collaboration and the offering of community services. Currently, academic programs have research projects and maintain collaborations with organizations, entities, and businesses. Professors supervise students in clinical learning experiences (off campus) that satisfy the need of providing services to the market area of the UPRH. Beyond the activities of research and service directly related to curricular content, professors participate in activities, projects, and service programs directly with the community. All that was just mentioned is described and the recognition of the faculty is evidenced in the Institutional Annual Reports.

However, we recognize that the department must make its new Professional Development Plan which recognizes new trends in BAP curricula, courses, student profiles and a plan that embraces the changes occurring in recent years. In addition, this plan should consider the continuous improvement of non-teaching staff and they teaching skills and discipline required in the accreditation process (ACBSP), which has been a valuable resource in the qualification of teachers of the department teacher.

This review of the Faculty Development Plan is complemented by a Recruitment Plan and Selection of Teachers of BAP, provided for the year 2011. The plan considers the number of sections offered for all courses for the past twenty (20) years majors or expertise areas, the curricula and course sequence that cause bottlenecks. The age and years of service of our staff to project the need for new staff in a short, medium and long term according to the possible member’s withdrawal or retirement will be consider at the plan. The plan includes the criteria for effective recruitment and selection according to our regulations and in accordance with the requirements of accreditation agencies.

g. Have you established a performance measure for tracking progress relative to

action plans?

The BAP Department Operational Plan includes expected results for each of the listed objectives (Operational Plan, Appendix 7). During the on-going assessment of activities, data and information gathered allows us to determine if the objectives and related activities are accomplished. The following table describes the operational plan follow up process.

Table 2.3 BAP Department Operational Plan Follow Up Process 1. At the beginning of the academic year, the presidents of departmental committees are

responsible for preparing a working plan.

2. During the second semester, the director prepares a report on department’s progress relative to the operational plan. The progress report is presented to the Academic Dean at a director’s meeting.

3. During the academic year, progress relative to the activities included in the Operational Plan is discussed in faculty and departmental committee meetings.

4. At the end of the academic year, the president of each departmental committee is responsible for preparing an annual report on work accomplished. Some of these reports are sent to the Dean of Academic Affairs Office.

5. At the end of the academic year, the department director prepares an annual report on work accomplished which is submitted to the Dean of Academic Affairs Office and the University Development Office. The Annual Assessment Plan Report is submitted to the Institutional Assessment Program, the Dean of Academic Affairs, and the University Development Office



The Operational Plan has also been designed by setting four objectives aligned to corporate goals. Each of the objectives is tied to certain actions and activities designed during the past years. In assessing the activities and in turn the objectives, we have established two essential elements: the indicator of success or metric and the personnel responsible for each activity. Every year the chairman of each committee or coordination evaluates the activities and submits a report to the chairman of the Planning Committee and the director of the department. The chairman of the Planning Committee and the director of the department conduct an evaluation of all the indicators of success, generating an Annual Report and Assessment Report of BAP and then submit it to the Academic Dean and University Development Office.

In regards to the Long-term Operational Plan (2005-2006 to 2010-2011), the same is expected to be reviewed at the end of 2011. There will be a formal evaluation process that allows to review the records of each of the activities, according to the level of success expected. This assessment along with Curriculum Revision, Ten for the Decade and reviews of the Action Plan allows the department to project into the future mainly by strengthening and it is framed in student success.

h. Have you communicate your objectives, action plan and measurements to all

faculty, staff and stakeholders as appropriate?

The BAP faculty and staff participated in the preparation of the Operational Plan. It was available to faculty and support staff for individual consideration and discussed in departmental meetings prior being formally approved. Through the accreditation department web site and informative brochures, students, parents, and other stakeholders were informed about the program’s mission, vision, institutional goals and other pertinent information such as activities, conferences and meetings included in the Operational Plan.

BAP Operational Plan is endorsed by the contribution of all members of the department. Each year, the department has about 13 committees, four BAP major coordinators and managers of office services. Each of them writes a work plan, which then forms the fundamental basis for designing the Short-term Operational Plan in BAP, as noted in the Planning and Evaluation Cycle of the department.

On the other hand, BAP has several resources that are permitted to disclose information about its programs, resources and services to the entire university and external community and external, (among them the following are considered the mains ones):

Website: Designed to facilitate information gathering and communication among BAP (http://www.uprh.edu/BAP/ ).

Domain accounts: Accounts that are given to the entire university community (teachers, non-teaching staff, students) to facilitate access and communication within the institution.

E-mail: This is the most comprehensive communication resource, since by e-mail platform mail GAME (Google Application for Education) is provided and facilitates electronic communication between the university community. is a domain of the UPR

http://www.uprh.edu/adem/



System (upr.edu), which provides an account to teaching and non-teaching staff, students, alumni and retirees.

TV in the lobby of BAP: Keeping the university community informed of BAP, providing updated information of the mission, vision, objectives, accreditation activities, among others.

Meetings: Each semester the department will hold meetings related to coordination of programs and departmental committees. In each of the meetings the Operational Plan of BAP will discuss matters concerning.

The UPRH contributes to the dissemination of the information offering the following services:

WiFi access: Wireless network that covers 90% of the UPRH campus. This network requires an account with a security system to ensure the responsible use of technology among university community. The account to access the wireless network is given to each member of the university community.

UPRH reports: Mass mailing service for electronic communication within the institution allows each person with an email address, to send and receive a communication through the entire organization.


Standard 3: Student and Stakeholder Focus 45


STANDARD 3: STUDENT AND STAKEHOLDER FOCUS



STANDARD 3: STUDENT AND STAKEHOLDER FOCUS

a. Have you determined or targeted the student segments your educational

programs will address?

The BAP brings services to the eastern region of Puerto Rico, hitting all industrial and commercial zones from the towns nearby Humacao including the towns showed at the following map: Map

Figure 3. 1 BAP Target Areas

Although we focus our best efforts to this population, we also receive and serve students from all over the island including Vieques and Culebra.

Our students mostly come from these towns which are visited by the Admissions Office at the UPRH and an Academic Advisors from the BAP. Those visits to schools are for promotion and bringing out information about the academic programs (Academic Year 2009-2010)

The BAP admits students enrolled as full time, studying and working and part-time evening students (Extended University, Unex). The information for admission is collected from three documents: (1) the applications for admissions; (2) the College Board examination data; and (3) the High School transcripts. Students are admitted based on the admission index formula for each program with a minimum required index of approximately 260-270. The students get know to the admission requirements accessing one of this: the UPR main website (http://www.estudiantes.upr.edu), Humacao Campus

http://www.estudiantes.upr.edu/


48 Standard 3: Student and Stakeholder Focus

website (http://www.uprh.edu) or visiting the Admission Office at Humacao Campus. The Student Profile for the 2008-2009 academic year reveals that the total enrollment for the University of Puerto Rico at Humacao is 4,774 students; approximately 39% of them are enrolled in the area of Administrative Sciences (BAP and Office Systems Administration). The BAP has an enrollment for the 2009-2010 academic year of 1,506 students, of which 94% are full-time. In addition, our enrollment includes reclassified students from other UPRH programs and transfer students from other system units or private universities.

b. Have you identified methods to listen and learn to determine student and stakeholder requirements and their important to these groups’ decisions related to enrollment? Methods identified in order to listen and learn to determine students’ and stakeholders’ requirements, the Campus and our department have established a systematic arrangement based on an identified portfolio that combines the UPR admission department and ours.

http://www.uprh.edu/



Table 3.1 Methods to determined students and stakeholder requirements

Method Description

School Visits The Academic Counseling Office and the Admissions Office, as with attendance by BAP faculty, carry out visits to public and private high schools in the target area near our institution, in order to disseminate information on our academic programs, get to know academic preferences, and attract new students. A plan is made and visits itinerary is spread out at the beginning of the academic year. It includes the specific schools to be visited, dates, personnel in charge, so that professors know when and where they may join the visiting team. These visits are made from September to December. An electronic presentation is given to high school potential applicants to inform about the program curriculum, benefits, and our students and alumni’s achievements. Written material is presented and handed out with individual assistant to those who ask for.

Open House For prospective students, the University hosts an Open House and invited high school students to spend a day on campus. In this orientation day, the professors provide information and answer questions about the program of studies and career opportunities. In addition, student’s counselors and professors offer written and promotional material, and a campus tour.

Academic Advising

Two Student’s Affair Officials and four members of the faculty have the task of performing students’ academic counseling. Including students from the extended program (Unex), transfers from other institutions, or from other campuses. Faculty members dedicate seven and a half hours besides their office hours to provide individual counseling. They make academic evaluations regarding to particular interests such as elective courses, exchange opportunities, graduate studies, and student aid services. In this way, we are working towards students’ retention and academic progress linking our efforts with other professors and administrators in strengthening a better university environment so as to promote students’ academia, social, and mental development. One hundred percent of the students who visit the Academic Advisors Office are served. The office leads their effort to collaborate with academic programs, consequently helping in our students’ retention and academic progress and give counseling and orientation to students subject to course withdrawal who are referred by the faculty or to those, who come voluntarily. The Academic Advisor’s Office carried out a questionnaire to find out the cause that led students to withdraw from a course or courses. (Appendix 18)

Employers’ Questionnaire

Our Program uses a questionnaire to gather information regarding employers’ satisfaction on our academic offer and skills, knowledge, and academic preparation that students have. The information obtained is used for the appraisal of academic program and curriculum revision.

Alumni satisfaction assessment

The department uses an exit questionnaire to graduation candidate students, which include questions about the academic programs, services, infrastructure, and technology to evaluate these functions and to propose curricular changes to improve the academic programs. UPRH also has been made in recent years a study of graduates evaluating satisfaction and to know if they have gotten a job in their study area.

Student representative

Mandated by Law and University Rules and Regulations. Two representatives are elected by students every year. These representatives are always welcome at departmental faculty meetings. The representatives have the responsibility of distribute the faculty assessment questionnaire to students in each course.

Student Associations

The BAP has students associations for each major: Accounting Students Association, Human Resources Students Association, Management Students Association and the International Business Students Association. There is an active team in the SIFE worldwide organization and a college chapter at the national professional Society for Human Resource Management (SHRM). These groups actively promote and disseminate information of our program and create an active relationship between the students and the active professional world.

Electronic Web Site

The BAP has a link within the Institutional Website. In order to foster a close communication with our active students, faculty members and students have an e-mail account (@upr.edu). Furthermore, Twitter, Facebook and other electronic social networks are used in order to keep in contact with other classmates, professors and the institutional community. This service offers the students the opportunity of being and get informed about present and future departmental activities.

Publication Analysis

The BAP published during 2009-2010 a magazine that includes faculty and students research. Publications in professional magazines and statistics and researches agencies are analyzed as part of the courses activities. Our faculty is up to date and well informed about changes and trends, journals, Internet and newspapers articles are used to cope with the current entrepreneurial world’s reality.



Stakeholder input comes from the association between the BAP and regional mentoring relationships at internships and student organizations. Employers provide key feedback regarding our graduates. The program works closely with major employers of student and alumni to identify their level of satisfaction with our graduates and their workforce requirements. Within general framework of what is academically appropriate we try to accommodate the concerns of these employers.

An Advisory Board was created to assist Business Administration Bachelor program. The Board will be a link between our academic offerings and the business world. Its members may submit recommendations regarding the changes in the business environment that must be considered in our curriculum, providing our graduating student with cutting edge tools (Appendix 19).

We have been meeting with the board, and they have made several recommendations regarding the programs requirements, topics to be included in our courses, and educational practices that encourage the professional who will be graduating from our institution. Our Advisory Board is in charge of advising the BAP. The committee may meet as an official body considering issues related to the programs performance and/or conferred degrees.

The structure of this committee may guarantee the consideration of our impact among the needs and expectations of the stakeholders: students, faculty, administrators, investors, and employers. The selection of the committee members may be by self-nomination or by designation. This committee constitutes an advisory group only, and the UPRH retain all the authority about the decisions to be made.

Table 3.2 Active Members of the Advisory Board

Name and Education Position in the Industry

Mr. Salvador Galliano Arroyo BBA International Business, UPRH

Coordinator SIFE – PR

Mr. Carlos M Rodríguez Manager Information System, Las Piedras, PR

Dr. Denis Arroyo, PhD

Claro PR Manager, Humacao, PR

c. Do you periodically review listening and learning methods to keep them current

with educational service needs and directions?

The program periodically evaluates and revises the way feedback is obtained. The BAP performs a periodical review of the instruments and assessment means to be used. The BAP has organized different Committees that play an active role in the instrument revision to keep them updated with educational service needs.



d. Do you have a process to use the information you obtain from students and stakeholders for purpose of planning educational programs, offerings, and services, marketing; process improvements; and the development of other services? For purposes of planning educational programs, offerings, and services, marketing, process enhancement, and the development of other services, the BAP considers and evaluates the information obtained from our students and stakeholders, in order to effectively identify and develop the educational programs, offerings, and services that our society demands, with capable professionals that fulfill the market demand. Below lists, presents students and stakeholders groups, requirements that have been identified and the features of the education program that have been put in place to meet these requirements.

As a further instance, the BAP has identified the need to improve its marketing of the program and has proceeded to do so by preparing promotional material (brochures and souvenirs), communicating with High School Advisors, visiting local schools, having an Open House, and participating in local or regional students fairs.



Table 3.3 Students/stakeholders requirements or needs and response

Student/Stake-holder Group

Key Requirement or Need Identified Education Program Features put in Place in Response

Active Students

New trends for Studies Online Educational Platforms: Moodle, SPSS

Off Campus Education: Internship, Exchange and Student travel Programs

Extended schedules in academic offers, Unex

Flexibility in academic services Variety of teaching strategies

Use of educational techniques such as presentations, simulations, teamwork, lectures, among others

Academic programs update Program Curriculum Revision

Orientation to pursue graduate and postgraduate studies

Student representation in faculty meetings

Academic counseling on study area alternative Input directly into decisions

Entrepreneurs and Employers

Professional with proven skills in technology, social interaction, work experiences, ethical behavior, decision making, critical thinking, English/Spanish: languages domain, and communication

Specialized courses to develop the desired competencies Workshops, Conference and Internships

Alumni

Continuous Education Professional Certifications

Continuous communication and interrelation

Continuous Education courses

Links to Academic Program through electronic site

Electronic Social Networks

Written communication to alumni: graduates profile study

Public and Private High Schools

Financial Aid

Alternative modalities to study: from enrollment to degree completion, and for professional development

Local and Federal Institutional policies

Use of online educational platform Off-site campus education

Students community

Support quality services

Academic program updating Faculty Professional Development

Referral to: Medical and Psychological Services, Safety Office, Learning Resources Center

Program Curriculum Revision Course coordination

Participation in Seminars, Joining Professional Organizations, Attending Conventions, Completing Formal Studies, Addressing conferences/workshops in professional activities

Parents/off campus community

Extracurricular activities

Orientation

Initiation of students associations

Achievement/Honors Night

Participation in summer orientation

Freshmen Orientation Summer orientation to freshmen



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 experience for learning? The BAP use of a portfolio of strategies in order to attract and retain students and stakeholders, to enhance performance, and to meet and exceed their expectations.

School Visits and Open House

The Academic Counseling Office and the Admissions Office, as with attendance by Program faculty, carry out visits to public and private high schools in the target area near our institution, in order to disseminate information on our academic program, get to know academic preferences, and attract new students. For prospective students, the UPRH hosts an Open House and invited high school students to spend a day on campus. In this orientation day, the professors provide information and answer questions about the different programs and career opportunities. In addition, student’s counselors and professors offer written and promotional material, and a campus tour.

Students and Professor Relationship

The relationship between the professor and student is excellence and provides them with an effective communication. The UPR established six office hours for students consultation.

Student and Academic Advisor Relationship

Two Students Affairs Officials and four members of the faculty have the task of performing students’ academic counseling. Faculty members dedicate seven and a half hours besides their office hours to provide individual counseling. Each academic advisor works together with student to establish and develop a study plan upon completion of it. Services include the registration process, interests in elective courses, minors and second majors, internships and exchange opportunities, graduate studies, student’s aid services among others. The academic advisors work closely towards students’ retention and academic progress in order to strength a better university environment, to promote students’ wellbeing.

Advisory Board

The Board is a link between our academic offerings and the business world. Its members may submit recommendations regarding the changes in the business environment that must be considered in our curriculum, providing our graduating student with cutting edge tools. We have been meeting with the board, and they have made several recommendations regarding the programs requirements, topics to be included in our courses, and educational practices that encourage the professional who will be graduating from our institution. Our Advisory Board is in charge of advising the BAP. The committee may meet as an official body considering issues related to the programs performance and/or conferred degrees.



Students Associations

The BAP has students associations for each of our programs: Accounting Students Association, Human Resources Students Association, Management Students Association and the International Business Students Association. The associations’ carries out extracurricular activities such as seminars, workshops, and academic/cultural trips devoted to the development of interpersonal relationships among students and to improve their academic performance. These activities are related to orientation and retention of students in their academic programs.

Online Exposure

The BAP has a link within the Institutional Website. In order to foster a close communication with our active students, faculty members and students have an e-mail account (@upr.edu), there are accounts at social networks such as Tweeter and Facebook. This service offers the students the opportunity of being and get informed about present and future departmental activities.

f. Do you have a process to seek information, pursue common purposes, and

receive complaints from students and stakeholders? The UPRH has various mechanisms in place that allows students, the university community and external groups to seek and receive their complaints in such a way that these are promptly and effectively solved. Some of these mechanisms are: Student Council, Student Ombudsman Person Office, Deans, and the Discipline and Departmental Norms Boards. Official documents such as UPR General Bylaws and the UPR Student Bylaws record the approved process to present complaints. At the same time, the Department has internal norms that deal with this type of situations, always following the hierarchical way that may be required by law or policy. A description of processes follows.



Table 3.4 Process to seek information by groups

Groups Process Description

Students

Faculty and Department Director

If the student experience any situation or wants to present a complaint in the academic area; first, he/she speaks directly to the professor. If the student does not receive a prompt solution to the claim, he/she takes it to the Department Director. The director may activate Students Appeals Committee.

Student Ombudsman

Has the responsibility to assess, mediate, conciliate, and intercede in those situations that arise within the university community and affect the student’s behavior. The Student Ombudsman is an official with an independent criterion, autonomous, and objective, committed to justice to all. She/he assists, investigates, and evaluates students' situations among students, students-professor, and students-administrative personnel relationship. She/he promotes the prompt and informal solution to situations, hindering major conflicts. The established procedure for the situation handling must be guided by the Institution's provided ruling channels.

Deans

External personnel from the Institution such as parents, alumni, employers, and others can submit and/or take grievances or complaints through the Deans: Academic, Student and Administration Affairs. Students information confidentiality is protected by "Family Educational Rights and Privacy Act 1974 - Buckley Act"

Disciplinary Board Aspects related with the college routine are discussed at the Disciplinary Board it they are breaking the established rules, as stated by the UPR Students Bylaws Chapter 6.(Appendix 8). This board is composed of two professors, two students, and the Dean of Student Affairs.

Student Council The official students' forum to receive, discuss, and analyze students' grievances and needs, as stipulated in the University of Puerto Rico Students General Bylaws, Part Ill, and Article 3.2. Its essential mission is to facilitate students’ expression regarding university issues. At the beginning of each academic year, the nomination process by departments is carried out where student propose candidates for representatives and counselors. Furthermore, students are represented at departmental faculty meetings and the Campus Academic Senate.

Academic Senate and Administrative Board

Students are represented in these official bodies with voice and vote. UPR Students Bylaws, Chapter 4, Part B. Articles 4.4 and 4.9 (Appendix 20).

Stakeholders

Department Director Students Ombudsman Dean of Students Affairs Dean of Academic Affairs Chancellor

Any stakeholder needing orientation on where to present a complaint may request assistance from the offices mentioned.



g. Do you have a system to determine students and key stakeholders satisfaction and dissatisfaction? The BAP has a measures system to determine students and key stakeholder level of satisfaction. Satisfaction questionnaires, as well as interviews with different sectors of the university community are also used to obtain information. The given information from the sources serves our program and/or institutional bodies to determine student and stakeholder satisfaction and dissatisfaction. The following table summarizes measures used to monitor student and stakeholder level of satisfaction.

Table 3.5a Student and Stakeholders Satisfaction

Student/Stakeholder

Group

Instrument (Appendix 21)

Measure Frequency Action

Students

Student Services Questionnaire: Academic Counseling

Comments and recommendations regarding evaluations Very Satisfied to Unsatisfied levels

Annual Used to improve services

Student Withdrawal Questionnaire

Reasons for withdrawal, comments and recommendations

Twice a year Use for prepare new courses and revise majors. See details on Table 3.6b

Employers

Employer opinion Questionnaire

Very good to average Every three years

Use for prepare new courses and revise majors

Graduates

Exit Questionnaire Comments and recommendations among their college years

Annual Use for prepare new courses and revise majors

Faculty

Peer to Peer evaluation

Comments and recommendations regarding the evaluation

Annual, semester

Remain confidential as part of the personal file and consider for personnel action decision

Student evaluation Comments regarding the evaluation

At least once a year

Remain confidential as part of the personal file and consider for personnel action decision



Table 3.5b Reasons for withdrawals

Reason for Withdrawal 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Mean

A. I have many credits 26 32 17 45 32 30

B. I'm going wrong in the course 317 411 420 420 411 396

C. Other (explain)* 127 142 127 177 168 148

D. I don’t understand the material 62 91 105 131 118 101

E. I don’t need the course 13 27 28 42 37 29 * Others: a. In 2005-2006, about 100 students explain that reasons are: 27 by sickness, 18 by working, 16 for personal problem, 7 program

change, 7 by professor, and 6 by family problems. b. In 2005-2006, nobody explain c. In 2006-2007, 27 explain the reasons (7 personal problem, 6 by sickness, 6 by working, 4 by difficult hours, and 2 by professor) d. In 2007-2008, only 6 students explain others reasons and of which 4 are personal reasons e. In 2008-2009, ten students explain (4 by working, 3 for personal problem, 2 by irresponsibility, and 1 by the professor)

h. Do you regularly review your student and key stakeholder’s satisfaction and

relationship efforts to ensure that they meet current needs and direction?

The program reviews regularly the students and key stakeholder satisfaction levels resulting from the documents and efforts to ensure that they meet current needs and direction. The course evaluations by the students provide immediate feedback with respect to content, teaching style, and curriculum. Furthermore, since the evaluations are anonymous, the students feel free to express themselves freely and honestly. At the end of the year, all of the students’ recommendations are collected and analyzed so that the process can be conducted in a continuous and systematic way. Table 3.6 Review of students and stakeholders satisfaction

Student/Stake-holder Group

Instrument (Appendix 21)

Frequency of Review

Responsible Person for

Review

Students

Student assessment Evaluation Student Services Evaluation Questionnaire: Academic Counseling Student Withdrawal Questionnaire

Semester Annual

Annual

Personnel committee Academic Advisor Office

Academic Advisor Office

Employers Employer opinion Questionnaire

Semester Internships Coordinators

Graduates Exit Questionnaire Annual Alumni Committee

Faculty Peer to Peer evaluation Semester Personnel

Committee


Standard 4: Measuremen and Analysis of… 59


STANDARD 4: MEASUREMENT AND ANALYSIS OF

STUDENT LEARNING PERFORMANCE



Standard 4:

Measurement and Analysis of Student Learning Performance

4.1 Selection and Use of Information and Data

a. Do you have an Outcomes Assessment Program?

The BAP has an Assessment Plan aligned to the UPRH Assessment Plan. The assessment process is coordinated by the Assessment Committee composed of coordinators and the Department Chair. It is supported by the Faculty of Business Administration and the Institutional Assessment Program of UPRH. The results have been used to improve student learning. The assessment of the Institutional effectiveness in the UPRH is based on the Institutional Planning and Assessment Cycle approved by the Administrative Board on 1997-98 and it is supporting the strategic planning process. It was developed using The Institutional Effectiveness and Students Outcome Assessment Model by James Nichols (1991).

Figure 4. 1 Planning and Assessment Cycle

Since 1993, the Institutional Assessment Program coordinates the assessment activities of the Institution. The Institutional Assessment Program has two main components: Student learning assessment, coordinated by the Institutional Assessment Committee (CAI) and the assessment of administrative and student services. The UPRH has an Integrated Committee that works with the summaries of the assessment results in both components and establishes a corresponding action plan. The Institutional Assessment Committee (CAI) carries out monthly meetings with the academic chairs and coordinators of the academic programs and


62 Standard 4: Measurement and Analysis of…

the coordinators of the departmental assessment committees. The CAI channels the efforts of systematization of plans and learning assessment reports through the use of uniform tools for the alignment of the departmental plans with the Institutional goals. Each academic department has direct and indirect measures to assess student learning and student satisfaction among other things.

Through outcome assessment activities BAP seek to demonstrate that graduates of program effectively acquire skills such as analysis, research, interpersonal skills, communication, leadership and entrepreneurial creativity to promote necessary changes in a highly technological society. BAP aspire to prepare professionals with a high sense of business ethics and social responsibility that will be able to create and manage organizations effectively.

Table 4.1 Purpose of the outcomes assessment plan (BAP)

PURPOSE OF THE OUTCOMES ASSESSMENT PLAN OF THE BAP

1. Measure the effectiveness of teaching-learning process of students of the program and

2. Use the assessment information to improve student learning through changes in teaching strategies, in program courses and student services, among other things.

As a result of the evaluation program, in 2006 we established a Learning Assessment Plan of BAP for the academic years 2006 to 2013. The Assessment Plan is based on the mission and vision statements of the program.

Table 4.2 BAP Mission and Vision

MISSION AND VISION OF THE BUSINESS ADMINISTRATION PROGRAM

Mission: Develop professionals at the undergraduate level with an integral and ethical

formation, capable of joining the workforce or continuing graduate studies, manage or create organizations, committed with the economic and social development of Puerto Rico from a local and international perspective. Maintain a faculty committed with the development of professionals who possess analytical, technological, leadership, entrepreneurship, and multicultural sensibility skills that will allow them to be successful in a world environment of interdependence. Promote academic and research activities for Puerto Rico, Latin America and the Caribbean.

Vision: To become a leading center of the Caribbean for integrated learning in the

areas of development of business administration with entrepreneurial emphasis at the local and international level.

The outcomes assessment plan for the BAP is to aligned it with the mission and educational goals of the UPRH and BAP. Below is the alignment of the educational goals of the BAP and UPRH with the Common Professional Component (CPC). See Table 4.3.



Table 4.3 Business Administration Program Goals, UPRH Goals and CPC Alignment

Educational Goals of the UPRH Certification

2005-06-46 Educational Goals of the BAP CPC

Ability to communicate orally and in written Spanish

Effective Communication in Spanish Management

Communication skills oral and written English

Effective communication in English Management

Quantitative reasoning and analytical

Quantitative reasoning in solving problems in the BAP.

Accounting, Economic, Business Finance, Operation Management, Statistic

Critical analysis in problem solving and decision making

Analyze and solve problems in Business applying appropriate major concepts, techniques and theories.

Accounting, Economic, Business Finance, Operation Management, Statistic

Management and Use of Technology

Use of Technology Information System

Application of different research methods

Use of Information and Research Skills

Global Dimensions of Business, Management, Accounting, Marketing, Economic, Statistics

Ability to work as a team Ability to work as a team Management, Marketing

Ethical Conduct Consider ethic, legal and social responsibility aspects in decision making in the profession and in society

Global Dimensions of Business, Management, Business Ethics and Legal Environment of Business

Respect for diversity of human cultural experience

Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity

Global Dimensions of Business, Management



Table 4.4 Alignment of the student profile of the BAP with the CPC

BAP Student Profile CPC’s

Apply the Business and entrepreneur knowledge from a local and international perspective and value cultural diversity

Effective communication in English and Spanish

Ability to work as a team member

Use of information and research skills

Consider ethic, legal and social responsibility aspects in decision making in the profession and in society


Management

Management and use of technology in Business Information System


Business Ethics and Legal Environment of Business

Analyze and solve problems in Business applying appropriate major concepts, techniques and theories

Use of information and research Skills

Accounting

Ability to work in a team Marketing


Use of information and research skills


Economics, Statistics


Business Finance, Operations Management , Statistics


Global

Skills, knowledge and attitudes of majors: Accounting, Management, Human Resources, International Business

Integrating Experience



Table 4.5a Learning Assessment Plan Calendar of BAP (2006-2013)

Educational Goals 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Competences

1. Effective Communication in Spanish and English X X X

2. Use of Technology X

3. Ability to work as a team member X X

4. Use of Information and Research Skills X X

5. Consider ethic, legal and social responsibility aspects in decision making in the profession and in society

X

6. Analyze and solve problems in Business applying appropriate major concepts, techniques and Theories

X X

7. Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity

X

8. Expressed creative and artistic work and research of the profession

X

9. Skills, knowledge and attitudes of majors: Accounting, Management, Human Resources, International Business

X X



Table 4.5b Learning Assessment Plan of BAP

Educational Goals

Courses

Application Level of Educational Goals Assessment Instruments

I D AP AV

Competences

1. Effective Communication in Spanish and English GERE-3675 X Student Portfolio

ADMI-4115 X Presentation with rubric and Business Plan

2. Use of Technology

SICI-3115 X X Rubrics

SICI-4105 X X Rubrics

3. Ability to work as a team member ADMI-3006 X X Rubrics

ADMI-3205 X X Rubrics

MERC-3115 X X


REHU-4005 X X Rubrics

4. Use of Information and Research Skills

ADMI-3005 X X Projects with rubrics

CONT-3008 X X Projects with rubrics

REHU-4405 X X Projects with rubrics

COIN-4225 X X Projects with rubrics

ECON-4036 X X Projects with rubrics


5. Consider ethic, legal and social responsibility aspects in decision making in the profession and in society

DEME-4005 X X X Rubrics

REHU-4005 X X Rubrics


COIN-3405 X X Case Study & Rubrics

COIN-4307 X X Rubrics

6. Analyze and solve problems in Business applying appropriate major concepts, techniques and Theories

CONT-3006 X X Test with defined learning objectives

ESTA-3041 X X Pre Test & Post Test

GEOP-3005 X X Test with defined learning objectives

7. Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity



ECON-4036 X Projects with rubrics



REHU-4408 X X Test with defined learning objectives

8. Expressed creative and artistic work and research of the profession

Research Week: Posters

X X X X Rubric

Rsearch Week: Oral presentation

X X X X Rubric



Educational Goals

Courses

Application Level of Educational Goals Assessment Instruments

I D AP AV

Competences

9. Skills, knowledge and attitudes of majors: Accounting, Management, Human Resources, International Business

Majors courses X X X X Comprehensive and Diagnostic Tests

I = Introductory D = Development AP = Applied AV = Assessment



Below are the learning assessment measure used by BAP.

Figure 4. 2 Learning Assessment Measures

TheBAP uses multiple internal and external instruments to assess the results of teaching and learning in students and programs of the BAP:



Internal Assessment Instruments:

1. Diagnostic Test on prior knowledge in the field of Business Administration (2007 and 2008)except in 2010 due to extraordinary situation in the UPR.

2. New Student Profile (2007 to present) 3. Student Evaluation of the Centers of Practice (quarterly or annual reports to the

Internship Coordinator) 4. Exit Survey (questionnaire) for students applying for degree (2007-2008) underway in

December 2010 5. Assessment questionnaire on the services offered by the Office of Student Affairs BAP

(2005 to present) 6. Coordination Annual Reports (different majors of the BAP ) 7. Student Learning Questionnaires and rubrics (Appendix 22) such as: Teamwork in

2006-2007, Use of Information and Research Skills in 2009-2010, Consider ethic, legal and social responsibility aspects in decision making in the profession and in a society in 2010-2011, analyze and solve problems in business applying appropriate major concepts, techniques and theories in 2010-2011

8. Criteria for evaluating educational quality (April 2008), Research and Services 9. Internship Practice Performance Reports 10. Research projects, presentations or simulations that demonstrate student's

competence in the discipline 11. Department's Annual Report 12. Majors Curriculum Evaluation 13. Majors Curriculum Revision 14. Continual review of course syllabuses 15. Assessment Evidence Instrument for academic majors, prepared by Dean of

Academic Affairs Office UPRH (February 2010)

External Assessment Instruments:

1. Alumni Questionnaire for 2001, 2003, 2005 (academic year 2006-2007) and graduates for 2006, 2007 and (academic year 2009-2010).

2. Employers Questionnaire (2010) 3. ETS Major Field Test (2010) 4. Department Employers Advisory Board (2010)

a. How are "student learning outcomes" appropriate to the rigor and breadth of the degree established?

Benchmarking:

The BAP used benchmarking to determine whether the learning outcomes are appropriate for the rigor and breadth of the Bachelor of Business Administration degree offered. Benchmarking was performed at two levels. First, the curricular sequences of the BAP were compared with the curricular sequences of three accredited business programs. Second, BAP’s learning outcomes were compared to the learning outcomes of those institutions to ascertain their similarities and differences. Table 4.6a, Table 4.6b and Table 4.7 summarize BAP’s benchmarking with others institutions.



Table 4.6a Benchmarking with other Business Schools for Accounting, Management and Human Resources

University of Puerto Rico at Humacao

Common Curriculum

(76 credits)

University of Puerto Rico at Bayamón

Common Curriculum

(58 credits)

University of Puerto Rico at Aguadilla

Common Curriculum

(54 credits)

Rutgers Business College (AACSB Accredited) Common Curriculum

(65 credits)

Basic English I & II (6) Int. to Social Science I & II (6) Basic Spanish I & II (6) Western Civilization I & II (6) Quantitative Methods (6) Economics (6) Psychology (3) History of Puerto Rico (3) Business Ethics (3) Business Spanish I & II (6) Business English I & II (6) Computer Application in Business Administration (3) English Pronunciation (2) Biology or Physics (6) Non-business electives (6) Report Writing (2)

Basic English I & II (6) Int. to Social Science I & II or Western Culture I & II (6) Basic Spanish I & II (6) Business Spanish I & II (3) Business English I & II (3) Report Writing (3) Quantitative Methods I,II,III (9) Principles Business Data Processing (4) Non-Business Electives ( 12)

Basic English I, II & III (9) Int. Social Science I & II or Humanities I & II (9) Basic Spanish I,II & III (9) Mathematics (6) Non-Business Electives (12) Data Processing Fundamentals (3) Applied Programming (3) Economics (3)

English Composition (6) College Algebra (3) History (6) Literature (6) Laboratory Science (8) Natural Science or Mathematics beyond college algebra (3) Social Science (6) Fine Arts (3) Interdisciplinary (3) Electives (15) Foreign Language (6)

Business Core Curriculum (40 credits)

Business Core Curriculum (41 or 42 credits)


Business Core Curriculum and Adjunct Courses

(34 credits)

Principles of Accounting I & II (8) Business Statistics I & II (6) Administrative Theory (3) Managerial Finance (3) Money and Banking (3) Marketing Principles (3) Business Law (3) Introduction to Business (3) Operational Management (3) Organizational Behavior (3)

Elementary Accounting I & II (8) Administrative Theory (3) Business Statistics I & II (6) Principles of Marketing (3) Business Finance (3) Human Relations (3) Business Economics I & II (6) Money & Banking (3) Social Responsibility (3) Business Law or Mathematical Analysis Decision Making (4 or 3)

Interdisciplinary Seminar (3) Administrative Theory (3) Principles of Accounting I & II (6) Principles of Marketing (3) Basic Statistic (3) Finance (3) Entrepreneurship (3) International Business (3) Business Electives (9)

Introduction to Financial Accounting (3) Introduction to Managerial Account. (3) Business Forum (1) Business Law I (3) Introduction to Financial Mgt. (3) Principles of Management (3) Business Policy and Strategy (3) Management Information Systems (3) Statistical Methods in Business (3) Operations Management (3) Introduction to Marketing (3) Introduction to Supply Chain Management (3)



Table 4.6b Benchmarking with other Business Schools for International Business

University of Puerto Rico at Humacao Common

Curriculum

(69 credits)

University of Puerto Rico at Bayamón

Common Curriculum

(58 credits)

University of Puerto Rico at Aguadilla

Common Curriculum

(54 credits)

Rutgers Business College (AACSB Accredited) Common Curriculum

(65 credits)

Basic English I & II (6) Int. to Social Science I & II (6) Basic Spanish I & II (6) Western Civilization I & II (6) Language (9) Economics (6) History of Puerto Rico (3) Information Systems (3) Business Spanish (3) Business English (3) Biology or Physics (6) Non-business electives (12)

Basic English I & II (6) Int. to Social Science I & II or Western Culture I & II (6) Basic Spanish I & II (6) Business Spanish I & II (3) Business English I & II (3) Report Writing (3) Quantitative Methods I,II,III (9) Principles Business Data Processing (4) Non-Business Electives (12)

Basic English I, II & III (9) Int. Social Science I & II or Humanities I & II (9) Basic Spanish I,II & III (9) Mathematics (6) Non-Business Electives (12) Data Processing Fundamentals (3) Applied Programming (3) Economics (3)

English Composition (6) College Algebra (3) History (6) Literature (6) Laboratory Science (8) Natural Science or Mathematics beyond college algebra (3) Social Science (6) Fine Arts (3) Interdisciplinary (3) Electives (15) Foreign Language (6)


Business Core Curriculum (41 or 42 credits)


Business Core Curriculum and Adjunct Courses(34 credits)

Principles of Accounting I &II (8) Business Statistics I & II (6) Administrative Theory (3) Global Strategic Mngt. (3) Legal Aspects of International Business (4) Introduction to International Business (3) Marketing Principles (3) International Marketing (3) International Finance (3) Operational Management (3) Finance Principles (4) Entrepreneurship (2 Research Methods and Techniques in International Business (2) Study Trip or Internship (3)

Elementary Accounting I & II (8) Administrative Theory (3) Business Statistics I & II (6) Principles of Marketing (3) Business Finance (3) Human Relations (3) Business Economics I & II (6) Money & Banking (3) Social Responsibility (3) Business Law or Mathematical Analysis Decision Making (4 or 3)

Interdisciplinary Seminar (3) Administrative Theory (3) Principles of Accounting I & II ( 6) Principles of Marketing (3) Basic Statistic (3) Finance (3) Entrepreneurship (3) International Business (3) Business Electives (9)



Table 4.7 Benchmarking of Student Learning Outcomes (BAP)

University of Puerto at Humacao Business Administration Program

University of Puerto Rico at Bayamon, BAP (ACBSP Accredited)

University of Puerto Rico at Aguadilla Business

Administration Program (ACBSP Accredited)

Rutgers Business College (ACSBP Accredited)

Effective communication in English and Spanish

Use of technology

Ability to work as a team member

Use of Information and Research Skills



Entrepreneurial Spirit


Skills, knowledge, attitudes and abilities of their concentration: Accounting, Management, Human Resources, International Business

Business Ethics

Information & Research Skills

Problem Solving & Decision

Making

Information Technology Skills

Interpersonal Relations

Management Skills

Entrepreneurship

Competencies within their academic

major: Accounting, Finance,

Marketing, and Management

Graduates demonstrate teamwork skills.

Graduates will be able to develop problem-solving skills.

Graduates will be able to communicate to conduct research and to apply technology.

Graduates will be able to develop leadership skills.

Graduates will possess the knowledge, skills, and abilities needed to succeed in the workplace.

Demonstrate ethical behavior.

Communication Skills

Quantitative Skills

Critical Thinking Skills

Information Technology Skills

Ethics Learning Goal

Multicultural and Diversity



c. Does the program design involve the demonstration of skills such as analysis, comprehension, communication, research and effectiveness?

The BAP involves the demonstration of such skills as analysis, comprehension, communication, and effective research. As illustrated by Table 4.8, the BAP curriculum is designed to develop the student’s ability to analyze and comprehend business situations, identify and understand important facts, research relevant issues, and communicate results to management and other stakeholders. In many instances, rubrics were designed to evaluate research projects, teamwork skills, and oral presentations.

Table 4.8 Analysis, Comprehension, Communication and Effective Research Skills

Skill Course

Activities Evaluation Methods

Analysis

ESTA-3041 - Business Statistics I ESTA-3042 - Business Statistics II ADMI-3005 - Administrative Theory CONT-3005 - Accounting Principles CONT-3006 - Accounting Principles II DEME-4005 - Business Law FINA-3006 - Managerial Finance FINA-3007- Money & Banking

Students develop analytical skills solving problems and case studies.

In-class and homework problems, quizzes, tests, oral reports, rubrics, and grades.

Comprehension

ESTA-3041- Business Statistics ESTA-3042- Business Statistics II ADMI-3005 - Administrative Theory CONT-3005 - Accounting Principles I CONT-3006 - Accounting Principles II DEME-4005 - Business Law FINA-3006 - Managerial Finance FINA-3007- Money & Banking MERC-3115 - Principles of Marketing ECON-3007- Principles of Economy ECON-3155- Principles of Microeconomic ECON-3165- Principles of Microeconomic

Students develop comprehension skills participating in conferences and lectures, and solving problems designed to develop their ability to identify issues, understand relevant facts, make inferences, predict outcomes, and provide recommendations.

In-class and Homework problems, tests, rubrics, and grades.

Communication

ADMI-3005 - Administrative Theory MERC-3115 - Principles of Marketing DEME-4005 - Business Law GERE-3675- Managerial Communication ADMI-4115- Entrepreneurship

Students develop their communication skills primarily through oral reports, workshops, in-class questions and answers. Also, students develop their communication skills participating in student organizations and extracurricular activities.

Faculty feedback, grades, and rubrics.

Research

ADMI-3005 - Administrative Theory ECON-4036 - Economics and Social

Development of PR COIN-4225 - Electronic Bibliographic

Resource COIN-4305 - Methods & Techniques of

Investigation CONT-3008 - Accounting Intermediate II

Students develop their research skills through case studies and business problems.

Faculty feedback, grades, and rubrics.



d. What internal learning outcomes assessment information and data do you gather and analyze?

The Department also collects information from different sources and instruments. The data is analyzed using software such as Excel and SPSS. The results of these instruments are used to identify and analyze data to determine the performance of our students with regards to established learning outcomes, throughout all stages of the business program. Below are examples of instruments that collect information, both internally and externally, and classified as direct and indirect measures.

Table 4.9 Description of Internal Learning Outcomes Measures

Group Internal Data Direct or Indirect

Description of Internal Measure

Freshman Students Junior & Senior Students

Standardized Tests Direct Multiple choice and essay questions designed to measure general knowledge and understanding of the business areas and writing skills.

Pre-Test and Post-Test Direct The same test is administered to students at the beginning of the course and upon completion of the course. The exam will be reviewed every two years to adjust it to the needs assessment.

Student Opinion Questionnaire on teacher performance

Indirect Consist of questions that allows students to evaluate the teaching skills of faculty.

Assessment Questionnaire on the services offered by the Office of Student Affairs of the BAP

Indirect Knowing the level of satisfaction of students and public with the services offered by the Office of Student Affairs. It consists of nine questions, from 1 to 3 are descriptive question. From 4 to 9 assesses the degree satisfaction.

Statistics of approval of courses, enrollment, retention

Direct Statistical data provided by University Development Office (ODU) of UPRH. This information quantitative enables a more comprehensive view of BAP and its performance in student learning. This allows monitoring the changes in trends over time to takes measures to improve the level student learning.

Course embedded assessment Direct Student Learning through classroom project, exercises, presentation or case studies with rubrics and the other work used by professors to evaluate student learning outcomes.

Freshman Students

Diagnostic Test Direct Consist of questions designed to measure prior knowledge in the field of Business Administration of the freshman students

New Student Profile Indirect Consist of questions designed to measure the profile of the freshman students of BAP.

Junior & Senior Students

Exit Survey (questionnaire) for students applying for degree

Indirect Consist of questions that allow students to evaluate the skills learned throughout their undergraduate studies. This survey allows identifying areas of strengths, weaknesses and opportunities for improvement.

Graduation Rate Direct To measure the level of success of the student to complete the degree in a certain time (for academic years).



e. What external learning outcomes assessment information and data do you gather and analyze?

Table 4.10 Description of External Learning Outcomes Measures

Group External Data Direct or Indirect

Description of External Measure

Junior & Senior Students

ETS Major Field Test Direct Multiple choice test prepared by Educational Test Services that measure the common body of knowledge in business areas.

Alumni Alumni Questionnaire Indirect This instrument gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies.

Employers Employers Questionnaire and Department Employers Advisory Board

Indirect Focus group consisting of a government person, a private business person and a graduate. Its main objective is to evaluate how the competencies acquired contribute to the success of our graduates in the labor market.

Employers Questionnaire Indirect The instrument gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths. Consists of seventeen questions. Eight questions assess the skill requirements for the graduate of BAP, four question indicate the profile of the company and five questions indicate the profile of the employers.

f. Do you make needed information and data accessible to faculty, staff and students?

Yes. Table 4.11a and 4.11b summarizes the means to make information accessible to students, faculty and support staff. The mission, vision and goals of the Department of BAP were developed with input from stakeholders (faculty, staff and students).



Table 4.11a Information sharing with faculty and support staff

Methods Purpose Frequency

Faculty Meeting Inform the Faculty on the status of various Issues relating to the Department that impact academic and administrative tasks. Issues discussed the academic and administrative decision-making. Share information about learning processes assessment and evaluation. Discuss the annual reports and documents submitted by the various departmental committees and coordination.

At least 2 meetings per semester

Coordination Meeting Discuss Issues that impact the courses and program. Share information on course evaluation, evaluations and curriculum.

2 to 3 meetings per semester

Departmental Committees Meeting

Share information on Issues related to the academic and / or administrative. Assist the Director of the Department in making decisions on various issues.

2 to 3 meetings

Curriculum Committee Meeting

Develop and evaluate new courses proposals. Revise curriculum. Approve courses and syllabus revision

2 to 3 meetings

Annual Reports Are prepared according to the Department's Operational Plan. These reports collect the activities carried out by the teaching, administrative, student associations, and the Department

Annually

Documents Curricular assessments, curriculum revisions and the results of different studies are available for faculty, administration and students in the department.

Continuing

Web Pages: UPRH- Web page BAP- Web page

To share information with faculty, students and community Continuously

Emails Issues to share information about the Department and Institution Continuously

Table 4.11b Information shared with students

Methods Purpose Frequency

Participation in Faculty Meetings

Student representatives participate in meetings, knowing the academic and administrative Issues in the Department and the Institution. Subsequently inform their constituents

At least 2 meetings per semester

Documents Curricular assessments, curriculum revisions and the results of different studies are available for students in the department

Continuing

Web Pages: UPRH- Web page BAP- Web page

Issues to share information on academic and management Continuously being updated.

Bulletin Boards and hall monitor

Located in different strategic locations of the Department and the institution to keep them informed on the process of registration, accreditation, scholarships, internships, activities of student associations, etc.

Continuing

Emails To share information about academic and extracurricular activities of interest to current students and alumni

Continuing

Using Memorandum letters and phone calls

To share information about academic and extracurricular activities of interest to current students and alumni

Continuing

Student Associations Share information of interest to the students, keep members informed. Continuing

Symposium, Conferences, Workshops

To share information about academic and extracurricular activities of interest to current students and alumni

Continuing

Academic Counseling Offer advice on their academic progress, academic planning and curriculum sequence to the student

Continuing

Brochures Provides information on the Department's services and academic information of the different concentrations

Available



g. Do you have a process to keep your information current and data availability with education service mechanism needs?

The mechanism to make accessible the data and information on the institution of student assessment is through the dissemination of the various statistical reports of the Office of University Development (ODU) of UPRH, through meetings, emails, UPRH Web Site and forums developed by the assessment institutional committee of UPRH and departmental or coordination meetings in the BAP. The ODU seeks to maintain departmental data and information as well as institutional statistics updated as the needs of the education service. The coordinators of the various majors also ask for information they need in order to ODU to generate reports which are then discussed with the Faculty of the Department. Moreover, the use of electronic communication has kept a better effective communication between the parties on all the aspects of the department and the institution.

The use and maintenance of instruments for measuring student assessment has identified the needs of different majors Student Assessment results for different years have been reflected in the various reports of curricular evaluation of our majors or concentrations. We have made oral presentations through departmental meetings, to communicate the results of assessment instruments for different majors. This has allowed faculty members to ask questions and provide recommendations to improve the process.

h. Do you assess learning outcomes throughout the student’s career not just as an end process?

The assessment of learning outcomes is performed at different stages during the student's career Table 4.12 summarizes the assessment process during the student career (Academic year 2005-2013).



Table 4.12 Students Assessment at Several stages

Academic Year

Assessment Activities

2005-2006 BAP identified educational goals for all graduates

International Business Major developed an assessment post-test of student learning

2006-2007 Coordination identified skills to measure student learning as well as direct and indirect measures

Systematization of the assessment process

Development of an exit interview for graduate candidates in BAP

Implementation of the first phase of learning assessment plan to measure the educational goal of Teamwork in courses MERC-3115 and COIN-4106 by a development of an instrument

International Business Major offered a pre-test for students in ADMI-3205 course

2007-2008 Data gathering and results analysis of team work information.

2008-2009 Freshmen Diagnostic Test- of 2008-2009 related to their background in the field of Business Administration. The profile of these students is used in the coordination of the program

The evaluation report of the BBA-Accounting Major was submitted to Academic Dean. The other majors are working with the evaluation process

Human Resources Major conducted a student study of the English Commercial Component to be completed in the first half 2010-2013

Development of a rubric for the use of information and research skills

2009-2010 Data gathering and results analysis of use of information and research skills in Marketing course

Rubric design for the ethics, legal and social responsibility aspects of student decision making through case studies

2010-2011 Major Field Test

Data gathering and analysis results for the ethic, legal and social responsibility aspects in decision making in the profession and in a society through case studies

Every two years, our graduates are contacted via questionnaires to find out how the education we offered is impacting their careers. Furthermore, academic and extracurricular activities sponsored by our various student associations and the Department seeks to extend the invitation to our alumni.



Table 4.13 Administrative itinerary of the assessment instruments

Instruments to evaluate Itinerary How often are managed and what level of student

2007 2008 2009 2010

Student learning through classroom project with rubrics, pre-test and post-test

X X X X Every year

Diagnostic testing of background knowledge in the field BAP

Every First Semester (Freshman)

New Student Profile Every First Semester (Freshman)

Degree Candidates X Every Semester (4th year student)

Student Assessment Practice Center X X X X Each semester (Students of the courses)

Exit questionnaire Degree Candidates X X Every Semester (4th year student)

Questionnaire Academic Counseling Services

X X X X Each semester (Students 1st, 2nd, 3rd and 4th)

Alumni Questionnaire X X Every 2 years

Employers Questionnaire X Every 3 years

Rates and Retention X X X X Every year

Here is the Systematic Assessment Plan of the revised program, in terms of the CPC.



Table 4.14 Systematic Outcomes Assessment Plan (2005 to 2013)

Table 4.14 Systematic Outcomes Assessment Plan Learning Outcomes

(Competences) Method or Strategy

Student Level

Direct or Indirect

External or Internal

Performance Indicator

CPC: Ethics Consider ethic, legal and social responsibility aspects in decision making in the profession and in society Ability to work as a team member

Standardized Test: Multiple choice tests administered to measure general knowledge and understanding of ethics.

2nd

year Direct Internal Students will achieve an average score of 20% or more in the ethics questions of the Standardized Test

senior Direct Internal Students will achieve an average score of 85% or more in the ethics questions of the Standardized Test

Rubrics: Set of specific and fundamental criteria for evaluating the learning knowledge and/or competence achieved by the student in a particular subject or project.

senior Direct Internal At least 85% of the enrolled students will be able to analyze the ethic aspects and ethic principles presented in the case study

Major Field Text: Multiple choice tests prepared by Educational Testing Services that measure the common body of knowledge in business areas.

Senior Direct External Average ethics assessment indicator score in the MFT will be 30% or higher.

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Business Ethics

CPC: Information Systems Use of technology Standardized Test: Multiple choice tests administered to

measure general knowledge and understanding of ethics. 2

nd year Direct Internal Students will achieve an average score

of 20% or more in the Information Systems questions of the Standardized Test

senior Direct Internal Students will achieve an average score of 85% or more in the Information Systems questions of the Standardized Test


Senior Direct External Average Information Systems assessment indicator score in the MFT will be 38% or higher.

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Information Systems.



Learning Outcomes (Competences)

Method or Strategy Student

Level Direct or Indirect



CPC: Management Ability to work as a team. Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Management questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Management questions of the Standardized Test


Senior Direct External Average Management assessment indicator score in the MFT will be 36% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Management


2nd

year Direct Internal At least 50% of students will be able to work in team effectively

CPC: Accounting Analyze and solve problems in Business applying appropriate major concepts, techniques and Theories.


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Accounting questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Accounting questions of the Standardized Test


Senior Direct External Average Accounting assessment indicator score in the MFT will be 36% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Accounting

CPG: Global Dimension Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity.


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Global issues questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Global issues questions of the Standardized Test


Senior Direct External Average Global issues assessment indicator score in the MFT will be 37% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Global issues








CPC: Statistics/Quantitative Techniques Analyze and solve problems in Business applying appropriate major concepts, techniques and Theories.


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Statistics/Quantitative Techniques questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Statistics/Quantitative Techniques questions of the Standardized Test


Senior Direct External Average Statistics/Quantitative Techniques assessment indicator score in the MFT will be 36% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Statistics/Quantitative Techniques

CPC: Marketing Ability to work as a team member


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Marketing questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Marketing questions of the Standardized Test


Senior Direct External Average Marketing assessment indicator score in the MFT will be 37% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Marketing.


3rd Direct Internal At least 75% of students will be able to work in team effectively








CPC: Business Legal Environment Consider ethic, legal and social responsibility aspects in decision making in the profession and in society


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Business Legal Environment questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 85% or more in the Business Legal Environment questions of the Standardized Test


Senior Direct External Average Business Legal Environment assessment indicator score in the MFT will be 30% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Business Legal Environment

CPC: Business Finance Analyze and solve problems in Business applying appropriate major concepts, techniques and theories.


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Business Finance questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 75% or more in the Business Finance questions of the Standardized Test


Senior Direct External Average Business Finance assessment indicator score in the MFT will be 36% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Business Finance

CPC: Economics Use of Information and Research Skills. Apply the Business and Entrepreneur knowledge from a local and international perspective and value cultural diversity


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Economics questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 75% or more in the Economics questions of the Standardized Test


Senior Direct External Average Economics assessment indicator score in the MFT will be 36% or higher

Exit interview questionnaire Senior Indirect Internal At least 70% of the students will indicate that they are satisfied with their knowledge of Economics








CPC: Area Integrative/Trade Policy Skills, knowledge and attitudes of majors: Accounting, Management, Human Resources, International Business


2nd

year Direct Internal Students will achieve an average score of 20% or more in the Business Finance questions of the Standardized Test

Senior Direct Internal Students will achieve an average score of 75% or more in the Business Finance questions of the Standardized Test

Graduate Survey: This instrument gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies.

Senior Indirect External At least 70% of the students will indicate that they are satisfied with their knowledge

Employer Survey: This instrument gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths.

Indirect External At least 70% of the employees will indicate that they are satisfied



i. How does evaluated student performance compare to intended learning outcomes?

Student’s performance was compared with the intended learning outcomes using several criteria including: Standardized Test, Standardized pre and post test, Exit Interview Questionnaire and Major Field Test. The evaluated student performance compared to intended learning outcomes for our assessment plan is presented in Tables 4.15 to 4.29 below.

j. Do you have measurements/indicators for tracking your business schools or programs overall performance?

Yes. We have measure/indicators for tracking our business program overall performance.

MFT was administered to students applying for degree in December 2010 as a means of assessment. The results allow comparisons with other universities, local and national level. The second instance of the MFT was administered in May 2011.

Table 4.15 shows the CPC evaluated by the test with defined learning objectives. Cores courses were selected where the skills were evaluated. The criteria for evaluating where 70 percent or more of the students scored 70 percent or more scores in those courses.

A tracking of overall performance in the competences is shown in Table 4.15 and MFT by CPC is showed in Table 4.16.

Table 4.15 Tracking of Overall Performance by CPC

CPC 2007-2008

%

2008-2009 %

2009-2010 %

Ethics 87.0 87.0

Information Systems 93.0 90.0 94

Management 82.0 86.0 86.0

Accounting 63.0 74.0 68.0

Global 88.0 84.0 89.0

Statistics / Quantitative Techniques 82.0 82.0 83.0

Marketing 84.0 86.0 81.0 Business Legal Environment 92.5 910. 93.0

Business Finance 92.0 75.5 82.0

Economics 71.0 74.0 71.0

Area Integrative / Trade Policy 62.0 66.0 64.0

Overall 81.5 81.4 82.3

The percentages represent the domain of the competences for students.



Table 4.16 Tracking of Major Field Test by CPC

CPC 2009-2010

% Dec 2010

% May 2011

%

Information Systems N/A 36.0 40.0 Management N/A 40.0 33.0

Accounting N/A 37.0 36.0 Global (International Issues) N/A 41.0 34.0 Statistics / Quantitative Techniques N/A 38.0 34.0 Marketing N/A 28.0 31.0 Business Legal & Social Environment N/A 30.0 28.0

Business Finance N/A 40.0 32.0 Economics N/A 32.0 30.0

Results represent the average percentage obtained in the MFT for students domain of competencies in BAP.

4.2 Selection and Use of Comparative Data Information

a. How do you determine what information and data is important to compare?

BAP uses a variety of data from a range of sources, both direct and indirect, of assessment instrument. BAP determines what information and data are needed to compare, guided by its mission and goals, as well as the knowledge and skills expected to display their graduates. BAP also consider the needs of society in the professional field. The literature review and research studies conducted in Puerto Rico and the United States, revised figures from the Department of Labor and the Council of Higher Education and studies of graduates and employers.

BAP evaluates, compares and relates the department's majors with similar programs of public and private universities in Puerto Rico and the United States in terms of total credit programs, credits required for the major and directed electives, course offerings, among other aspects included. Baccalaureate Degrees Conferred by BAP is similar to other universities in Puerto Rico (public and private) and the United States. Other campuses of the UPR and other private universities also offer Bachelor's degrees in Business Administration.

The review MFT allow comparison with the different CPC’s from other institutions to assess whether they met or exceeded the expected results. With the comparison we will establish plans to follow or determine what corrective actions would be necessary.

In December 2010, MFT examination was taken by 24 students from a universe of 49 candidates for degrees, for a 49% response rate. The sample was a convenience sample. Seventy-nine percent of respondents were women. Ninety-six percent were full-time students. Fifty-nine percent had a GPA greater than 3.00 and 75% had an average concentration greater than 3.00. Sixty-two percent expected to complete master or doctorate. The average score was 134 with a standard deviation of 8. The highest score was 154 and lower 120. The area with the highest average percent correct was International Issues 41% and the lowest was Marketing 28%.



In May 2011, MFT examination was taken by 36 students from a universe of 120 candidates for degrees, for a 30% response rate. The sample was a convenience sample. Sixty-nine percent of respondents were women. Ninety-four percent were full-time students. Fifty-six percent had a GPA greater than 3.00 and 72% had an average concentration greater than 3.00. Fifty percent expected to complete master or doctorate. The average score was 132 with a standard deviation of 10. The highest score was 165 and lower was 120. The area with the highest average percent was Information Systems. 40% and the lowest was Business Legal and Social Environment 28%.

b. What criteria do you use in seeking comparative information and data from within the academic community?

In order to obtain comparative information and data from within the academic community we benchmarked selected criteria to other universities in Puerto Rico as shown in Table 4.17.

Table 4.17 Comparative Information and Data from Within the Academic Community

Comparative Criteria

UPR Humacao

Pontifical Catholic University of Puerto

Rico - Ponce

Inter-American University of Puerto Rico-

Guayama

Turabo University (Gurabo, Puerto

Rico)

Highest Offering Bachelor’s degree Doctoral Degree Master Degree Doctoral Degree

Description Public Private Private Private

Full-Time Enrollment 3,916 6,062 1,782 11,805

Total Enrollment 4,314 7,413 2,196 16,296

Full Time Retention Rate 82% 82% 67% 72%

Part Time Retention Rate 82% 33% 57% 38%

Calendar System Semester Semester Semester Semester

Undergraduate Application Fee $20 $15 N/A $15

Applicants - Male 617 309 2,476

Applicants - Female 923 611 3,689

Applicants 1,540 920 6,165

Admitted- Male 558 488 218 1,389

Admitted- Female 897 760 442 1,764

Admitted 1,455 1,248 660 3,153

Full Time Undergraduate Tuition- In State

$1,734 $4,960 $3,696 $3,864

Full Time Undergraduate Fees- In State

$1,142 $518 $478 $720

Total Cost of Attendance- On Campus-In State

$4,701 $9,968 $5,068 $5,484

Total Cost of Attendance- On Campus- Out of State

$6,723 $9,968 $5,068 $5,484

Remedial Services √ √ √ X

Academic- Career Counseling √ √ √ √

Career Placement √ √ √ √

On- Campus Day Care √ √ X X

Library Service √ √ √ √

Federal Grant Aid $4,931 $4,474 $2,135 $2,114



Comparative Criteria

UPR Humacao

Pontifical Catholic University of Puerto

Rico - Ponce

Inter-American University of Puerto Rico-

Guayama

Turabo University (Gurabo, Puerto

Rico)

State and Local Grant Aid $503 $408 $251 $194

Tenure System √ √ √ √

Average Full Time Salary - Male $56,168 $36,418 $34,093 $40,046

Average Full Time Salary- Female $60,885 $34,280 $32,815 $34,702

Number of Full Time Faculty 297 166 46 150

Number of Part-Time Faculty 39 N/A N/A N/A

c. What criteria do you use in seeking information and comparative data from outside the academic community?

BAP-UPRH uses information and comparative data from outside the academic community as shown in Table 4.18.

Table 4.18 Comparative Information and Data from outside the Academic Community

Component A

ICP

A

SH

RM

AM

A

AIB

CIB

ER

-

MS

U

Alu

mn

i

Su

rvey

Em

plo

y

er

Su

rvey

Effective Communication in Spanish and English √ √ √ √ √ √ √

Use of Technology √ √ √ √ √ √

Ability to work as a team √ √ √ √ √ √ √

Use of Information and Research Skills √ √ √ √ √ √ √


√ √ √ √ √ √ √

Analyze and solve problems in Business applying appropriate major concepts, techniques and Theories.

√ √ √ √ √ √ √

Recognize and evaluate opportunities for business development √ √ √ √ √ √


√ √ √ √ √ √ √

Skills, knowledge and attitudes of majors: Accounting, Management, Human Resources, International Business

√ √ √ √ √ √ √

AICPA= American Institute Certified Public Accountant, SHRM= Society Human Resources Management, AMA= America Management Association, AIB= Academy of International Business, CIBER-MSU= International Business Center at Michigan State University

d. Have you used comparative information and data set targets and/or to encourage performance improvements?

The comparative data and information has made possible:

1. To evaluate the different curriculums offered to our students for potential curriculum revisions,

2. Identify the strengths and weaknesses of different majors,



3. Identify which areas should be reinforced in the student's curriculum according to the changing needs of society,

4. Improve the services we offer in the department and academic counseling, 5. Foster quality education, 6. Update curriculum according to market demands, 7. Alliances with employers to facilitate recruitment, 8. Increase flexibility in scheduling courses including evening courses, 9. Install audio, video, presentation, computer and multimedia equipment in classrooms

and the computer laboratory and to, 10. Update computer software programs.

e. How do you evaluate and improve the deployment of comparative information and data?

The process of deploying information and comparative data is a process of continuous improvement Deployment Strategies used include: the annual reports of various committees, regular meetings of faculty members and Coordination. The meetings held by the various departmental committees: Curriculum, Assessment, Accreditation, Research, Student Affairs, newsletters, among others. Also, data collected from assessment instruments and university websites.

f. How do you evaluate and improve the effectiveness of comparative information and data?

The department assesses and improves the effectiveness of comparative information by establishing benchmarks with respect to performance criteria that allows us to measure our progress in achieving the program’s goals and objective.

4.3 Selection and uses of information results

The department has made improvements to its majors and services based on information obtained from the benchmark and assessment results. The results of the instruments to evaluate have been used to:

1. Establish tutorial assistance to improve conceptual knowledge (Accounting Major) 2. Curriculum Assessment Accounting Major (2002 to 2007) 3. Curriculum Review of Accounting Major (2008) 4. Curriculum Assessment International Business Major in response to the

recommendations of the Puerto Rico Higher Education Council 5. Curriculum Assessment Management Major (in progress) 6. Curriculum Assessment Human Resources Major (in progress) 7. Change of sequences and course distribution for each area (International Business

Major) 8. Increase professional and majors courses (International Business Major) 9. Decrease number of general course (International Business Major) 10. Teaching Strategies Innovation, such as: case studies, discussion of international

business agreements, use of Line System in international business and analysis of international corporation financial statement

11. Change syllabus of Human Resources Major (include salaries exercise and license computation in compensation course, change the Industrial Security course for



Security and Occupational Health, include case solutions and writing skills in human resources courses).

12. Report problems in the use of rubric for criteria #6 to UPRH Committee. 13. Select ADMI-3005 (course at beginning of program) for use of information student

workshop. 14. Reinforce use of APA Manual. Develop a simple guideline for the use of APA

Manual. 15. Develop a new Teamwork rubric and improve rubric to assess the considerations of

ethics, legal, and social responsibility aspects in deception-making through case study.

16. Identify new courses that will develop use of information and research skills 17. Identify other two courses to assess competency at the beginning and at the end of

program (ADMI-3005 – ECON-4036) in an individual bases instead of groups project.

a. What are your benchmark or comparison institution's current levels and trends (three to five years) in key measures and / or indicators?

The current levels and trends in key measures and/or indicators are illustrated below in Table 4.19 through 4.29.



Table 4.19a Results of Ethics CPC

Method or Strategy Performance

Indicator Direct or Indirect

Student Level

Results (%)

Analysis & Improvement 2007- 2008

2008-2009

2009-2010

Dec2010

May2011

Test define the learning objective The 70% of enrolled students obtain 70% or more in the skill

Direct 4th

year 87 87 94 Analysis:

Student Performance exceeded established criteria.

The component is considered important to Graduate and Employer. The courses of BAP should emphasize the Ethic Component.

The MFT average was 29%. Improvement:

As part of our continuous improvement process, the Ethics content guidelines of the MFT will be distributed among Ethics professors to identify topics and concepts that need to be emphasized in class discussions.

Professor will reinforce the concepts in English instead of Spanish in classroom to help students improve English knowledge.

Rubric to consider the ethical and legal decisions for the professions and society took the following actions: 1. greater emphasis on ethical issues

such as: (a) identify the components

involved in the situation, (b) to analyze the way these

constituents are affected, (c) make recommendations for

improving the ethical culture in the organization, (d) develop strategies to monitor the effectiveness of the recommendations.

2. review rubric for written work to include new elements. See Table 4.19b

Project Rubrics: Set of specific and

fundamental criteria for evaluating the learning knowledge and/or competence achieved by the student in a particular subject or project (see results in Table 4.19b)

Graduate Survey: This instrument

gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies

Component is considered important to the interview results for more than 80%

Indirect Senior 97 N/A 100

Employer Survey: This instrument

gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths

Indirect N/A N/A N/A 97.4

Major Field Test: Multiple choice

tests prepared by Educational Testing Services that measure the common body of knowledge in business areas

Average assessment indicator score in the MFT will be 30% or higher

Direct N/A N/A N/A 30 28



Table 4.19b Results of Ethics competence with rubric

Evaluation Criteria Score

Not Observed Partially Observed Observed Professional journal references that supports the case and analysis of how reading is related to the case (individual draft)

Student did not present the reference and analysis Nineteen percent of students did not search additional reference related to ethical issue

Student did not include the reference or analysis of how the reference is related with the case

The group includes reference and analysis

Eighty-one percent of the students presented additional references and analysis their relation to the ethical issue

Answers to case study questions (individual draft)

Student did not provide answers to questions related to ethics or answer were incorrect

Student hand in some answers to questions correctly (incomplete work)

Eight percent of students answered half the questions properly and 3% answered very few questions correctly

All the questions are answered correctly

Eighty-nine percent of students answered the questions of the case correctly

Analyze issues and ethical principles observed in the case

The group did not discuss the ethical issues and principles that are observed in the case

The group analyze only some of the issues and ethical principles observed in the case

Twelve percent of the groups just discussed ethical issues and not the ethical principles related

The group analyzes all issues and ethical principles observed in the case

One hundred percent of the groups analyzed the ethical issues presented in the case and 88% of the groups analyzed the ethical principles related to the case

Case study group oral presentation The group did not give oral presentation

The group presents the case of ethics to their peers in an oral presentation

One hundred percent of the groups do oral presentation



Table 4.20 Results of Information Systems CPC


Indicator

Direct or

Indirect

Student Level

Results (%)

Analysis & Improvement 2007-2008

2008-2009

2009-2010

Dec 2010

May 2011

Test define the learning objective

The 70% of enrolled students obtain 70% or more in the skill

Direct 2nd


Student Performance exceeded established criteria

The component is considered important to Graduate and Employer. The courses of BAP should emphasize this Component

The MFT average, was 38% Improvement:

As part of our continuous improvement process, the Information Systems content guidelines of the MFT will be distributed among information systems professors to identify topics and concepts that need to be emphasized in class discussions

A new standardized Pre-Test and Post – Test in SICI-4105 (Information Systems) will be designed and implemented in August 2011. The performance indicator for initial assessment will be 50%

Also, the rubric of the project should be revised at least every two years in order to communicate to students the requirements and expectations of the project more clearly

Graduate Survey: This

instrument gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies

Component is considered important the interview results for more than 80%

Indirect Senior 93 N/A 94

Employer Survey: This

instrument gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths


Major Field Test: Multiple

choice tests prepared by Educational Testing Services that measure the common body of knowledge in business areas





Table 4.21 Results of Management CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011

Test define the learning objectives


Direct 2nd

,3rd

& 4

th year

82 86 86 Analysis:



The MFT, average was 36% Improvement:

As part of our continuous improvement process, the Management content guidelines of the MFT will be distributed among management professors to identify topics and concepts that need to be emphasized in class discussions


Due to success in achieving the assessment criteria in the MFT, the target management indicator will be increased to 40%




Indirect Senior 97 N/A N/A 97

Employer Survey: This instrument gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths








Table 4.22 Results of Accounting CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 2nd


Student Performance exceeded established criteria except in 2007 and 2009


The MFT, average was 36%. Improvement:

As part of our continuous improvement process, the accounting content guidelines of the MFT will be distributed among accounting professors to identify topics and concepts that need to be emphasized in class discussions

A new standardized Pre-Test and Post – Test in CONT-3005 will be designed August 2011. The tests will be revised every two years. The performance indicator for initial assessment will be 50%.

In order to improve performance, accounting faculty will be considering credit for tutorial assistance of the students














Table 4.23 Results of Global Dimension CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 2nd year 88 84 89 Analysis:


The component is considered important to Graduate and Employer. The courses of BAP should emphasize this Component.


As part of our continuous improvement process, the Global Dimension content guidelines of the MFT will be distributed among professors to identify topics and concepts that need to be emphasized in class discussions.


Due to success in achieving the assessment criteria in MFT, the target global dimension indicator will be increased to 40%

Cases This instrument is used to measure the level of analysis, discussion and application of business concepts and theories to the solution of issues presented in the case study

Graduate Survey: This instrument gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies



Employer Survey: This instrument gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths


Major Field Test : Multiple choice tests prepared by Educational Testing Services that measure the common body of knowledge in business areas





Table 4.24 Statistic/Quantitative Techniques CPC


Indicator

Direct or

Indirect

Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 2nd


Student Performance t exceeded established criteria



As part of our continuous improvement process, the Statistics Dimension content guidelines of the MFT will be distributed among statistics professors to identify topics and concepts that need to be emphasized in class discussions

A new standardized Pre-Test and Post – Test in ESTA-3041 designed and implemented in 2011. The tests will be revised every two years. The performance indicator for initial assessment will be 50%

In order to improve performance, the statistic faculty will be considering offer Tutorials Assistance to the second year student by students of the third or fourth year

Standardized Pre- Test and Post-Test: Same test is

administered to students at the beginning of the course and upon completion of the course.














Table 4.25a Results of Marketing CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 3rd


Student exceeded established criteria

The component is considered important to Employer. The courses of BAP should emphasize this Component.

The MFT average was 29% Improvement:

As part of our continuous improvement process, the Marketing Dimension content guidelines of the MFT will be distributed among marketing professors to identify topics and concepts that need to be emphasized in class discussions

Also professors will reinforce the concepts in English instead of Spanish to help students improve English knowledge

Rubric Project Set of specific and

fundamental criteria for evaluating the learning knowledge and/or competence achieved by the student in a particular subject or project (see Table 4.25b)

Employer Survey: This instrument

gathers information related to evaluate how the competencies acquired in BAP contribute to the success of our graduates in the labor market in order to identify and improve areas of weakness and to maintain our strengths


Indirect Senior N/A N/A N/A 80





Table 4.25b Percent of students approved the criteria of teamwork competence with instrument

Criteria Yes No Results

1. The team could turn in the final project on time 97.2 2.8% There was problem answering the instrument and was determined to prepare a rubric to assess teamwork 2. The final work reflected the contribution of each student. 91.7% 8.3%

3. The team member demonstrated pride and enthusiasm in their work. 92.1% 8.0%

4. The final evaluation compensate the team effort in a fair way. 92.6% 7.4%

5. The team production satisfied the expectative. 88.0% 11.9%



Results summary: A total of 47 students divided into 10 groups participated in a marketing research to find out which one will be the target market of an organization (last column)

Table 4.25c Evaluation results: research and data management competencies

Criteria Proficient

Acceptable

Should improve

Unacceptable

Assigned value

Punctuation

Task definition

Defines the subject

3 points Formulate research problem and objective(s) in a clear and precise way

2 points Requires more precision formulating research problem and objective(s)

1 point Did not formulate research problem and objective(s) in a clear and precise way

0 points Did not formulate research problem and objective(s)

3 70% of the groups formulate research problem and objective(s) in a clear and precise way. 30% of the groups did not formulate research problem and objective(s) in a clear and precise way.

Research strategies

Determines potential information sources and selects the best

3 points Select the most appropriate information sources for the task

2 points Select few appropriate information sources for the task

1 point Selected sources are not appropriate

0 points Did not select information sources

3 70% of the groups select the most appropriate information sources for the task. 30% of the groups select few appropriate information sources for the task.

Finding and access

Locate information sources

3 points Locate relevant information about research problem among the information sources

2 points Locate few relevant information about research problem among the information sources

1 points Located information among the sources is not relevant

0 points Did not locate relevant information about research problem among the information sources.

3 One hundred percent of the groups locate relevant information about research problem among the information sources.

Use of information Read, listen, observe, study, critically examines the collected information

Retrieves relevant information related to the research subject or question.

12 points Identifies, summarizes and paraphrases relevant information retrieved from information sources. Properly incorporates comments, reactions and personal interpretations. Gather together information in a precisely, properly quote sources of information consulted and giving credit to the authors

9 -6 points Shows two or three factors

3 points Shows one of the factors

0 points

Did not identifies, summarizes and paraphrases relevant information retrieved from information sources Did not incorporates comments, reactions and personal interpretations. Did not gather together information in a precisely, properly quote sources of information consulted

12 One hundred percent of the groups identifies, summarizes and paraphrases relevant information retrieved from information sources Seventy percent of the groups properly incorporates comments, reactions and personal interpretations. Ninety percent of the groups gather together information in a precisely, properly quote sources of information consulted and giving credit to the authors



Criteria Proficient

Acceptable

Should improve

Unacceptable

Assigned value

Punctuation

Adequately take into consideration the required APA style

and did not give credit to the authors Did not adequately take into consideration the required APA style

80% of the groups adequately take into consideration the required APA style.

Synthesis

Presents the results.

4 points Presents in a clear, precise and consistent way results that contributes to solve the research problem established.

3 points Presents in a quite clear way results that contributes to solve the research problem established.

2-1 point Presents in a vague, imprecise or completely inn curated and meaningless way results that contributes to solve the research problem established.

0 points Did not presents arguments that contributes to solve the research problem established.

4 Ninety percent of the groups presents in a clear, precise and consistent way results that contributes to solve the research problem established. 10% of the groups presents in a vague, imprecise way results that contributes to solve the research problem established.

Evaluation Judge the result (final product of work) to determine effectiveness. Judge the process to determine efficiency.

Final work meets most of the present evaluation criteria in the evaluation rubric.

Final work partially meets the present evaluation criteria in the evaluation rubric.

Final work did not meets most of the present evaluation criteria in the evaluation rubric.

Final work did not meets the present evaluation criteria in the evaluation rubric.

25 points

Actions taken:

Submit to the Business Administration Department Faculty the recommendation to continue offering the Bibliographic Instruction workshop through the Library early in the bachelor degree (course ADMI 3005) instead of the Principles of Marketing course. This will help students in every other courses. Professors accepted the recommendation.

Submit to the Business Administration Department Faculty the recommendation to identify two other courses to assess data and research competencies, at the beginning and at the end of the bachelor degree. Among those two courses skills should be assess through a monograph or a special project given that in the Principles of Marketing course assessment is through a group work. Decision among faculty is as follow:



First Instance DMI 3005

Second Instance CONT 3008 REHU 4405 COIN 4225*

Third Instance ECON 4305* COIN 4305*

Strengthen instruction of the use and application of the American Psychology Association Style Manual to identify bibliographic resources used. In coordination meeting this issue was discussed and decision to strengthen instruction of the use and application of the American Psychology Association Style Manual was approved. Professor Ernesto Soto offer to develop an APA Style Writing and Redaction Guide (sixth Edition) with samples of it. Guide is ready and available for students use.



Table 4.26 Results of Business Legal Environment CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 3rd

year 92.5 91 93 Analysis:

Student exceeded established criteria



As part of our continuous improvement process, the Business Legal Environment content guidelines of the MFT will be distributed among business legal professors to identify topics and concepts that need to be emphasized in class discussions














Table 4.27 Results of Business Finance CPC



Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 3rd year 92 75.5 82 Analysis:




As part of our continuous improvement process, the Business Finance content guidelines of the MFT will be distributed among business finance professors to identify topics and concepts that need to be emphasized in class discussions

Due to success in achieving the assessment criteria in MFT, the target business finance indicator will be increased to 40%














Table 4.28 Results of Economics CPC


Indicator

Direct or

Indirect

Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 3rd



The component is considered important to Graduate. Results of Employer showed less than 80%. The courses of BAP should emphasize this Component.


As part of our continuous improvement process, the Economics content guidelines of the MFT will be distributed among economics professors to identify topics and concepts that need to be emphasized in class discussions














Table 4.29 Results of Area Integrative/Trade Policy CPC


Indicator

Direct or

Indirect

Student Level

Results (%)


2008-2009

2009-2010

Dec 2010

May 2011



Direct 4th




Graduate Survey: his instrument

gathers information related to the experiences of alumni and the skills acquired during their bachelor’s degree that have prepared them to succeed in their jobs, business and graduate studies








4.3b What are your benchmark or comparison institution’s current levels and trends (three to five years) in key measures and/or indicators?

For comparison with other institutions, the BAP used as a benchmark the MFT. Specifically, we compared BAP’s results with the U.S. National Average in each section of the exam. We also used as a benchmark the average scores obtaind by students from three ACBSP accredited universities in Puerto Rico.

Table 4.30 Benchmark of BAP (MFT) with the scores of the threeACBSPAccredited Universities in Puerto Rico and the US National Average

Assessment Indicators

US National Average (2006-09)

UPR Bayamon

2008

n=10

UPR Aguadilla

2008

n=25

UPR Utuado

2009

n=10

Average

UPR Business

Units

UPR Humacao

Dec 2010 n= 24

May 2011 N=36

Accounting 50 44 34 44 41 37 36

Economics 48 41 31 29 34 32 30

Management 55 43 33 34 37 40 33

Statistics 46 28 37 32 32 38 34

Business Finance 55 48 33 33 38 40 32

Marketing 52 36 32 37 35 28 31

Business Legal Environment

46 26 27 33 29 30 28

Information Systems 58 39 47 44 43 36 40

Global 54 39 33 31 34 41 34

The Benchmark of MFT assessment indicators that strengths of the BAP are the following areas in comparison Average UPR Business Units: Management, Global, Statistics/Quantitative Techniques, Business Legal Environment and Business Finance. Information Systems, Accounting, Marketing and Economics are the areas with the lowest performance in comparison to the other UPR units. All the areas are with lower performance in comparison to the US National Average.

4.4 Continuous Process Improvement: Students Learning and Performance

a. How do you evaluate your student learning and performance process?

The Assessment Plan is evaluated and improved through discussion and analysis of the results of measuring instruments with stakeholders. Since 2005, we have prepared annual reports which are aligned with the institutional goals and the program objectives, expected outcomes, assessment activity that took place and the instrument used. The most recent report for the academic year 2010-11 was submitted to the Dean of Academic Affairs in March 2011.

It uses student opinions or assessments on the teaching methods and the assessments of the employers in boarding schools on student performance in practice. These



methods provide excellent feedback to faculty on student learning to improve our teaching methods.

The approaches to evaluate and improve student outcome learning are: standardized test, case analysis, rubric projects, pre/post tests, MFT, exit interview questionnaire, student opinion questionnaire, and alumni questionnaire.

b. How do you use the results of that evaluation to make changes or modifications to your student learning and performance process?

The department uses student learning outcomes to establish Strategic Plans, to correct existing problems and to develop future plans. The result of the Diagnostic Test of prior knowledge in Business Administration provides us the opportunity to see what areas should be emphasized to develop the skills needed in the field. Formal exams, projects, presentations, essays, class exercises, application projects, case analysis provides us feedback on student performance. The evaluation of students and faculty provide recommendations to improve the teaching process.

Next is a table summarizing the results by the CPC and the achievements or improvements made.


Standard 4: Measurement and Analysis of… 108

Table 4.31 Summary of Evaluation Results by CPC, Changes and Achievements

CPC Method or Strategy Performance Indicator Results Achievements or Improvements

Eth

ics

Standardized Test, Cases, Project Rubrics MFT



90.5%

30%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Ethics content guidelines of the MFT will be distributed among Ethics professors to identify topics and concepts that need to be emphasized in class discussions. Case study rubrics was revise and improve. English concepts are reinforce instead of Spanish.

Info

rma

tio

n S

ys

tem

s Standardized Test &

Rubrics Projects MFT

The 70% of enrolled students obtain 70% or more in the skill. Average assessment indicator score in the MFT will be 38% or higher

92%

36%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Information Systems content guidelines of the MFT will be distributed among Information Systems professors to identify topics and concepts that need to be emphasized in class discussions.

Ma

na

ge

men

t Standardized Test, Cases & Rubrics Projects MFT



85%

40%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Management content guidelines of the MFT will be distributed among Management professors to identify topics and concepts that need to be emphasized in class discussions. Due to success in achieving the assessment criteria in MFT, the target business finance indicator will be increased to 40%.

Acc

ou

nti

ng

Standardized Test MFT

The 70% of enrolled students obtain 70% or more in the skill Average assessment indicator score in the MFT will be 36% or higher

72%

37%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Accounting content guidelines of the MFT will be distributed among Accounting professors to identify topics and concepts that need to be emphasized in class discussions.



CPC Method or Strategy Performance Indicator Results Achievements or Improvements G

lob

al

Dim

en

sio

n

Standardized Test, Cases & Rubrics Projects MFT


87.5%

41%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Global Dimension content guidelines of the MFT will be distributed among professors to identify topics and concepts that need to be emphasized in class discussions. Due to success in achieving the assessment criteria in MFT, the target business finance indicator will be increased to 40%.

Sta

tis

tics


The 70% of enrolled students obtain 70% or more in the skill. Average assessment indicator score in the MFT will be 36% or higher.

82.5%

38%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Statistics content guidelines of the MFT will be distributed among Statistics professors to identify topics and concepts that need to be emphasized in class discussions.

Ma

rke

tin

g

Standardized Test & Rubrics Project MFT

The 70% of enrolled students obtain 70% or more in the skill. Average assessment indicator score in the MFT will be 37% or higher

83%

28%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Marketing content guidelines of the MFT will be distributed among marketing professors to identify topics and concepts that need to be emphasized in class discussions. English concepts are reinforce instead of Spanish.

Bu

sin

ess

Le

gal

En

vir

on

men

t Standardized Test MFT


92%

30%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Business Legal content guidelines of the MFT will be distributed among business legal professors to identify topics and concepts that need to be emphasized in class discussions.

Bu

sin

ess

Fin

an

ce



82%

40%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Business Finance content guidelines of the MFT will be distributed among professors to identify topics and concepts that need to be emphasized in class discussions. Due to success in achieving the assessment criteria in MFT, the target business finance indicator will be increased to 40%.



CPC Method or Strategy Performance Indicator Results Achievements or Improvements E

co

no

mic

s Standardized Test

MFT


71%

32%

Student Performance in the Standardized Test exceeded established criteria. As part of our continuous improvement process, the Economics content guidelines of the MFT will be distributed among Economics professors to identify topics and concepts that need to be emphasized in class discussions.

Tra

de

Po

lic

y

Standardized Test


63.5%

Student Performance in the Standardized Test did not exceed established criteria.

Below are presented several diagrams on assessment closing cycles for the different majors of the BAP


Standard 5: Faculty and Staff 117


STANDARD 5: FACULTY AND STAFF FOCUS


Standard 5: Faculty and Staff 119

STANDARD 5: FACULTY AND STAFF FOCUS

5.1 Human Resource Planning

a. Do you have a human resource plan?

The UPR allows each campus the recruitment and selection of their faculty. The BAP, currently has a Human Resources Development Plan (next page Table 5.1), which specifically discloses the processes of recruiting and selection of full-time faculty as well as part-time faculty. Recently, the BAP has been working on reviewing the Plan through the Department’s Personnel Committee.

The BAP worked on the Development Plan to ensure that the Personnel Committee and the Department Chief Person performs the hiring process in an objective way.

This decentralized hiring process let BAP the recruitment and selection of candidates who possess high degrees and qualifications, and ensures that the process is done by selecting the best qualifying applicants according to the Departments’ needs and requirement.

In developing our Plan, we have pursued the following internal rules and regulations:

1) University of Puerto Rico System General Bylaws (2004 Edition) 2) Certification No. 2005-2006-145 of the UPR Board of Trustees, on terminal

degree requirements (Appendix 17) 3) UPRH Academic Senate relevant certifications (since 1999) 4) University of Puerto Rico System Strategic Plan, titled “Ten for the Decade”,

approved in 2006

b. How do you deploy your human resource plan?

The Human Resources Development Plan is used as an essential instrument to place the faculty in the appropriate positions according to the Departments’ needs and mission. This plan contributes to maximize the human resources in the programs. In addition, the plan is used to promote and encourage professors to continue their education and develop seminars according to the Department needs.


Standard 5: Faculty and Staff Focus 120

Table 5.1 Human Resources Development Plan 2009-2012

Name Tenure or

non-tenure

Academic Degree

Years of Service at

the Department


Possible Retirement

Date

Areas of Expertise or

Teaching

Learning and Development

Profile of new Professors

Full Time

Luis Arroyo Professor LLM 36 Jan 2011

Business Law Labor Law Labor Management Relationship

Retired in January 2011 Jurist Doctor, and preferably Master in Business Administration

Aida E. Carrasquillo

Associate Professor

MBA 25 27 June 2016 Quantitative Methods

Continue strengthening the quantitative methods and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialization in Statistics or related areas

or Master in Business Administration in Statistics or Quantitative Methods

Pedro Cepeda Assistant Professor

JD MBA

30 June 2011 Business Law Accounting

Continue strengthening the business law, accounting, and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Associate Professor.

jurist Doctor, and preferably Master in Business Administration

Sonia Colón Assistant Professor

Ph.D. 13 20 June 2028 Economy

Continue strengthening the economy and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Associate Professor.

Doctorate in Economic

or Doctorate in Business Administration , and Master in Economic

Delia Garced Professor MBA 24 29 June 2017 Marketing Administrative

Continue strengthening the business

Doctorate in Business



Name Tenure or

non-tenure

Academic Degree

Years of Service at

the Department


Possible Retirement

Date


Teaching



Theory Introduction to Business

administration and academic skills to integrate in courses.

Administration, and Master in Marketing

Julián Hernández Associate Professor

Ph.D. 17 24 June 2024 Computer Applications in Business Administration Statistics Research Methods

Continue strengthening the technological and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialization in Information Systems or related areas

Aida Kalil Professor MBA 24 June 2015 Accounting

Continue strengthening the accounting and academic skills to integrate in courses

Doctorate in Business Administration, and Master in Accounting. Preferably with professional certifications in the Accounting area

Santa León Professor MBA 31 Aug 2011

Accounting

Continue strengthening the accounting and academic skills to integrate in courses. Retired in August 2011


Walter López Assistant Professor

Ph.D. 9.5 June 2024 Operation Management Quality Control Research Methods

Continue strengthening the management and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration, and Master in Management


122 Standard 5: Faculty and Staff Focus

Name Tenure or

non-tenure

Academic Degree

Years of Service at

the Department


Possible Retirement

Date


Teaching



Carmen Medina Professor MBA 25 25 June 2016

Accounting

Continue strengthening the accounting and academic skills to integrate in courses


Víctor Mojica Associate Professor

MBA 15 15 June 2026

Production Management Statistics Administrative Theory Introduction to Business

Continue strengthening the management and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialization in Finance

or Doctorate in Business Administration with Master in Finance

Rita Morales Professor MA 26 June 2015

Industrial Psychology

Continue strengthening the industrial psychology and academic skills to integrate in courses.

Doctorate in Industrial Psychology

Wanda Ortiz Professor MBA 21 June 2020

Accounting

Continue strengthening the accounting and academic skills to integrate in courses.




Name Tenure or

non-tenure

Academic Degree

Years of Service at

the Department


Possible Retirement

Date


Teaching



Glorimar Pérez Associate Professor

Ph.D. 11 11 June 2030

International Business Accounting

Continue strengthening the international business and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialty in International Business

Francisco Ramos Associate Professor

MBA 27 36 June 2011

Statistics Economy

Continue strengthening the quantitative methods and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor. Retired in August 2011



Rosa Reyes Assistant Professor

Ph.D. 10 15 June 2031

International Business Accounting

Continue strengthening the international business, accounting, and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to associate Professor.


Rody Rivera Instructor MBA 11 14 June 2030

International Business Marketing Administrative Theory Introduction to Business

Continue strengthening the international business, management, and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Assistant Professor.




Name Tenure or

non-tenure

Academic Degree

Years of Service at

the Department


Possible Retirement

Date


Teaching



Carmen Rodríguez

Professor MBA 18 33 June 2023

Operation Management

Continue strengthening the management and academic skills to integrate in courses.

Doctorate in Business Administration, and Master in Operation Management or related areas

Graciela Roig Professor Ph.D. 28 28 June 2013

Marketing Business Ethics Human Resources

Continue strengthening the management, human resources, and academic skills to integrate in courses.

Doctorate in Business Administration, and Master in Marketing

Pedro Silva Assistant Professor

Ph.D. 3 24 June 2038

Economy

Continue strengthening the economy and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.



Enrique Suárez Assistant Professor

MS 13 14 June 2028

Information Systems Accounting

Continue strengthening the technological and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialization in Information Systems or related areas

Israel Vázquez Professor MBA 26 28 June 2015

Finance

Continue strengthening the finance and academic skills to integrate in courses. Meet the requirements established by the UPR to be promoted to Full Professor.

Doctorate in Business Administration with specialty in Finance

Part Time Instructor

Academic preparation and need in the area of teaching



c. How do you develop your faculty and staff?

The UPR Main System Administration encourages the development faculty and staff. Besides the faculty personnel, promotions rely on a document which places significant importance on professional development activities such as local and international trainings, symposiums, and educational trips. Furthermore, the UPR Central System Supports the faculty development by granting the benefits of sabbatical licenses, financial assistance, and others, especially to those professors who pursue a doctoral degree, or want to do research, or contribute through publications. Also, personnel staff have support from the UPR Administration in theirs professional development by receiving the benefits of financial aid licenses and others. In addition, the faculty is required to demonstrate that they are involved in professional development activities in order to comply with university regulations; a minimum of ten hours of continuing education on ethics is mandatory for staff and faculty. Evidence of this is submitted to the Human Resource Office and to the Department. We also encourage participation in professional associations, such as the Asociación de Profesores de Contabilidad (APC) (Accounting Professors Association) , the American Accounting Association (AAA), the Society of Human Resource Management (SHRM), and American Institute of Certified Public Accountants (AICPA), Asociación de Economistas de Puerto Rico (Puerto Rico Economists Associations) among others.

Each academic year, the BAP assigns faculty members to participate along the variety of Department Committees. One of these important committees is the Professional Development Committee which is responsible of the planning and offering of the activities which will permit faculty development. Throughout the academic year, the Committee plans and offers academic activities which include seminars, workshops, trainings, symposiums, and formal courses according to the Operational Plan. Some of the topics included in these workshops are subjects on technology, professional business topics, ethics, human relations and self-development. The BAP aware on the needs of updating the faculty development encourages the participation of faculty in Formal Programs Study such as doctoral courses or other advanced programs in Puerto Rico and abroad.

Some of the activities supported by the BAP are the followings:

Professional Development – The Office of Academics Affairs offers a program of

continuing professional development activities, including: workshops, seminars, conferences, among others, both directly and non-directly related to the field or discipline.

Faculty Leaves/Sabbaticals –Faculty are eligible to submit a request for

Professional development leaves and/or sabbaticals. The sabbaticals are offered mainly to complete a degree, to write a book, or to conduct an approved research project.

Faculty Travel - Faculty is also eligible for professional development travel

outside Puerto Rico.

Technical Training- Regular workshops and seminars on updated computer applications programs, internet and web design, blogs, etc.



Technical and support Staff

The BAP encourages the participation of these personnel on recent technology trainings. The UPRH also offers continuous innovative technical trainings. In addition, they are encouraged to pursue formal studies and seminars.

d. What process do you use to promote your faculty and staff?

Faculty

The promotion procedures contemplated in our plan conform to the regulations stated in the UPR General Bylaws; Article 47 regulates the promotion of tenure and tenure track faculty. New professors obtain a tenured appointment after five years of service with satisfactory evaluations (by peers and students), as well as with a proven record of their academic performance, such as: research, community and university services, publications, institutional and departmental committees’ participation, among other criteria. The UPRH has a formal process. In general, it includes the following process:

1) An evaluation process which includes two types: Peers and Students’

evaluations 2) The evaluation will be discussed by the Personnel Committee. 3) The Department’s Chief Person meets with the evaluated professor to discuss

the results of the evaluation 4) The professor develops a professional portfolio with the evidence 5) The Committee reviews the portfolio 6) According to a given score, the Committee may recommend for promotion. 7) The Institutional Personal Committee, which advices the Academic Dean on

Faculty personnel decisions, evaluates the professional portfolio submitted by Personnel Committee. The Institutional Committee presents a report to the Academic Dean including the recommended scores of each candidate. The Academic Dean presents the report to the University Administrative Board, with the promotions recommendations based on the professor score. Each academic year, the Administrative Board establishes a calendar for the presentation of the reports.

Staff

The Director recommends reclassifications for their staff and the Institution’s Human Resources Office determines the promotion. Detailed information on faculty and staff promotions, are included on the UPR Regulations document. Employees also have the opportunity to consider other places of the institution, which are published periodically by the Human Resources Department.



e. How do you determine the best makeup of the faculty, including academic credentials and business experience?

The department maintains a pool of candidates for the courses. When it is necessary to recruit a teacher to offer a course meets a group of teachers at the director and members of the staff of the department. It takes into account the educational background, certifications held by the professor, teaching experience and work experience.

The Personal Committee and the Director evaluate the Curriculum Vitae, performs interviews, evaluate academic transcription and the qualifications and business experience of their faculty. It is important to keep a balanced faculty available in order to comply with all the offered disciplines. Currently, the department has 25 full time professors, of which 19 are permanent, 2 are on probation and 4 are under contract. The department has 18 part-time professors.

The minimum academic degree required to be considered as a faculty candidate to be recruited for an adjunct position is a Master’s degree. As of 2006, a Doctoral Degree is required to be considered for a tenure track position. At the moment, 8 out of 26 (32%) of the BAP faculty have a Doctoral Degree and 5 (20%) continue enrolled in Post Graduate studies (Doctoral Degree). One of the faculty members is enrolled in a post doctoral degree.

f. How will faculty makeup facilitate appropriate emphases on business theory and

practice?

The BAP at UPRH emphasizes an analytical approach on its curriculum. However, some faculty members have experience on their discipline. This allows the teaching to combine the conceptual framework and the proper application on the learning process.

In addition, some professors coordinate student internships experiences in business world. In fact each of the four majors of the BAP (Accounting, International Business, Management and Human Resources) provides the Internship course and there is a professor assigned to establish links with employers and manage the boarding.

Some Professors are hired by academic area and the BAP has faculty in the followings: accounting, management, finance, statistics, marketing, human resources, production management and international business. Some professors offer consulting services to public/private sector and Entrepreneurship programs at the institutional level.

They also offer counseling to the student associations that are part of the department. These are the associations that the BAP has: Management Students Association, Accounting Students Association, Human Resources Students Management Association, International Business Students Association and SIFE (Students in Free Enterprise).

g. How do you improve your human resource planning process?

The Human Resources planning process is made every year. The Department Personnel Committee reviews the Human Resources Development Plan and takes into consideration BAP needs and the socio-educational needs that may arise in the curriculum.



5.2 Employment 5.2.1 Employee qualifications and credentials are a critically important for a successful

business school or program. To that end, the employment process should clearly evidence how the faculty candidate (in terms of inputs) matches the program objectives. Therefore, the employment process emphasizes on the candidate’s business theory knowledge and experience.

a. How does the makeup of your faculty and faculty process provide for depth and

breadth of knowledge?

BAP has professors classified in these categories: professionally qualified with a recognized and accredited master’s degree and we have a balanced faculty. Some of the faculty members have many years of teaching and administrative experience. Multiple faculty members convey their experience from the government, private sector, and professional consulting.

Thirty-two percent of the professors have a doctoral degree in a business related field. These faculty members enrich our department with their diversified knowledge and academic experience in many fields such as Engineering, Certified Public Accounting, Information Systems Technology, and Public Service.

Table 5.2 Full-Time Faculty Knowledge

Doctoral Degree or Equivalent Master’s Degree

Year Tenure Non Tenure Tenure Non Tenure

2008-2009 7 1 14 4

2009-2010 7 1 13 6

2010-2011 7 1 13 6

The part-time faculty members are made up of highly qualified individuals who are excellent in their discipline and bring to the classroom a mix of theoretical and practical experience. Almost all of them bring their consulting and practical experience related to the teaching area.

Since 2006 there is an institutional regulation that required that all full-time professors must have a doctoral degree in the courses to be teaching. As a result we have encouraging the new professors to enroll in Doctoral degrees. Currently there are two professors doing post graduate studies and 5 of the contract professors are studying full-time to obtain the doctoral degree.

b. How does the makeup of your faculty and the faculty process provides for creativity, a critical eye, and intellectual curiosity toward business?

The UPR promotes the research, publication, and alliance with the external community. To achieve this, the faculty represents a wide range of efforts and air parcels in companies that contribute significantly to the intellectual interest of students. Some of activities include: developing modules, workshops, local entrepreneurship vision and experience, preparation and supervision of research, publications, and field trip experiences.



Many faculty members have been involved with external institutions such as CIBER (Center for International Business Educational and Research) in order to keep programs updated with the new international trends that affect education. Others are involved in international business seminars in writing business plans, presentations and research skills local and international platforms. Professors develop multiple innovative activities in the classroom that are credited for promotion and institutional recognition.

Faculty Creative Activities:

The following summarizes some of these, conducted in the course of the program.

Program Novel strategy and/or Special project

Management Oral Presentation There is a work on various international business agreements. This presentation includes the following topics: member countries, major objectives, advantages and disadvantages. The student must make an oral and written presentation and also select a product and determine the region that used to import and export its product. The International Business system [email protected] was incorporated. This one is used in the classroom for the research task discussion and as part of one of the evaluations an analysis using this system must be made about the investment in different countries.

Magazine is created (BAP Research Magazine)


The program offers a traveling experience. This experience is scheduled the second year. These are some of the previous experiences: Summer 2005 - Argentina, Chile and Uruguay Summer 2007- China 2007 Summer 2009- France, Italy and London

Accounting, Management and International Business

Research is promoted and the Research Presentation week is done.

Marketing A Marketing Plan is developed and implemented

c. How does the makeup of your faculty and faculty processes provide for intellectual leadership?

Some of the faculty has been previously members of the Academic Senate, departmental and institutional committees. Other members also serve as Dean of Academic Affairs, Dean of Administrative Affairs or business consultants. Most of our faculty is currently active within professional organizations and are academic leaders in our University. This expertise allows them to enrich the program with their very valuable experience from both academics and the workplace.

Several professors are active within professional organizations such as, Asociación de Profesores Universitarios de Contabilidad (University Accounting Professors Association), American Accounting Association, American Bar Association, Colegio de Abogados de Puerto Rico (Puerto Rico Attorneys Association), Asociación de Profesores Universitarios (University Professors Association), Asociación de Profesores de Educación Comercial (Comercial Education Preossors Association), Asociación de Contadores Públicos Autorizados (Certified Public Accountants Association) and the American Certified Public Accountants, among others.




Teaching personnel, in collaboration with students; prepare, develop, and train future leaders through a series of activities that help development leadership among our students. Some of these activities include research projects, publications, entrepreneurship international competitions and traveling abroad. Faculty members serve as facilitators and trainers. The faculty develops intellectual leadership by carrying out activities such as guest lecturers from the private sector, business management, field trips to the workplace, interviews with businesspeople, and creating conferences with professionals related to their field.

In summary, professors have been actively involved motivating students to participate in student associations and encouraging them to take the opportunity to:

Attend conventions in and outside of Puerto Rico.

Prepare presentations and research papers in their respective major.

Encourage and promote the participation in student exchange programs with universities in the United States and Europe; and summer work experiences in the United States through the Disney College Program. The “Internado de Córdova y Fernós” (Córdova and Fernós Internship) in the US Congress or other agencies in Washington DC. In Puerto Rico, students can participate in the legislative internship program Jorge Alberto Ramos Coma.

Recently the BAP has been engaged on research activities, intensive internship and student exchange programs and some other creative activities related to both local and international community services.

The following list presents how the makeup of our faculty and faculty processes contributes to the depth and breadth of knowledge, creativity and criticism, and intellectual curiosity toward business and intellectual leadership.

Table 5.3 Faculty Makeups and Processes Contribution

Depth and breath of knowledge

Creativity Critical Eye Intellectual

Curiosity

Intellectual

Intellectual

Development or modification of teaching strategies and evaluation procedures Courses revisions Mentoring faculty Committees Active members in Professional associations

Development of new courses Written proposals to support our teaching efforts: Curriculum Revision, etc.

Participation in special committees within the program, the campus, and the university System Participation in special committees within the program, the campus, and the university system

Offering workshops, seminars, conferences, to employees and to employers Participation in board of directors and consulting boards

Development of didactic material, such as: manuals, cases, instructional modules Active members to the Academic Senate Judging in contest positions on institutional committees and/or bodies



Intellectual 5.2.2 If your institution offers nontraditional delivery systems of if any of your programs

make extensive use of Practitioner (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 non-traditional delivery systems.

We do hire adjuncts to assist with teaching load. Part-time professors are recruited to lecture courses that full-time teachers cannot offer. We follow the established guideline in order recruit the adjunct professor which is similar in terms academically as full-time professor. Our courses are offered from 7:30 am to 5:00 pm Monday through Friday. However we have every semester some courses offered form 5:30 pm to 9:30 pm.

a. How do you develop a satisfactory pool of qualified candidates?

The UPRH must notify through newspaper the available opportunity to get the best potential candidates. The Curriculum Vitae and/or Resumes go to the Human Resources Department office and then delivered to the department. Potential candidates submit their credentials to the Director. The Personnel Committee members evaluate and make recommendations to the Director of the Department of the leaflets.

b. How do you select faculty whose professional experience matches the course specifically rather than generally?

The BAP Director requires candidates to submit curriculum vitae detailing their academic qualifications and experience. The Personnel Committee evaluates and recommends to the Director the best candidates, taking into consideration the credentials and expertise in the area for which the course is offered. The Director interviews the candidates with the committee members. The best candidates are selected. During the semester, the hired faculty undergoes an ongoing evaluation by the director and members of the staff in order to assess their quality of work.

c. How do you orient new faculty to the program and the context of the course,

including an opportunity to meet with the faculty teaching related courses?

The candidates undergo orientation about the academic program, their goals, student profile, plans, and expectations. After recruitment, the new faculty meets with program coordinator, in order firm up all the details about the assigned course or courses. They receive orientation about the course syllabus, textbook, teaching strategies, evaluations, and the academic schedule among other items.

During the first week, the new faculty member receives a package with almost all the documentation and guidelines. This includes access password to web sites and the use of the classroom equipment.



d. How do you provide guidance and assistance for new faculty in text selection, testing and grading, and teaching methods?

Our program has a main coordinator who is in charge of textbook evaluation and selection. Guidance and assistance is provided through meetings with peers offering the same course along with the Program Coordinator. This ensures that by the time the new faculty is recruited, the textbook has been selected. This guarantees that both adjunct and tenured faculty use the same textbooks in order to consistently provide the material.

On some courses, professors are involved in preparing the evaluations (exams).

e. How do you provide in-course as well as after-course evaluation and monitoring?

The business school makes peer evaluation all candidates subject to promotion as well as adjunct faculty. A standardized peer evaluation form is used to evaluate faculty among all areas of the course. A student evaluation is administered in a standardized form. The data obtained from these instruments is monitored by the Department’s (BSP) personnel committee. All of our faculty members (part-time and full-time) receive feedback from the evaluations by the Personnel Committee or Chairperson.

f. How do you provide opportunities for broad participation in department activities,

if appropriate?

Faculty members attend university wide faculty meetings in addition to departmental meetings, celebrated with notification. They vote in the election of academic senators (who must be tenured), if they have served more than one year and taught a number of credits during three semesters (in accordance to the UPR General Bylaws). Adjuncts participate actively in several departmental committees. In addition, they have been involved effectively in the accreditation process. They also serve as resources in delivering training and presentations to the department faculty/staff or new developments. Along this line, during this semester, they have addressed workshops related with accreditation institutions locally and external, student’s association counselor, coordinator programs, community services, and local and international presenters.

5.2.3 Historically, accredited programs have focused on faculty input as a basis for

demonstrating quality. The following criteria area 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?

Before June 2006, the minimum education requirement for a tenure track position as a faculty member was a master’s degree. In June 2006 was approved Certification No. 145 2005-2006 to the UPR Board of Trustees, which requires a doctoral degree as the minimum academic qualification to be recruited in a tenure track position. It requires that any candidate for a tenure track position as a professor or researcher must have a doctoral degree or equivalent in the teaching or research discipline, except in the disciplines with a proven difficulty in recruitment, according to the policies and procedures established by the President of the UPR. The BAP have been promoting and



increasing the number of faculty members with PhD’s or DBA’s and the focus is on hiring candidates according to this certification. The BAP has been focus in recruiting doctoral candidates before the certification in order to pursue the most qualified candidates.

b. What percent of your undergraduate credit hours in business are taught by

doctoral and professionally qualified faculty



Table 5.4 Table of Faculty Qualifications - Academic Year 2008-2009

Faculty Member

Initial Appointment

Highest Degree Assigned Teaching Discipline(s)

Prof. Cert.

Of Qualification Tenure

Type Discipline

Full-Time

Alicea Sanabria, B 1974 MBA Human Resources Business Ethics Wages and Salary Adm Human Resources

Professionally Professionally Professionally

No

Arroyo Veléz, L Juris Doctor MLL

Law Labor Law

Business Law Labor Law Labor Management Relations

Doctorally Doctorally Doctorally

Yes

Carrasquillo Sánchez, A

MBA Quantitative Methods Statistics Professionally Yes

Cepeda Parrilla, P Juris Doctor Law Business Law Accounting

Doctorally Professionally

Yes

Colon Parrilla, S 1997 PhD Economic and Financial Accounting

Economic Statistic Microeconomic Macroeconomic

Doctorally Doctorally Doctorally Doctorally

Yes

Garced Colón, D 1986 MBA Marketing Marketing Business Theory Introduction to Business


Yes

Hernández Serrano, J. 1993 PhD Educational Instruction Information Systems Statistics Investigation in Intl Business Use of Electronic Resources


Yes

Kalil Carrión, A MBA Business Administration Accounting CPA Professionally Yes

León Pagán, S 1979 MBA Accounting Accounting Professionally Yes

López Martínez, J 2006 MBA Management Organizational Behavior Human Resources Business Theory Introduction to Business Business Ethics Industrial Safety

Professionally Professionally Professionally Professionally Professionally Professionally

No

López Moreno, W 1992 PhD Management Decisional Process Operations Management Quality Control Investigation in Intl Business Use of Electronic Resources

Professionally Professionally Professionally Doctorally Doctorally

Yes

López Ríos, B 2007 MBA Accounting Accounting CPA Professionally No

Marrero Martínez, S 2007 MBA Finance Finance Professionally No

Medina Delgado, C 1987 MBA Accounting Accounting CPA Professionally Yes



Faculty Member

Initial Appointment


Prof. Cert.


Type Discipline

Mojica Rivera, V 1995 MBA Operation Management Management Statistic

Professionally Professionally

Yes

Morales Carrión, R 1979 MA Psychology Organizational Behavior Industrial Psychology Industrial Supervision


Yes

Ortiz Arroyo, W 1989 MBA Human Resources Accounting Human Resources Human Res & Mgt Internship


Yes

Pérez Colón, G 1999 PhD International Business Operation & Global Log Mgt Accounting


Yes

Ramos Bonilla, F MBA Economic Economic Microeconomic Statistics


Yes

Reyes Borges, R PhD International Business Intro to Intl Business Accounting

CPA Doctorally Doctorally

Yes

Rivera Rojas, R MBA International Business Entrepreneurship Intl Marketing Intl Business Protocol Administrative Theory Managerial Communication

Professionally Professionally Professionally Professionally Professionally

No

Rodríguez Iglesias, C 1992 MBA MS

Operation Management Clinic Psychology

Operations Management Decisional Process


Yes

Roig Casanova, G 1982 PhD Higher Education Administration

Marketing Administrative Theory


Yes

Silva Velázquez, P 2007 PhD Economic Economic Statistics Imports and Exports


No

Suárez Reyes, E MS Information Systems Information Systems Accounting


Yes

Vázquez Cruz, I MBA Finance Economic Finance Money & Banking Statistics

Professionally Professionally Professionally Professionally

Yes

Part-Time

Archilla Valentín, M 2007 MA Introduction to Business Professionally N o

Baldaguéz Matos, J 2004 MA Economic Economic Professionally No

Carrasquillo Ríos, C 2009 PhD Industrial Psychology Doctorally No

Clemente Ramírez, E MBA Human Resources Human Resources Professionally No

Díaz Rodríguez, S 2009 MBA Mathematics Statistics Professionally No

Díaz Rodríguez, J 1999 MBA Management Administrative Theory Introduction to Business


No

Ferrer Ortiz, D 2006 MBA Accounting Accounting Professionally No



Faculty Member

Initial Appointment


Prof. Cert.


Type Discipline

González Green, J Juris Doctor Law Money and Banking Accounting

CPA

Doctorally Doctorally

No

González Rivera, J Juris Doctor Law Accounting Business Law


No

Marrero Velázquez, W 2009 MBA Economic

Morales Cabrera, J MBA Accounting Accounting CPA Professionally No

Mustafá Ramos, A Intl Business Internship Professionally No

Quiñones Rosario, M MA Human Resources Introduction to Business Managerial Communication Human Resources


No

Rivera Morales, J MBA Accounting Accounting CPA Professionally No

Rosa Vázquez, C MBA Accounting Accounting Money & Banking

CPA Professionally Professionally

No

Soto Montes, L MBA Information Systems Information Systems Administrative Theory


No

Torres Zenquis, E MBA Managerial Communication Professionally No

Vargas Castro, R. PhD Economic Economic Doctorally No

Vázquez Muñoz, L Marketing Professionally No

Vélez Medina, R Juris Doctor Law International Business Law CPA Doctorally No




Faculty Member

Initial Appointment


Prof. Cert.

Of Qualification Tenure Type Discipline

Full-Time


Law Labor Law



Yes


MBA Quantitative Methods Statistics Professionally Yes

Cepeda Parrilla, P Juris Doctor

Law Business Law Accounting


Yes




Yes

Garced Colón, G 1986 MBA Marketing Marketing Business Theory Introduction to Business


Yes

Hernández Serrano, J 1993 PhD Educational Instruction Information Systems Statistics Investigation in Intl Business Use of Electronic Resources


Yes





No



Yes






Yes



Faculty Member

Initial Appointment


Prof. Cert.


Morales Carrión, R 1979 MA Psychology Organizational Behavior Industrial Psychology Industrial Supervision


Yes



Yes



Yes

Quiñones Rosario, M MA Labor Relation Introduction to Business Managerial Communication Wages & Salary Adm Human Resources


No



Yes



Yes

Rivera Rojas, R MBA International Business Entrepreneurship Intl Marketing Intl Business Protocol Administrative Theory


No





Yes

Rodrigo Pons, J 1995 MBA Introduction to Business Statistics Administrative Theory


No


Marketing Administrative Theory Business Ethics

Doctorally Professionally Professionally

Yes

Silva Velázquez, P 2007 PhD Economic Economic Microeconomic Imports and Exports


No



Yes



No



Yes



Faculty Member

Initial Appointment


Prof. Cert.


Part-Time

Alicea Sanabria, B 1974 MBA Human Resources Business Ethics Wages and Salary Adm Human Resources


No

Archilla Valentín, M 2007 MA Administrative Theory Introduction to Business


No

Baldaguéz Matos, J 2004 MA Economic Economic Professionally No

Carrión Rosado, C 2010 MBA Accounting Accounting Professionally No

Claudio Crespo, J 2009 PhD Information Systems Information Systems Introduction to Business


No

Clemente Ramírez, E MBA Human Resources Human Resources Professionally No

Coronel Suárez, A 2009 Statistic Professionally No

Cuadrado Reyes, F MBA Accounting Accounting Income Tax

CPA Professionally Professionally

No

Díaz Delgado, M 2009 Human Resources Industrial Supervision


No

Díaz Rodríguez, J 1999 MBA Management Administrative Theory Introduction to Business


No


Figueroa Pérez, C 2009 MBA Administrative Theory Introduction to Business


No

Galiano Quiñones, C 2009 PhD Organizational Behavior Industrial Psychology


No

González Green, J Juris Doctor

Law Accounting Business Law

CPA


No

González Rivera, J Juris Doctor



No

Marrero Velázquez, W 2009 MBA Economic Doctorally




Rosa Vázquez, C PhD Management Accounting Finance Money & Banking

CPA Doctorally Doctorally Doctorally

No

Torres Zenquis, E MBA Managerial Communication Professionally No

Vázquez Muñoz, L MBA Marketing Professionally No

Vélez Medina, R Juris Doctor

Law International Business Law CPA Doctorally No




Faculty Member

Initial Appointment


Prof. Cert.


Full-Time


Law Labor Law



Yes

Carrasquillo Sánchez, A MBA Quantitative Methods Statistics Professionally Yes

Cepeda Parrilla, P Juris Doctor

Law Business Law Accounting


Yes




Yes

Garced Colón, G 1986 MBA Marketing Marketing Business Theory Introduction to Business

Doctorally Professionally Professionally

Yes

Hernández Serrano, J 1993 PhD Educational Instruction Information Systems Statistics Investigation in Intl Business Use of Electronic Resources


Yes





No



Yes






Yes

Morales Carrión, R 1979 MA Psychology Organizational Behavior Industrial Psychology


Yes



Faculty Member

Initial Appointment


Prof. Cert.


Industrial Supervision Professionally



Yes



Yes

Quiñones Rosario, M MA Labor Relations Introduction to Business Managerial Communication Wages & Salary Adm Human Resources


No



Yes



Yes

Rivera Rojas, R MBA Accounting Entrepreneurship Intl Marketing Intl Business Protocol Administrative Theory


No





Yes


Marketing Administrative Theory Business Ethics


Yes

Silva Velázquez, P 2007 PhD Economic Economic Microeconomic Imports and Exports


No



Yes



No



Yes

Part-Time

Archilla Valentín, M 2007 MA Administrative Theory Introduction to Business


No

Carrasquillo Ríos, C PhD Psychology Industrial Psychology Doctorally No

Carrión Rosado, C 2010 MBA Accounting Accounting Professionally No

Claudio Crespo, J 2009 PhD Information Systems Information Systems Introduction to Business


No



Faculty Member

Initial Appointment


Prof. Cert.


Díaz Delgado, M 2009 MBA Human Resources Industrial Supervision


No

Falcón Dávila, V 2010 JD Law International Business Law Business Law

Doctorally No


Figueroa Pérez, C 2009 MBA Administrative Theory Introduction to Business


No

Galiano Quiñones, C 2009 PhD Organizational Behavior Industrial Psychology


No

González Green, J Juris Doctor


CPA


No

González Rivera, J Juris Doctor



No




Rodrigo Pons, J 1995 MBA Introduction to Business Statistics Administrative Theory


No

Vázquez Muñoz, L MBA Marketing Professionally No

Vélez Medina, R Juris Doctor

Law International Business Law CPA Doctorally No



c. What percent of your graduate credit hours in business are taught by doctoral

qualified faculty?

The BAP does not offer graduate level courses. All programs are at undergraduate level.

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?

Institution does not offer graduate level courses.

e. What is your faculty credit hour production or equivalent?

The Business Department has a shortage of professors. The faculty credit hour production is 12 credits. However, there is an extra compensation for extra courses.

Table 5.7 Table for Faculty Credit Hour Production or Equivalent - Academic Year 2008-2009

Faculty Members Fall Semester Spring Semester Qualification Level Undergraduate

UG Grad UG Grad Doct. Prof. Other

Alicea Sanabria, B 225 180 0 405 0

Arroy Vélez, L 225 225 450 0 0

Carrasquillo Sánchez, A 225 180 0 405 0

Cepeda Parrilla, P 180 180 360 0 0

Colón Parrilla, S 225 180 405 0 0

Garced Colón, D 225 180 0 405 0

Hernández Serrano, J 285 300 585 0 0

Kalil Carrión, A 300 240 0 540 0

León Pagán, S 180 180 0 360 0

López Martínez, J 225 225 0 450 0

López Moreno, W 255 225 45 405 0

López Ríos, B 285 225 0 510 0

Marrero Martínez, S 210 225 0 435 0

Medina Delgado, C 240 240 0 480 0

Mojica Rivera, V 270 270 0 540 0

Morales Carrión, R 180 180 0 360 0

Ortiz Arroyo, W 240 240 0 480 0

Pérez Colón, G 180 180 0 360 0

Ramos Bonilla, F 315 180 0 495 0

Reyes Borges, R 225 180 405 0 0

Rivera Rojas, R 225 180 0 405 0

Rodríguez Iglesias, C 90 90 0 180 0

Roig Casanova, G 180 180 0 360 0

Silva Velázquez, P 225 45 225 495 0 0



Faculty Members Fall Semester Spring Semester Qualification Level Undergraduate


Suárez Reyes, E 240 255 0 495 0

Vázquez Cruz, I 315 270 0 585 0

Archilla Valentín, M 0 45 0 45 0

Baldaguéz Matos, J 90 90 0 180 0

Carrasquillo Ríos, C 0 45 0 45 0

Clemente Ramírez, E 90 45 0 135 0

Díaz Hernández, S 0 45 0 45 0

Díaz Rodríguez, J 45 90 0 135 0

Ferrer Ortiz, D 120 120 0 240 0

González Green, J 0 120 0 120 0

González Rivera, J 120 120 0 240 0

Morales Cabrera, J 60 120 0 180 0

Mustafá Ramos, A 60 60 0 120 0

Quiñones Rosario, M 45 135 0 180 0

Rivera Morales, J 120 60 180 0 0

Rosa Vázquez, C 120 60 180 0 0

Soto Montes, L 90 90 0 180 0

Torres Zenquis, E 90 0 0 90 0

Vargas Castro, J 90 0 90 0 0

Vázquez Muñoz, L 45 45 0 90 0

Vélez Medina, R 120 0 0 120 0

TOTALS 7,050 45 6,525 - 2,895 10,695 -



Table 5.8 Faculty Credit Hour Production or Equivalent - Academic Year 2009-2010

Faculty Members Fall Semester

Spring Semester

Qualification Level Undergraduate


Arroyo Vélez, L 225 225 450 0 0

Carrasquillo Sánchez, A 225 225 0 450 0

Cepeda Parrilla, P 180 180 360 0 0

Colón Parrilla, S 45 225 270 0 0

Garced Colón, D 180 180 0 360 0

Hernández Serrano, J 225 225 450 0 0

Kalil Carrión, A 240 140 0 380 0

León Pagán, S 180 180 0 360 0

López Martínez, J 225 225 0 450 0

López Moreno, W 180 225 45 360 0

López Ríos, B 285 285 0 570 0

Marrero Martínez, S 255 225 0 480 0

Medina Delgado, C 240 240 0 480 0

Mojica Rivera, V Note 1 Note 1 0 0 0

Morales Carrión, R 180 180 0 360 0

Ortiz Arroyo, W 210 225 0 435 0

Pérez Colón, G 180 225 45 360 0

Quiñones Rosario, M 225 180 0 405 0

Ramos Bonilla, F 225 225 0 450 0

Reyes Borges, R 210 180 390 0 0

Rivera Rojas, R 195 255 0 450 0

Rodríguez Iglesias, C 90 90 0 180 0

Rodrigo Pons, J 270 225 0 495 0

Roig Casanova, G 180 180 0 360 0

Silva Velázquez, P 270 225 495 0 0

Suárez Reyes, E 240 240 0 480 0

Soto Montes, L 90 180 0 270 0

Vázquez Cruz, I 270 270 0 540 0

Alicea Sanabria, B 0 90 0 90 0

Archilla Valentín, M 90 45 0 135 0

Baldaguéz Matos, J 90 45 0 135 0

Carrión Rosado, C 0 60 0 60 0

Claudio Crespo, J 60 45 0 105 0

Clemente Ramírez, E 45 0 0 45 0

Cuadrado Reyes, F 105 0 0 105 0

Coronel Suárez , A 90 45 0 135 0




Spring Semester



Díaz Delgado, M 45 45 0 90 0

Díaz Rodríguez, J 135 45 0 180 0

Ferrer Ortiz, D 120 120 0 240 0

Figueroa Pérez, C 45 45 0 90 0

Galiano Quiñónez, C 45 45 0 90 0

González Green, J 60 60 120 0 0

González Rivera, J 60 120 180 0 0

Marrero Velázquez, W 45 0 0 45 0

Morales Cabrera, J 120 120 0 240 0

Mustafá Ramos, A 60 60 0 120 0

Rivera Morales, J 120 120 0 240 0

Rosa Vázquez, C 105 0 0 105 0

Torres Zenquis, E 90 0 0 90 0

Vázquez Muñoz, L 45 0 0 45 0

Vélez Medina, R 120 0 120 0 0

TOTALS 7,215 - 6,770 - 2,670 11,315 -

Note 1: Sabbatical



Table 5.9 Faculty Credit Hour Production or Equivalent - Academic Year 2010-2011


Spring Semester


UG Grad Grad UG Grad Doct. Prof. Other

FULL-TIME

Arroy Vélez, L 180

0

180 0 0

Carrasquillo Sánchez, A 225

225

0 450 0

Cepeda Parrilla, P 180

180

360 0 0

Colón Parrilla, S 225

225

450 0 0

Garced Colón, D 180

180

0 360 0

Hernández Serrano, J 255

180

435 0 0

Kalil Carrión, A 240

240

0 480 0

León Pagán, S 180

180

0 360 0

López Martínez, J 270

135

0 405 0

López Moreno, W 210

300

150 360 0

López Ríos, B 285

105

0 390 0

Marrero Martínez, S 210

240

0 450 0

Medina Delgado, C 240

300

0 540 0

Mojica Rivera, V 180

180

0 360 0

Morales Carrión, R 180

270

0 450 0

Ortiz Arroyo, W 240

300

0 540 0

Reyes Borges, R 0

270

90 180 0

Quiñones Rosario, M 225

225

0 450 0

Ramos Bonilla, F 225

180

0 405 0

Reyes Borges, R 210

240

135 315 0

Rivera Rojas, R 330

270

0 600 0

Rodrigo Pons, J 180

90

0 270 0

Rodríguez Iglesias, C 90

135

0 225 0

Roig Casanova, G 180

180

0 360 0

Silva Velázquez, P 270

270

540 0 0

Soto Montes, L 210

225

0 435 0

Suárez Reyes, E 240

240

0 480 0

Vázquez Cruz, I 315

285

0 600 0

PART-TIME

Archilla Valentín, M 45

0

0 45 0

Carrasquillo Ríos, C 0

45

0 45 0

Carrión Rosado, C 60

45

0 105 0

Claudio Crespo, J 90

0

0 90 0

Falcón Dávila, V 45

60

0 105 0

Ferrer Ortiz, D 120

120

0 240 0

Galiano Quiñones, C 45

0

0 45 0




Spring Semester



González Green, J 120

60

0 180 0

González Rivera, J 120

60

0 180 0

Morales Cabrera, J 120

60

0 180 0

Mustafá Ramos, A 60

60

120 0 0

Rivera Morales, J 120

0

120 0 0

Vázquez Muñoz, L 45

0

0 45 0

Vélez Medina, R 60

0

0 60 0

TOTALS 7,005 - - 6,360 - 2,580 10,785 -

Table 5.10 Faculty Credits - Academic Year 2010-2011


Spring Semester



FULL-TIME

Arroy Vélez, L 12

0

12 0 0

Carrasquillo Sánchez, A 15

15

0 30 0

Cepeda Parrilla, P 12

12

24 0 0

Colón Parrilla, S 15

15

30 0 0

Garced Colón, D 12

12

0 24 0

Hernández Serrano, J 17

12

29 0 0

Kalil Carrión, A 16

16

0 32 0

León Pagán, S 12

12

0 24 0

López Martínez, J 18

9

0 27 0

López Moreno, W 14

20

10 24 0

López Ríos, B 19

7

0 26 0

Marrero Martínez, S 14

16

0 30 0

Medina Delgado, C 16

20

0 36 0

Mojica Rivera, V 12

12

0 24 0

Morales Carrión, R 12

18

0 30 0

Ortiz Arroyo, W 16

20

0 36 0

Pérez Colón, G 0

18

6 12 0

Quiñones Rosario, M 15

15

0 30 0

Ramos Bonilla, F 15

12

0 27 0

Reyes Borges, R 14

16

7 23 0

Rivera Rojas, R 22

18

0 40 0

Rodrigo Pons, J 12

6

0 18 0

Rodríguez Iglesias, C 6

9

0 15 0




Spring Semester



Roig Casanova, G 12

12

0 24 0

Silva Velázquez, P 18

18

36 0 0

Soto Montes, L 14

15

0 29 0

Suárez Reyes, E 16

16

0 32 0

Vázquez Cruz, I 21

19

0 40 0

PART-TIME

Archilla Valentín, M 3

0

0 3 0

Carrasquillo Ríos, C 0

3

0 3 0

Carrión Rosado, C 4

3

0 7 0

Claudio Crespo, J 6

0

0 6 0

Falcón Dávila, V 4

4

0 8 0

Ferrer Ortiz, D 8

8

0 16 0

Galiano Quiñones, C 3

0

0 3 0

González Green, J 8

4

0 12 0

González Rivera, J 8

4

0 12 0

Morales Cabrera, J 8

4

0 12 0

Mustafá Ramos, A 4

4

8 0 0

Rivera Morales, J 8

0

8 0 0

Vázquez Muñoz, L 3

0

0 3 0

Vélez Medina, R 4

0

0 4 0

TOTALS 468 - - 424 - 170 722 -



5.3 Faculty Deployment

a. Do you have at least one full-time doctoral or professional qualified faculty member

for each academic major or concentration?

The BAP faculty members are professionally qualified with a recognized and accredited master’s degree, doctoral degrees, and with administrative experience. In the planning process, we pursue recruiting new personnel with doctoral degrees on business related field such as management, international business, human resources or accounting. Of our full time faculty, 32% has a doctoral degree in a business related field.

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?

No off campus degree granting program is offered by UPR- Humacao.

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 your faculty and staff are of sufficient numbers to ensure performance of the nine functions?

According to the General Bylaws of the UPR, section 64.1 Workload (Appendix 23) - states that the regular teaching workload requires complete dedication to serve the university for thirty seven hours per week. Article 65 Elements of Academic Task- set is divided into hours as the work of the faculty. The task of teaching each teacher will be equivalent to twelve credit hours per week of direct contact with the student.

Within the workload some professor are in charge off the nine function. In addition, professor works in a diversity off committees as part of the working hours required in section 64.1.



The teacher will offer six hours per week of individual attention to students. For the preparation of courses and other duties related to their work the professor will have fifteen hours a week and four hours to attend meetings. The BAP Director is responsible for assigning the teaching load of each teacher with the approval of the Academic Dean. In consultation with the professor is assigned additional academic workload.

Professors are part of working groups for different assignments. At the BAP there are several standing committees: Personnel, Academic Curriculum, Students Affair, Alumni, Planning, Library, Professional Development and Assessment. They also participate in committees that emerge for temporary work and institutional committees and the Academic Senate.

Because the regular faculty of the department is not enough to complete with the number of courses that are programmed into, the department hire full-time professors and part-time. These professors are evaluated and the same rigorous requirements have to be fulfilled. This could be read as the full-time faculty (regular and contract) can effectively cover all tasks, except to issue all courses. Therefore, all functions are completed using professors with a part-time contract and workload.

b. How do you determine the appropriate teaching load for your faculty?

The University of Puerto Rico General Bylaws specify a regular teaching load as 12 credit hours although specific practices about the number of class-sections per instructor vary from three to four based on the number of credits assigned to each course. Additional compensation is paid for courses exceeding the 12 credit hour load. The number of class-sections assignment is determined by various specific teaching circumstances, including the size and complexity of courses, and other teaching responsibilities. The teaching load is assigned by the department chair who will consult with each faculty member. The departmental schedule for the teaching load per semester must be submitted to and reviewed by the Dean of Academic Affairs.

c. What is the institutional policy that determines the normal teaching load of a full-time faculty member?

The University of Puerto Rico General Bylaws establishes the normal teaching load of a full-time faculty professor. The faculty member’s workload per week is thirty-seven and a half hours (37.5). The professor dedicates six (6) hours weekly to the individual attention of its students. The faculty member has fifteen (15) hours per week to write and correct tests and examinations, to plan lecture, research and other related teaching activities. Also four and a half (4.5) work hours weekly are for attendance to committee meetings and other administrative and related academic activities. The Dean of Academic Affairs may approve 18 credits if justified by the Department Chair.

d. How are the policies administered?

The Department Chair and Dean for Academic Affairs have the responsibility to supervise and to guarantee the fulfillment of the faculty member’s tasks assigned by the UPR General Bylaws, sections 65.1-65.5 (Appendix 24). The Human Resources Office and the Payroll Office also collaborate in this process.



For every professor a class schedule is prepared were classes are detailed with its office hours and for those who applied the administrative work is also included. This document is approved by the Dean of Academic Affairs and Finance.

e. How do you determine that no faculty member (full or practitioner) has a

combination of teaching and other responsibilities that is inconsistent with fulfilling all function effectively?

The functions of the faculty are completely determined and described in Article 65 of the UPR Bylaw. In general, it is expected that a faculty member dedicate 12 contact hours to teaching per week, six office hours for advising and counseling the student body. Also, according to the bylaws, the professor has 15 hours for scholarly and professional activities, and business and industry interaction. In addition, there are 4 ½ hours for administrative activities and community and college service activities. However, at this time some members are part of several committees and special projects, resulting in an overlapping of some function.

f. How do your part-time faculty members participate in these essential functions?

The part-time faculty is not required to engage in all the nine functions described earlier. Their main task rests on teaching. However, they must provide office hours for advising and counseling the student body. The time dedicated depends on the credit-hour work load within the department. Professors must dedicate 1.5 hours for every three credits offered. Part-time faculty is invited to workshops, lectures and other departmental and institutional activities. However, our experience indicates they are involved in the faculty activities, assisting to seminars, meetings, business travel, organizing conferences and community tax services with the students.

g. What fact-based information, such as benchmarking (comparison to best practice), is used to evaluate your performance?

The National Center for Education Statistics provides us with our institution’s annual IPEDS Data Feedback Report. The Integrated Postsecondary Education Data Systems (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 institution-level 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 with others.

h What compensation (comparison with other high-quality institutions, or historically appropriate faculty size and load criteria are used to evaluate your performance to others?

All the UPR system units has the same compensation and load criteria. However, all private institutions provide a lower compensation to their faculty. The UPRH has a faculty size, preparation number and load similar to institutions in the UPR System. Our faculty, consist of twenty-seven full time professors, which are involved in scholarly activities such as teaching, research, and workshop participation, among others at a rate



of 100 percent participation. They also are involved in professional activities in addition to their teaching load, which demonstrate the degree of commitment towards the

discipline. The faculty is involved in community service and in special projects.

i. What process do you use to evaluate and improve the mix of the nine functions.

The BAP has a group of four coordinators who are responsible of presenting the reports of activities conducted in their areas. In addition, the committee chairs also have an annual report of activities carried out in committees. Finally, the Director prepares an annual report informing the activities through the academic year or faculty committees responsible.

It is also important to note that the professor who is or will be promoted must submit a detailed portfolio including this areas and new functions:

A. Academic B. Works department and the institution C. Professional development D. Research E. Publications F. Professional Recognition

5.5 Faculty Evaluation

a. How do you monitor/evaluate your faculty’s teaching, student advising and counseling process?

There is a formal process established by the institution (UPR) which evaluates the records of the professors. This process begins with the evaluation of teachers who are candidates for promotion. The Human Resources office certifies teachers who are going for promotion or tenure. These professors are evaluated by peers who are members of the staff at BAP. Also, students, representatives students, evaluate professors and its performance in the classroom. Students are currently evaluating professors of the BAP Director.

Academic Advisors who provides counseling services prepared a report of work listing, naming and describing activities. Students complete an evaluation sheet of the services received at the Academic Advising Office.

b. How do you monitor/evaluate your faculty’s scholarly and professional activities?

The BAP director prepares an annual report that includes faculty’s scholarly and professional activities. This item is included in the administrative evaluation that is made to the professors. All faculty members are responsible of informing such activities to the Department Chair. Faculty members must keep evidence of these activities for their records. This evidence is required for tenure and promotions.



c. How do you monitor/evaluate your faculty’s research and publications activities?

The BAP has a research committee that promotes the research among students and professors. This committee currently collaborates in the magazine named "ADEM investiga."

The purpose of this publication is to encourage faculty members and students to investigate and have a place to make public their work. In November 2009 and April 2010 was the week of research, where student presented in the areas of Management, International Business and Accounting. (BAP professors were mentors in this work.)

It is also responsibility of each professor to inform the BAP director of any research and/or publication activities in order to include them in the annual report. Furthermore, the Report of the Annual Research also shows details of the research activities carried out by teachers and students.

d How do you monitor/evaluate your faculty’s service activities?

The Chairman of each committee prepares a yearly report which informs all activities conducted by his committee. This information is summarized in the BAP Annual Report. This information is part of the questionnaire to each teacher must complete when it is going to be promoted.

e. How do you monitor/evaluate your faculty’s administrative activities?

Program coordinators submit a report every six months work which is used in carrying out the Annual Report. There is a description of the tasks performed both coordinators, academic counselors and the director. The Director is evaluated by (the) Dean (a) Academic Affairs. This process is a self-assessment with a discussion of self-assessment with (the) Dean (a) of academic affairs. The evaluation process is made-through performance report Analyzing Coordination of Their Activities, meetings and outcomes.

f. How do you monitor/evaluate your faculty’s business and industry relations?

The BAP’s Annual Report, inform activities they carried out with businesses and industries. Activities that are conducted at the department and sometimes they are sponsored by the business. Also, the Internship Annual Report reflects the relation with the industry. For the years 2009-2010 the BAP is highly involve with the industry through the involvement of students and professors in SIFE UPRH chapter.

g. How do you monitor/evaluate your faculty’s development activities?

The faculty’s development activities are evaluated by the Personal Committee. Also, the Department Chair prepares an annual report that includes the faculty’s development activities. All faculty members are responsible to inform such activities to the Department Chair. Faculty members must keep the evidence of these activities for his or her records. This evidence is required for tenure and promotions.



h. How do you monitor/evaluate your faculty’s consulting activities?

The UPR has a policy that every professor to undertake other work to be reported to the direct supervisor. Although not evaluated their records on consulting activities, they can bring to their merit for promotion, if they are ranked low activity that promotes the university

i. How do you monitor/evaluate your faculty’s additional contributions to the

business school or program?

The faculty’s additional contributions are evaluated through their Annual Report. All faculty members must inform contributions to be included in the BAP Annual Report. Evidence of these contributions is required for tenure and promotion.

j. How do you faculty and staff promote a student focus?

Students select their own representative who participates in activities, Curriculum Committees, Planning, Student Affairs, among others, also attending department meetings and have a say in the decisions of the department. The student associations members involved in freshman orientations.

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 UPR promotes collaborative and effective communication and cooperation among faculty, students and staff. Our rulings requires the student representative in our committees to assure an effective relationships and communication, As previously mentioned, the faculty’s evaluation, according to the UPR General Bylaws, teamwork contributes positively to the university in general and it is essential in the entire university community.

l. How do you ensure work and jobs are designed, organized, and manage to

provide opportunities for individual initiative and self-directed responsibility in designing, managing, and improving school and/or program processes?

The BAP director is responsible for conducting the Annual Operational Plan. In the same set of activities that will guide the department committees. This Operational Plan sets out the objectives to be followed and these are aligned with corporate goals

m. How do you ensure work and jobs are designed, organized, and manage to

promote flexibility, cooperation, rapid response, and learning in addressing current and changing student, stakeholder and operational requirements?

The UPR respect the capabilities and requirements of faculty, staff, students, and other stakeholders. As stated at UPR Bylaw, the university places loyalty to the functional autonomy of the institutional units. The organization structure avoids change of command that require long-line of decision path. It encourages and supports individual and working teem efforts.



n. How do you ensure work and jobs are designed, organized, and manage to promote knowledge and skill sharing across work functions, units and locations?

The UPR promotes participation in training and development of innovative skills to faculty. Teachers must provide evidence of formal and informal training in Puerto Rico and abroad, necessary for the process of promotion of teachers. The Department promotes the information technologies applied to the educational process and assistance and opportunities for faculty and students are provided to access training inside and outside the Department. Information technologies allow the practice of specific skills (especially research) but outside of the classroom. In addition, the BAP offers internships, educational trips and symposia to promote the integration of practical skills and exposure to cultural diversity.

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?

Staff also participates in different activities in the academic experience that ends up in a Business Administration Degree. These activities include teaching in the classroom, mastery of technology, the use of official communication channel, participation in institutional activities, student activities and community and professional activities. All teachers, students and support staff are formally recognized for their participation in these activities. For BAP students is provided and "achievement night". In addition, for professors and support staff honorable mentions and recognition certificates are given.

p. How do you improve your evaluation system?

The Evaluation System is provisional and is in the process to improve. The evaluation system may be subject to evaluation through with Institutional Personnel Committee recommendations. Through Department’s Academic Senator suggestion to evaluation form and the promotion manual can be brought to the academic senate.

5.6 Faculty and Staff Development

a. How do you determine faculty and staff development needs?

The needs are determined through studies and asking professor and students. The faculty and staff development need are determined through a study of needs and meeting professors with students, taking in to consideration the academic preparation and curriculum program.

b. What orientation and training programs are available?

They are various training program and activities that professor participate consistently. Some of them are outside of Puerto Rico and others through the institutional offering by external association. The institution offers workshops in the area of technology. It also offers seminars for teachers to make appraisal in the classroom. This allows teachers to acquire the necessary skills to implement them in the classroom.



The Human Resources Office promotes participation in workshops and seminars on ethics.

c. Are the opportunities for ingoing professional development?

The professors are encouraged to apply for sabbatical, economic assistances among other for PhD degrees and research according to the priorities.

d. How do you get input from the faculty and staff about their development needs?

It is received through meeting with the Personal Committee and the Director of the School of Business.

e. How do you deploy faculty and staff development needs?

The BAP has a Professional Improvement Committee, which is responsible for determining the needs of faculty members. The committee chairman keeps constant communication with teachers and informs the Director of what their needs are. Moreover, teachers are made to get information on workshops and external seminars.

f. How do you measure trends and comparisons of faculty and staff development

activities?

N/A

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 Regulations of the UPR establish the procedures to apply for sabbaticals, leaves of absence, grants, provision for student assistants, travel clerical and research support. The Academic Senate and Academic Board certification set the priorities and procedures that are required to apply for them.

Professors can also ask for students through the Financial Aid Office to assist them in preparing research studies that they can perform.

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?

General Regulations and the Faculty Handbook establish policies and Institutional regulations in UPRH. These Bylaws are applicable to the whole UPR not only to the UPRH.

b. If you do not address bulleted items, please explain why not?

Faculty development, including eligibility criteria

In order to be recruited at the UPR the candidate must hold a Post Graduate Degree (doctoral) in the field that is going to teach. However, at the time of the regulation which required Doctoral degree came into effect, those who did not have a PhD or equivalent for their field of study are encouraged to pursue one. The University of Puerto Rico is willing to support anyone who intends to complete a Doctoral degree in their field. According to the University of Puerto Rico General Bylaws, Article 51 (Appendix 25), 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.

Tenure and promotion policies

The tenure and promotion are governed by the University of Puerto Rico General Bylaws in Article 46 and 47 (Appendix 26). Among other things the candidate must have shown a satisfactory performance especially in their teaching to be eligible for tenure. Same characteristics are to be observed in terms of promotion; it is the same approach.

Evaluation procedures and criteria

The evaluation criterion is described in article 45 of the University of Puerto Rico General Bylaws (Appendix 27). The evaluation process consists of three parts. The first one is an evaluation of the peers, the second one is by the chair person, and the third one is done by the students.

Workload policies

The typical workload of a faculty member is twelve credit hours per semester. It should not include more than three different preparations per semester, yet four may be authorized by the Dean of Academic Affairs if do justified – this to be the exception and not the rule. The summer session is not considered part of a normal workload of a faculty member.

Service policies

Service policies typically include attendance at all department meetings, general faculty meetings, and any committee meetings to which a faculty member is assigned. These responsibilities are included in Article 63 (Appendix 28) of the General Bylaws 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 majority of the faculty maintains membership in the professional associations of their respective field.

Scholarly expectations

Although the main focus is teaching, this does not preclude the faculty to engage in scholarly activities, as a matter of fact some do. The Institution supports faculty research by granting faculty leaves of absences, sabbaticals, load reductions, and seed money to help in research start-up.

Termination policies

The termination process is in the bylaws of the University of Puerto Rico. In general no one can be terminated without due process, sabbatical, economic assistance, leave absence among others.

5.8 Scholarly Professional Activities

Faculty members must be actively involved in professional activities that will enhance the depth and scope of their knowledge and of their disciplines, as well as the effectiveness of their teaching. The institution must demonstrate a reasonable balance of scholarly and professional activities by the faculty as a whole, consistent with the stated institutional mission.

For the purposes of this standard, professional activities are defined as:

Activities involving the use of professional expertise helping solve practical problems in either the private or public sectors (e.g., professionally related consultation, policy analysis, etc.)

Activities in support of professional organizations (e.g., attending and participating in professional meetings and performing in leadership roles in professional organizations)

Professionally related service activities directly related to the academic discipline of the faculty member and consistent with the stated mission of the business school or program (Community and university service activities not directly related to the faculty member's discipline do not satisfy this standard.)

This category is designed to include the routine application of the faculty member's professional expertise helping solve problems in either the private or public sectors. These may include activities for which the faculty member is contracted, as well as for volunteer services. The key word is "professionally related." Community activities that are not professionally related are not to be included. The determination of "professionally related" depends upon the nature of the activity. Professionally related also includes activities in support of professional organizations. This might include serving as an officer of a professional organization; it might include participation in a professional meeting as a program chairperson, paper presenter, or a discussant; or it



could include participation in seminars, symposia, short courses, and/or workshops intended as professional development or enrichment activities.

a. In what types of scholarly research are your faculty members involve?

The professors of the BAP, where the priority is education, prepare instructional modules, cases and manuals used at the class level. For others involved in the preparation of institutional studies such as studies of graduates and employers.

b. In which publications are your faculty members being published?

Professors can publish in journals. The Departmental Research Committee supports teachers to publish their individual research. The others are doing the preparation of a magazine where faculty members and students can publish their research.

c. In what professional activities are your faculty members involved?

Most teachers belong to professional associations which offer seminars and workshops for its members. There are also teachers who are licensed professionals and have to keep hours of continuing education in order to keep them.



Table 5.11 Scholarly and Professional Activities (Appendix 29)

Faculty Member Highest Degree

Earned Professional Certification

Scholarly Activities Professional Activities

Other Papers Presented

Published Articles/

Manuscripts/ Books

Unpublished Articles/

Manuscripts/ Books

Consulting Professional

Related Services

Professional Conferences/

Workshop

Professional Meetings

Professional Memberships


Puerto Rico BAR

Association


MBA B=1 A=3 A=1 2 1

Cepeda Parrilla, P

Juris Doctor Puerto Rico BAR

Association

Colon Parrilla, S

PhD B=1 A=1 B=2

A=2 D=2

A=5 D=1

32 8 3

Garced Colón, D

MBA Marketing International

Business

A=6 A=1 B=1

A=2 D=1

D=1 1 4

Hernández Serrano, J.

PhD AACSD AQ (Cert.)

2016

B=3 B=1

Kalil Carrión, A MBA CPA International

Business

2 1

León Pagán, S MBA 2 3 1

López Martínez, J

MBA DBA

Candidate

B=4 D=6 D=1 13 2 5

López Moreno, W

DBA ProfessionalEngineering

B=7 B=3 B=6 D=4 A=1 17 1 4 3

López Ríos, B MBA DBA in

progress

CPA B=1 16 1

Marrero Martínez, S

MBA PhD in

progress

PR SBT DC International

Business Certificate

B=5 A=1 7 2 1

Medina Delgado, C

MBA CPA A=2 A=1 1 1

Mojica Rivera, V

MBA

Morales Carrión, R

MA



Faculty Member Highest Degree

Earned Professional Certification

Scholarly Activities Professional Activities

Other Papers Presented

Published Articles/

Manuscripts/ Books

Unpublished Articles/

Manuscripts/ Books

Consulting Professional

Related Services

Professional Conferences/

Workshop

Professional Meetings

Professional Memberships

Ortiz Arroyo, W

MBA CPA A=2 C=1 5 2

Pérez Colón, G

PhD

Quiñones Rosario, M

MA PhD Candidate

B=5 A=2 D=1 2 2 2

Ramos Bonilla, F

MBA

Reyes Borges, R

PhD CPA B=1 B=1 B=3 A=3 D=2 5 4 2 3

Rivera Rojas, R

MBA

Rodríguez Iglesias, C

MBA MS

A=2 A=1 5 4 2

Rodrigo Pons, J

MBA PhD candidate

Professional Engineering

D=1 2 1

Roig Casanova, G

PhD B=13 B=4 B=2 D=3 A=3 7 1 1 1

Silva Velázquez, P

PhD B=2 B=1 A=1 D=2

A=3 2 3 2

Suárez Reyes, E

MS MS Network & telecomm.

Novell OS

B=1 B=1 B=1 D=2 D=2 2 1 1

Soto Montes, L

MBA DBA in progress

A=1 B=1

A=2 7 5 2

Vázquez Cruz, I

MBA


Standard 6: Educational and Business Process… 163


STANDARD 6: EDUCATIONAL AND BUSINESS

PROCESS MANAGEMENT



STANDARD 6:

EDUCATIONAL AND BUSINESS PROCESS MANAGEMENT

6.1 Education Design and Deliver 6.1.1 Educational Design

a. How do you develop the design and introduction of educational programs and offerings?

The Vice President of Academic Affairs at 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, the governing board of the UPR. The Board of Trustees fosters an environment of continuous improvement in all academic and administrative endeavors. It amended the procedures for the creation and evaluation of academic programs. Certification 2005-2006-80 (Appendix 50) establishes the procedure for the creation of new academic programs.The objective of Certification # 80 2005-2006 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, relevance to the mission and strategic plan of the institutional unit and the UPR system. Other items include: 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.

Certification 2006-2007-43 (Appendix 31) establishes uniformity for the evaluation of academic programs at the University of Puerto Rico. The objective of Certification # 43 is to establish uniformity for the systematic and consistent evaluation of the academic programs. This certification fosters quality in the teaching-learning experience, research, and service through periodic revisions of strengths and weakness areas that need improvement. The Dean of Academic Affairs of the institutional establishes the course of action to deal with these areas. This Certification promotes short-term and long-term planning while taking into consideration present and future opportunities and threats.

New academic programs are aligned with the mission statement and the strategic planning of the University of Puerto Rico in Humacao. The ACBSP standards are also considered. Once our program concept is developed, it is articulated in the form of a mission statement that arises from the University mission statement. The mission statement is used for decision making in developing the program and help set program goals and learning outcomes. The decision making process is based on faculty


166 Standard 6: Educational and Business Process…

consensus and backed up by literature review, stakeholder input, research and university catalog surveys. Figure 6.1 illustrates the conceptual process involved in the design of educational programs.

Figure 6. 1 Design of educational programs

The curriculum design of new program offerings are based on the literature review of current educational trends, labor market needs, accreditation and professional standards, learning assessment results and surveys of stakeholders (employers, alumni, faculty, and targeted student needs). A proposal for the new program offering is prepared following the UPR curriculum guidelines. There is an extensive faculty approval process for new program offerings at the UPRH, which usually takes over two years. In addition, there are several UPRH Academic Senate certifications that specify the numbers of credits and specific courses of the General Education component. Once a proposal of the new program offering is prepared, it is presented to the Department Curriculum Committee for evaluation and recommendations. If the proposal includes new courses to be offered by other UPRHH departments, the approval of the curriculum committees and faculty of those departments are also required. Once the recommendations are addressed, the proposal is presented to the Department faculty for approval. The proposal is then presented to the Dean of Academic Affairs. After that the proposal is referred by the Dean of Academic Affairs to the Academic Senate of the Humacao campus.

UPRH Mission and Strategic Plan

Program Mission Statement

Program Goals

Learning Outcomes

Learning Assessment



The Academic Senate refers the proposal to its Committee of Courses and Programs for the appropriate listing on its calendar. The Committee of Courses and Programs then evaluates the proposal and refers its recommendations to the Academic Senate. The Academic Senate discusses the proposal and also makes recommendations. Once the recommendations are addressed by the Department according to the Academic Senate, the proposal is approved and referred to the UPRH Administrative Board. The proposal is then submitted to the UPR Vice President of Academic Affairs, who may also make recommendations before referring it to the University Board. The UPR University Board has representation from all the campuses. Once approved, it is referred to the UPR Board of Trustees for final approval, and ultimately the Council of Higher Education. Throughout this extensive approval process, our Department faculty amends the original proposal to include the relevant recommendations made to the new program offering. Refer to Figure 6.2 for the design and introduction of new program offerings and the faculty approval requirements.

The BAP develops new programs in response to the needs, interests, and characteristics of a targeted group of students and the demands of the labor market. Even though the initiative may be undertaken by one or two faculty members, the decisions made during the design of the educational program is thoroughly discussed and approved by our faculty during all the stages of this process.

In the past, the opportunity to develop a new major in International Business came to our attention through our faculty. The trend towards globalization and new commercial treaties between countries has created the demand for a specialized professional in international business that is well documented in the literature. Two of our faculty members accepted the challenge of designing and introducing this new program: Bachelor in Business Administration with a major in International Business.

Another initiative by our faculty was the development of an Entrepreneurship certificate. This initiative was taken by one of our faculty members in response to the labor market demands of Puerto Rico. By staying up to date with the literature in Human Resource Management, Entrepreneurship, and the published research about our economy, one of our faculty members was given the opportunity to design and develop the curriculum that will enable professionals to create and operate their own business.



Figure 6. 2 Design and introduction of new program offerings



a. How do you make curricular changes related to the business program’s mission statement and strategic plan?

The BAP developed a strategic plan aligned with the draft of the UPR Strategic Plan and System-Wide Strategic Plan known as Ten for the Decade:

The plan flows directly from its vision and mission.

Any curriculum transformation is attained with a carefully planned and strategic change process that withholds commitment from key stakeholders – external (employers, graduates, and others) and internal (students, teaching personnel, and administrators).

Would there be any changes, they will be embedded into the course syllabus and in all Academic materials and documents.

References are evaluated, such as: employment statistics from the Puerto Rico Department of Labor, alumni satisfaction questionnaires, employers’ questionnaires, accreditation standards, assessment results and institutional student profiles. The processes for these curricular changes are outlined in Certification No. 43 (2006-2007) of the Board of Trustees, which creates the standard procedure for the evaluation of academic programs. One of the objectives of the certification is to provide evidence and improvement in the quality of teaching, research and service through the periodic revision of its strengths and achievements, areas of improvement and how to address them by establishing priorities for action in short and medium terms stages.

The curriculum evaluation of the BAP is made according to the Board of Trustee’s established guidelines. The program evaluation is based on the institution and department’s mission statements and Goal 2 and Objective 2 from the system-wide strategic plan. This process enables us to maintain the business programs up-to-date and allow for the introduction of pertinent curriculum modifications that reflect the changes of a technologically advanced global economy.

Curriculum changes are driven by a systematic review process which is ongoing and includes assessment results, surveys of stakeholders, accreditation standards, mission statement and literature review of educational trends. Our Major Coordinators are responsible for these curricular reviews. If considered to be a major change, the process of implementing curriculum changes is addressed in Figure 6.2. If it is considered a minor change, final approval rests with the Institution’s Academic Senate. The BAP currently has a mission statement that is aligned with the broader University mission statement. Refer to the University website for the mission statement: www.uprh.edu. The offering of relevant and innovative academic programs for professionals is included in the UPRH Mission Statement, which we strive to comply with.

The curriculum review proposal of the Accounting Major is an example of minor curriculum changes. The Proposal was referred to the Academic Senate by the Dean of Academic Affairs. However, due to the budgetary impact of the proposal, it may also be




referred to the UPR Vice-President of Academic Affairs. The educational trends of accounting revealed a need for specialization and the curriculum review proposal includes three subspecialties within the Accounting major: financial accounting, management of accounting systems, and taxes.

b. How do you incorporate student and stakeholder input?

Curricular changes are driven by student and stakeholders’ input. Student input comes as a result of surveys of current students and alumni, and student representation in the Curriculum Committee and other Department Committees. Stakeholder input comes from the relationship among the Department and professional organizations, such as the PR State CPA Society, the Society of Human Resource Management; surveys of employers, and the requirements of external certification agencies.

Table 6.1 Input of Stakeholders in Business Curricular Changes

Program Proposed Curricular Changes Student/Stakeholder Input

Accounting Add a new course: Accounting Information Systems

External: changes in Certification Requirements

Accounting

Redesign the Business English component, Business Writing course (3 crs), Conversational English (3 crs)

Student survey of the Business English component of the BBA, education trends, and survey of university catalogs.


Add a payroll problem to the course syllabus of Compensation

Employer survey of the Internship of Human Resources.


Include the discussion of cases and problem solving in all HR major courses

Employer survey of the Internship of Human Resources.


Add business courses: Operations Management, Principles of Marketing, and Management Theory; and dedicate more hours of ethics in required major courses.

Evaluation of the International Business major and the Council of Higher Education external evaluator report.

Stakeholder input in educational design and delivery

Students:

The BAP incorporates student feedback through surveys, course evaluations, and focal groups for the educational design of major. We also receive feedback through the exit survey of 2007 about their educational experience and their perception of the academic programs they completed.

Stakeholders – Faculty:

The Business Administration Faculty is immersed in the continuous curriculum review process and plays an active role in designing curricula. Our faculty has participated in surveys and discussion meetings about the curriculum design proposals developed by colleagues.

Stakeholders – Alumni:



Our Department has periodic alumni surveys and receives feedback about the alumni’s perception of their progress in competencies and skills, their work experience, and satisfaction with the academic services provided. The last alumni survey covered 2001, 2003 and 2005. The initial response rate of the 2007 alumni survey was too low and a second mailing and follow up emails were sent. The survey is currently in the report writing stage. The alumni survey is usually administered every two years

Stakeholders – Employers:

Employers provide feedback by participating in surveys administered by our faculty involved in the design and review of the program curricula, such as the new International Business major and the curriculum review of the accounting program. The internship evaluation of our student participants also provides feedback from employers. A study of the employers of the Management and Human Resource Management internship for 2007-2008 and 2008-2009 provided relevant learning assessment and proposed curricular considerations for both majors.

6.1.2 Degree Programs

a. How long does it take for a full-time student to complete the degree?

The curriculum of the BAP is design to be completed in four years. The bachelor in Business Administration has 137 semester credit hours. However many students complete the Bachelor program in approximately 5 years. There are several reasons for this delay in graduation. Many full-time students are employed, others complete a second major, and others work to complete the 150 credits hours requirement of the CPA certification.

b. What are the delivery methods (classroom, correspondence, independent study, computerized distance learning, etc.)?

The majority of the courses offered by the BAP faculty are in classroom format. Some faculty members complement the classroom format with online work using the Moodle platform. The Dean of Academic Affairs was informed of this hybrid class format and there is an institutional committee developing formal guidelines. We have few independent studies courses. We do not have computerized distance learning courses in our business programs.

c. How many contact hours are required to earn a 3 semester hours of credit?

Three semester hours of credit requires 45 contact hours per semester.

d. Do you have self-paced models?

The BAP does not offer self-paced models as a course offering. However, the Statistics course does have a graphics module, and there is a research module available also for the accounting program.



e. How are credits earned?

Credits are earned upon satisfactory completion of course requirements as certified by the grades filed by the professors.

f. Do you confer non-traditional business degrees?

The BAP does not offer non-traditional degrees.

6.1.3. Undergraduate Common Professional Component (CPC)

a. How does the curriculum design address the Undergraduate Common Professional Component (CPC) outlined below?

All the areas of the Common Professional Compliance that are addressed through required courses are included in Figure 6.4 The on-going curriculum review process will consider changes that may be necessary to strengthen the professional component. Each topical area is either represented by a dedicated course or is presented across CPC courses. A review of the CPC revealed the need to increase coverage hours in business policies. The Accreditation Committee of the BAP submitted a memorandum on August 4, 2011 to the Curriculum Committee indicating that the ongoing curricula review process consider increasing coverage hours of business policies.

Table 6.2a Table of Common Professional Component (CPC) Compliance: Human Resource Management, Management, and Accounting Programs Major

CORE COURSES

a1 MKT

a2 FIN

a3 ACC

a4 MGT

b1 LAW

b2 ECO

b3 ETH

b4 GLO

c1 IS

c2 STAT

BP

d COM

P

TOTAL

ECON-4036 45.0 6.0 3.0 4.0 58.0

ECON-3007 2.0 45.0 1.5 48.5

REHU-4005 3.0 2.0 2.0 1.0 2.0 2.0 45.0 3.0 2.5 10.0 72.5

REHU-4408 5.0 45.0 1.0 5.0 10.0 3.0 10.0 79.0

SICI-4105 4.0 0.5 1.0 2.0 45.0 8.0 8.0 68.5

ADMI-3005 45.0 3.0 2.0 50.0

ADMI-3006 2.0 2.0 2.0 25.0 6.0 3.0 2.0 3.0 1.0 1.0 47.0

CONT-3005 60.0 60.0

CONT-3006 60.0 60.0

ESTA-3041 15.0 45.0 60.0

ESTA 3042 15.0 45.0 60.0

MERC-3115 45.0 5.0 2.0 1.0 5.0 5.0 63.0

DEME-4005 60.0 60.0

GEOP-3005 1.0 1.0 2.0 45.0 1.0 1.5 18.0 6.5 76.0

FINA-3006 45.0 2.0 47.0

FINA-3007 60.0 60.0

TOTAL 60.0 112.0 126.0 166.0 67.0 97.0 61.0 34.0 76.0 116 18.0 32.0

Core courses descriptions: ECON-4036 - Economic and Social Development of PR ECON-3007- Principles of Economics REHU-4005 - Business Ethics REHU-4408 - Organizational Behavior SICI-4105 - Computer Applications in Bus. Administration ADMI-3005 - Administrative Theory ADMI-3006 - Introduction to Business CONT-3005 - Introduction to Fundamentals of Accounting I CONT-3006 - Introduction to Fundamentals of Accounting II

ESTA-3041 - Statistics I ESTA-3042 - Statistics II MERC-3115 - Principles of Marketing DEME-4005 - Business Law GEOP-3005 - Operations Management FINA-3006 - Business Finance FINA-3007 - Money and Banking



Table 6.2b Table of Common Professional Component (CPC) Compliance International Business Major

CORE COURSES a1

MKT a2 FIN

a3 ACC

a4 MGT

b1 LAW

b2 ECO

b3 ETH

b4 GLO

c1 IS

c2 STAT

BP

d COMP

TOTAL

ECON-3155 45.0 5.0 5.0 55.0

ECON-3165 5.0 45.0 2.5 5.0 57.5

SICI-3115 3.0 0.5 1.0 3.0 30.0 3.0 3.0 43.5

ADMI-3005 45.0 3.0 2.0 50.0

CONT-3005 60.0 60.0

CONT-3006 60.0 60.0

ESTA-3041 15.0 45.0 60.0

ESTA-3042 15.0 45.0 60.0

MERC-3115 45.0 5.0 2.0 1.0 5.0 5.0 63.0

GEOP-3005 1.0 1.0 2.0 45.0 1.0 1.5 18.0 69.5

FINA-4105 60.0 60.0

ADMI-3205 6.5 45.0 51.5

COIN-3405 4.0 45.0 49.0

COIN-4307 45.0 12.5 57.5

COIN-4405 COIN-4406

45.0 45.0

TOTAL 49.0 66.0 122.0 910.0 47.5 92.0 32.0 64.0 60.0 121.0 45.0 48.0

Core courses descriptions:

ECON-3155 - Fundamentals of Microeconomics

ECON-3165 - Principles of Microeconomics

SICI-3115 - Computational Skills

ADMI-3005 - Administrative Theory

CONT-3005 - Intro. to Fundamentals of Accounting I CONT-3006 - Intro. to Fundamentals of Accounting II ESTA-3041 - Statistics I ESTA-3042 - Statistics Ii

MERC-3115 - Principles of Marketing

GEOP-3005 - Operations Management FINA-4105 - Principles of Finance

ADMI-3205 - Introduction to International Business

COIN-3405 - Global Strategic Marketing

COIN-4307 - Legal Aspects of International Business

COIN-4405 - Study Trip

COIN-4406 - Internship in International Business

Some of the topics of the Common Professional Component (CPC) are covered in several

required electives of the International Business major. Additional hours are dedicated to ethics

theory and practice across the curriculum. An example of a completed abbreviated course

syllabus follows. Refer to the Appendix for the rest of the courses that comply with the common

professional component (CPC) requirements.



Completed Abbreviated Courses Syllabus (Appendix 32)

Course Number: ECON-4036

Course Name: Economic and Social Development of Puerto Rico

Instructors: Pedro Silva Velázquez, José Baldaguéz Matos, Sonia Colón

Parrilla, and Wanda Marrero Velázquez

Required Text: Economía de Puerto Rico, Evolución a Perspectiva, Irizarry Mora,

Edwin

Cengage Learning

Course

Description:

Analysis of the process of economic and social development of Puerto Rico. Within the theory of development, the following aspects will be considered: characteristics and tendencies of our economy, economic geography and economic history, political background, population and work force, physical resources, and technology. transportation and communication, the role of agriculture and of the industrial sector, gross product, net income, balance of payment and business relations, public policy, public income and expenses, banking industry and credit and the interrelations of these factors in the determination of the socioeconomic reality of Puerto Rico.

Topic Outline:

Contact Hours

Introduction 1.5

Theory of economic growth and development 4.5

Economy and Society of Puerto Rico during the Spanish dominion 6.0

Transition to the United States dominion 3.0

Economic and Social Development from 1900 to 1940 4.5

Structural changes from 1940 to 1960 4.5

Economic and social development from 1960 to the present 4.5

Perspectives 3.0

Presentation of research project 9.0

Total 45.0

Summary of UG CPC Topics Covered in this Course:

Coverage Hours

Economics

Global dimension of business

Business policies

Comprehensive or integrating experience

45

6

3

5

Total 58



b. How do you determine the appropriate coverage of the Common Professional Component (CPC)?

The appropriate coverage of the CPC is aligned with the competencies of the BBA student profile.(Refer to Standard 4.) The content is determined by the employer’s surveys, students, alumni and other stakeholders and assessment instruments. Faculty members use these results for the program evaluation and curriculum review process. The Business Administration degree program has core courses that are identified as required professional courses across all majors..

.

Table 6.3a Required Professional Courses – Accounting, Management and Human Resource Majors

Course Code Required Professional Courses Semester Credits


CONT-3005/3006 Fundamentals of Accounting 1 & 2 8

ESTA-3041/3042 Statistics 1 & 2 6


DEME-4005 Business Law 4


FINA-3006 Business Finance 3

FINA-3007 Money and Banking 4

REHU-4408 Organizational Conduct 3

ADMI-3006 Introduction to Business 3

REHU-4005 Business Ethics 3

SICI-4105 Computer Tools 3

ECON-3007 Principles of Economy 3

ECON-4036 Economic and Social Development 3

TOTAL 52

Table 6.3b Required Professional Courses – International Business Major

Course Code Required Professional Courses Credits


ADMI-4115 Entrepreneurship 2

FINA-4105 Principles of Finance 4

CONT-3005/3006 Accounting Fundamentals I - II 8

ESTA-3041/3042 Statistics I - II 6


GEOP-3005 Operations management 3

ECON-3155 Microeconomics 3

ECON-3165 Macroeconomics 3


COIN-4305 Research Methods and Techniques 2

COIN-4225 Bibliographical Resources 1

SICI-3115 Computer Skills 0

MECU-3031 Quantitative Methods I 3

TOTAL 44



The core curriculum for undergraduate Business Program fulfills the CPC with few exceptions. The following table correlates most of the core courses with the CPC functional areas.

Table 6.4a Comparison of Required Professional Courses of the Management, Human Resource, and Accounting Majors and the CPC functional areas

Course Code Required Professional Courses CPC functional area

REHU-4005 REHU 4005 Business Ethics

SICI-4105 SICI 4105 Computer Tools

ADMI-3005 Management Theory Management

CONT-3005/3006 Fundamentals of Accounting I y II Accounting

ESTA-3041/3042 Statistics 1 y 2 Quantitative Techniques/Statistics

MERC-3115 Principles of Marketing Marketing

DEME-4005 Business Law Legal Environment of Business

GEOP-3005 Operations Management Management

FINA-3006 Business Finance Business Finance

FINA-3007 Money and Banking Business Finance

REHU-4408 Organizational Conduct Management

MECU-3031 MECU-3032

Quantitative Methods I & II Quantitative Techniques/Statistics

ECON-3007 Principles of Economy Economics, Global

Table 6.4b Comparison of Required Professional Courses of the International Business Major and the CPC functional areas

Course Code Required Professional Courses CPC Functional Area

ADMI-4115 Entrepreneurship Management

FINA-4105 Principles of Finance Business Finance

CONT-3005/3006 Fundamentals of Accounting I - II Accounting

ESTA-3041/3042 Statistics I - II Quantitative/Techniques/Statistics

MERC-3115 Principles of Marketing Marketing

GEOP-3005 Operations Management Management

ECON-3155 Microeconomics Economic/Global

ECON-3165 Macroeconomics Economic/Global

ADMI-3005 Management Theory Management

COIN-4305 Research Methods and Techniques Quantitative/Techniques/Statistics

COIN-4225 Bibliographical Resources Computer tools

SICI-3115 Computer Skills Computer tools

MECU-3031 Quantitative Methods I Quantitative/Techniques/Statistics

Our academic advisors currently recommend our students to take a Business Ethics course as a major elective for International Business. A future evaluation of the International Business major may consider a core course in Business Ethics and to fulfill the CPC. As a result of the evaluation of the Council of Higher Education, the following courses include hours dedicated to ethics: ADMI 3205, COIN 3405, and COIN 4307.



6.1.4 Curriculum Design

a. How does your curriculum design provides 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?

The curriculum design of the Business Administration majors provides depth and breadth beyond the Common Professional Component through specialized business courses and elective business courses. Each major requires the Common Professional Component, which consist of 11 courses. Each major also requires six courses that are specialized and particular to the major to provide the skills and background necessary for the major. The majors offered by the Business Administration Department include Accounting, Human Resource Management, Management, General and International Business. The following table summarizes the requirements for the Bachelor degree by major, including the general education requirement, common professional core requirements, and electives. Table 6.5 Baccalaureate Curriculum Credits

Majors General

Education

Core Business

Requirements

Beyond Core Requirements

Business Major

Electives

General Electives

Total Credit Hours

Required For

Graduation

Accounting 58 52 23 4 137

HR Management

58 52 21 6 137

Management 58 52 21 6 137

General 137


50 41 28 12 131

All of the University of Puerto Rico –Humacao bachelor degree programs have General Education courses. There is currently an institutional committee developing a policy for this component. The UPRH Academic Senate issued Certification 2005-06-46 (Appendix 33) listing the minimum competencies of the General Education component for all programs. There are several UPRH Academic Senate Certifications that require a specific number of courses and credit hours for the General Education component, which are still in effect, even though the minimum competencies were not identified until 2005.

The General Education component of the Bachelor in Business Administration Programs, except for the International Business program, is as follows:

Table 6.6a General Education Courses – Accounting, Management and Human Resources Majors

Course Code General education courses Credit Hours

INCO-3005/3006 Business English 1 & 2 6

INCO-3027 Report Writing 2



INCO-3126 Conversational English 2

ESCO-3001/3002 Business English 1 & 2 6

CISO-3121/3122 Introduction to Social Sciences 1 & 2 6

ESPA-3101/3102 Basic Spanish 1 & 2 6

INGL-3101/3102 Basic English 1 & 2 6

HUMA-3021/3022 Humanities 1 & 2 6

CIBI-3001/3002 CIFI-3001/3002

Biology or Physical Science 1 & 2 6

HIST-3245 History of Puerto Rico 3

PSIC-3005 General Psychology 3

MECU-3031/3032 Quantitative Methods I & 2 6

TOTAL 58

Table 6.6b General Education Courses – International Business Major

Course Code General Education Courses Credits

CISO-3121/3122 Introduction Social Studies 1 and 2 6

ESPA-3101/3102 Basic Spanish 1 and 2 6

INGL 3101/3102 Basic English 1 and 2 6

HUMA- 3021/3022 Humanities 1and 2 6

CIBI-3001/3002 Biology or Physics 1 and 2 6

CIFI-3001/3002

HIST-3245 History of Puerto Rico 3

MECU-3031 Quantitative Methods 1 3

INCO Business Communication 3

GEOG-3016 World Geography 3

Languages I, II, III Languages 9

Total 51

The UPRH Academic Senate has stated the following curriculum requirements in several certifications: History of Puerto Rico is a required course for all bachelor programs and there is also a requirement of 12 credits in Humanities. Refer to the degree requirements of all of our programs in Attachment A.

b. How are your educational processes designed to focus on students’ active learning for the development of problem solving skills?

The Bachelor in BAP integrates problem solving, and decision making skills in its educational goals, specifically in its core and major courses. Students will solve problems and make decisions applying analytical methods based on quantitative and qualitative techniques and make judgments based on relevant information. They will also demonstrate creativity in problem solving in business, practical and educational point of views. Students are encouraged to participate in internships in accounting, management, human resources, and international business. Through their involvement in student associations and community services they develop a plan and coordinate activities and apply their problem solving skills.

Problem solving skills are also developed throughout case studies in core courses such as: Principles of Accounting I & II, Principles of Finance, Marketing, Operations



Management, Business Ethics and most courses for each major. As part of the requirement of these courses, the students have the opportunity to discuss and analyze case studies, prepare projects, complete exercises and participate in other activities where the application of the problem solving skills are necessary.

The following table presents the core educational activities that enable students to develop problem solving and decision-making skills. Table 6.7 Relationship between course, level and application of learning and activities for the development of problem-solving and decision-making skills

Course Learning Level Application of

Learning

Examples of Active Learning

Activities

Business Ethics Application Personal and organizational context

Case studies Situational analysis

Principles of Marketing Application Personal and organizational context

Case studies Situational analysis

Principles of Economy, Microeconomics and Macroeconomics

Evaluation Business-related problems

Problem-solving exercises

Business Finance Evaluation Business problems Problem-solving exercises

Money and Banking Evaluation Business problems Problem-solving exercises

Business Statistics I & II Evaluation Business problems Problem-solving exercises

Elementary Accounting I & II

Application Accounting problems Problem-solving exercises

Results of an employer survey of the Human Resources internship course for 2007-2008 revealed that 65% of interns had very good problem solving skills, and 25% had good problem solving skills. Fifty five percent of the Management internship course students were evaluated as having very good problem solving skills and 45% were evaluated by their employers as having good problem solving skills.

A survey of the 2001, 2003 and 2005 alumni of our BAP revealed that 55% of the students perceived a lot of progress in their critical analysis, problem solving and decision-making process.



Figure 6. 3 Distribution of BBA 2001, 2003 and 2005 alumni according to their perceived progress in critical analysis, problem solving and decision-making skills

According to the exit survey of 2007, 63% of the students considered that the Business Administration majors of our Department helped them develop problem solving skills very much or sufficiently.

Figure 6. 4 Percentage distribution of the students of the 2007 exit survey that considered that the Business Administration Majors helped developed their problem solving skills

To further active learning, of our students are encouraged to participate in Students in Free Enterprise (SIFE). Students get the opportunity to apply the skills learned from business courses to the real world problems. Results show that our student learning outcomes for the International Business program are being met if we consider that our

41%

55%

4%

Regular

Very much

None

63%

29%

8% Very much orsufficiently

Regular

Very little or None



student SIFE chapter has won the state competition for the last two years. Last year they won at the U.S. level and were finalists at the International competition.

c. How are your educational processes designed to focus on students’ active

learning for the development of intellectual curiosity? Class discussions and web-enhanced classes are designed to facilitate curiosity and creative thought. Discussions tend to be more open-ended and allow students to engage in hypothetical situations. Field trips and more extended trips abroad stimulate natural curiosity. Projects that are challenging are also used to develop their intellectual curiosity. Also, the International Business major has a foreign travel summer course every two years.

Table 6.8 Examples of Students’ Active Learning

Programs Problem-Solving Skills Intellectual Curiosity Creative and Independent

Thought and Action

SIFE

Students develop self-employment business plans for the economically disadvantaged

Student develop a marketing plan that requires creativity

Students develop leadership and experience with real world business plans. Their projects provide self-employment for the disadvantaged.

International Business Required research course

This course requires research case studies where problem-solving skills are developed.

This course requires the development of a research proposal.

Contribution to the International Business literature.

International Business Foreign Travel Summer course

Students write a paper about the economical, entrepreneurial, cultural, and political differences of the countries visited.

Students are required to make a creative video about the culture of the countries visited.

Exposure to other cultures and diversity. Delivery of their own opinions and conclusions in the written paper and video.

SHRM Student Chapter

Community Service: Motivational Workshop for Foster Home Teenagers

The challenges of Foster Home System

Presentations and inspiration for foster home teenagers by modeling

Accounting Accounting Research State Competitions

The new trends in the Accounting profession

Presentations and contribution to the accounting literature

d. How are your educational processes designed to focus on student’s active

learning for the development of the capacity for creative and independent thought and action?

Projects and case studies allow students to engage in a meaningful analysis of course content as it applies to real world scenarios. (See Figure 6.10) Students are encouraged in some courses and required in others to join in group activities. Through these group dynamics students participate in the learning process and contribute with their personal perspectives. Students in the Principles of Marketing course develop a marketing plan for a business that is feasible. In the Introduction to Business course students design a business plan with a startup investment of $20. At the end of the semester, the operating results are shared with the class through a presentation.



e. What are your preferred or expected sequences of educational processes and how is this information communicated and put into practice?

Preferred course sequences are promoted explicitly through prerequisites assigned to various courses throughout each major. The curriculum of each major has a specific course sequence that takes into account the prerequisites and co-requisites. Our academic advisors are assisted by the Registrar’s computer program that assigns the courses following the sequence of the curriculum in which the student is registered. In all cases, fundamental or foundation related course material is required to be completed prior to the students’ involvement in upper level courses which build on those foundations. For example, the Operations Management course requires that the Quantitative Methods I and II courses and Statistics I and II be taken prior to this course. The attempt to register without following this sequence is blocked by the computer program. Attention is also given to the fact that some courses are only offered during the first or second semester and if they have prerequisites, they must be followed in sequence. Academic advising is very important since students often need flexibility in our majors that have strictly defined course sequence.

6.1.5 Other Business-related Programs

a. What percentage of the undergraduate curriculum is devoted to business?

No interdisciplinary undergraduate curricula are devoted to business. The bachelor in Administration of Office Systems is managed and accounted for by separate academic Department and is accredited by ACBSP.

6.1.6 Graduated Programs

a. How many hours of graduate level work in business coverage beyond the basic Common Professional Components topics do your graduate degrees cover?

The UPRH does not offer graduate degrees or graduate courses.

b. How do you determine the appropriate number of hours of graduate level work in business coverage beyond the basic Common Professional Components topics that will provide your students with a quality business education appropriate for graduate level learning?

Not applicable.

6.1.7 Education (Design and Delivery) Evaluation

a. How is your ongoing program of assessment and improvement developed and conducted?

Our Department has a Learning Assessment plan for 2005-2011 aligned with the UPRH student learning outcomes assessment plan. The assessment of student learning follows a systematic process. This process includes the collection and analysis of data or information on student learning at different levels, context and periods in time. This



process promotes the use of results in order to make informed and appropriate decisions directed towards improving and maintaining the quality of student learning. This assessment plan is part of an Institutional Learning Assessment program and is aligned with the Mission, Goals, and Objectives of the Institution and the Department. The learning assessment program is based on the competencies required of a Business Administration student. This on-going assessment program receives technical support from the Office of Assessment of the Dean of Academic Affairs. The Major Coordinators are required to attend the Institutional Assessment program meetings and workshops. For example, one of our program coordinators participated in an Assessment Forum during 2009-2010 and gave an oral presentation about a survey of employers of the Internship program. The Principles of Marketing course and the Introduction to Business course were selected as the program core courses where the use of information and research skills attained by the students were to be assessed. The results were shared at a program faculty meeting during 2010. Standard 4 describes in detail our Department Learning Assessment program, including the learning outcomes assessment information gathered and analyzed.

b. What types of observations, measures, and/or indicators do you use to evaluate

and improve programs and offerings? The Board of Trustees established a uniform procedure for the evaluation of academic programs of the UPR through its Certification No. 43 2006-2007. This certification fosters quality in the teaching-learning process, research, and service through periodic reviews of the strengths and the areas for improvement. Short-term and long-term planning takes into consideration present and future opportunities and threats. Stakeholders participate during the assessment of the relevance of the academic programs. The curricular review process is the responsibility of the program coordinators and is developed using, among other sources, the results of the various learning assessment methods and instruments. Standard 4 includes the learning outcomes (competencies) and the methods and instruments used to assess learning. All faculty members are involved in the process. Some of the indicators and measures used to evaluate and improve programs and offerings are provided by the UPRH Office of University Development.

The student evaluations of our faculty are administered in a class session of every faculty member under contract every semester. Student evaluations for faculty with tenure are administered at least once a year in one of their class sessions. The courses for student evaluations are selected by the Personnel Committee of our Department. Students evaluate the professor and the quality of instruction. Formal peer reviews are conducted as well, which measure the opinion of two faculty members. Two full- time faculty members conduct the peer review. All professors under contract are evaluated by formal peer reviews every semester. Both the student evaluation and the peer review figure prominently into the faculty performance evaluation process and are attention-directing in general as well as being measures of teaching effectiveness in particular. Other measures of assessment are included routinely throughout the semester and at the end of the semester. These include enrollment and dropout rates, program



reclassification requests, and informal student comments. Enrollment rates may provide information about the student demand for the course. Dropout rates provide information about the need to assess course content and/or delivery. Our Department Student Affairs Office requires that all students that request to drop a course fill out a short questionnaire about the reasons for the dropout. When there are problems with a specific course, this information is brought to the attention of the Department Director for the appropriate action. Informal student comments about the delivery of the class are also attention directing and are also brought to the attention of the Department Director for appropriate action. The Department Director also evaluates each faculty member based on their fulfillment of the faculty’s duties and responsibilities of the position, attendance of meetings and participation in committees, among other criteria.

c. What constituencies are actively involved in the ongoing process of planning for improvement? The ongoing process of planning for improvement responds to the learning assessment plan of the Department and the Institution (Refer to Standard 4). Assessment seminars and workshops have been offered to faculty members at the institutional level to foster an assessment culture in the classroom. The Personnel Committee evaluates and provides feedback about the education delivery process, which also involves the Department Director. In addition to the students, employers, alumni and other stakeholders are all actively involved in some capacity in the ongoing process of planning for improvement by participating in surveys and provided feedback and recommendations. Without their input, it would be very challenging to meet stakeholders’ needs.

Major coordinators often lead the charge in planning for program curricular improvement. Issues and data collected from stakeholders are first discussed at the program faculty meetings. The results of the assessment studies and recommendations are also presented at these meetings and then referred it the appropriate committees, such as Curriculum or Planning. The Department Director will then refer the proposal to the Department Faculty for approval and submission to the Dean of Academic Affairs, if necessary. Ongoing assessment and planning for improvements are discussed by the following constituencies and acted upon as necessary: Dean of Academic Affairs, Director of the BAP, Major Coordinators, faculty members, students, and staff.

d. How do you use these observations, measures and/or indicators to provide timely

information to help students and faculty?

A survey of the employers of the Management and Human Resources Internship course revealed the need for improvement in the problem solving and writing skills of our students. The faculty of both programs discussed the results of this survey and agreed to amend the course syllabus of each major course to include case studies and writing exercises. Action was taken by faculty in the same semester the results were presented during second semester 2009-2010.

The results of the faculty peer review are usually discussed with each instructor soon after the classroom visit. The student evaluation results are given to each faculty member the following semester. If the student evaluations reveal problems, the Director



and the Personnel Committee take appropriate action, which may include reassigning courses or nonrenewal of faculty contract.

e. How do you improve programs and offerings from these observations, measures,

and/or indicators? The results of benchmarking and learning assessment measures are used to improve our programs. The 2008 program evaluation and the curriculum review proposal of the Accounting major included specific curricular changes were made in response to these observations and indicators. For example, a survey of students who have taken the Business English courses of our programs revealed the need to revise the credits of this curricular component. Fifty six percent (56%) of the participants indicated that a lot of time is dedicated to topics discussed in other courses and 57% indicated that the Business English component should be revised. Sixty three percent (63%) indicated that the Conversational English course was the most important course of the Business English component, even though it was only a two credit course. The results of this survey were used to propose changes to the Business English component of the Accounting and Human Resources majors. The curricular review proposal of the Accounting major increased the Conversational English course to a three credit course and substituted the other Business English repetitive courses with a Business Writing course. As of November 2010, the Accounting program evaluation and curricular review proposal is under evaluation by the UPRH Academic Senate. These observations and indicators are also used in the ongoing program evaluation process lead by the other major coordinators.

f. How are improvements in programs or offerings shared across the organization?

Faculty and students serve in many of the committees that regularly address the issues concerning quality improvement for the business programs. A student representative is assigned to each Department committee, except the Personnel committee. Therefore, students participate in the presentation and discussion of issues relevant to the improvement of our majors. Data collected through surveys of our stakeholders are also discussed in committees and faculty meetings where student representatives are present and actively participate. Section 4.1.f discloses the methods, purpose, and frequency of data and accessibility by faculty, staff, and students. Improvements in majors that involve changes in course syllabus are presented to the students registered in the course in the semester that the changes take effect. For example, the Human Resources and Management program coordinators collected evidence that case studies were being included by requiring faculty to list the cases studied in each major class. Evidence of writing exercises for each major course was also documented.

g. How do you evaluate educational programs and offerings using the following as appropriate?

Information from students and/or families

Students participate in surveys that collect information about our educational programs. For example, an alumni survey for 2001, 2003, and 2005 revealed that 37% of our students take five years or longer to graduate. Our Department Director prepared a



student retention plan to help improve these statistics. The Office of Assessment of our Institution recently compiled an inventory of initiatives taken by each academic program to address student retention.

Figure 6. 5 Percentage distribution of the 2001, 2003 and 2005 alumni according to the years taken to graduate

The 2001, 2003, and 2005 Alumni survey revealed that 95% of the participants evaluated the quality of teaching of the Business Administration courses as very satisfactory or satisfactory.

Figure 6. 6 Percentage distribution of the 2001, 2003 and 2005 alumni evaluation of the quality of teaching of the Business Administration courses

37%

26%

21%

14% 2%

Four years andone semester

Four years or less

Five years

Five years andone semester

Over six years

57%

38%

4% 1%

Very satisfactory

Satisfactory

Regular

Deficient



On average 88% of the participants of the 2001, 2003, and 2005 Alumni Survey were satisfied or very satisfied with the curriculum of the academic program from which they graduated.

Table 6.9 Percentage Distribution of 2001, 2003, and 2005 Alumni that indicated to be Very Satisfied or Satisfied with the Curriculum of their academic program

Academic Program Percent

Accounting 91%

Management 82%

Human Resources 89%

On average 82% of the participants indicated they were very satisfied or satisfied with their degree of competence to work in their program major.

Table 6.10 Percentage Distribution of 2001, 2003, and 2005 Alumni that indicated to be Very Satisfied or Satisfied with their degree of competence to work in their program major

Academic Program Percent

Accounting 89%

Management 68%

Human Resources 85%

A senior exit survey was administered during 2007 and 2010 and will be administer yearly form thereafter. According to the 2007 Senior Exit survey, 82% of the students of the graduating class of 2007 considered that their academic program adequately prepared them for their profession. However, this exit survey also revealed that only 50% of the students graduating from the Management major considered that their program adequately prepared them for their profession. A learning assessment plan is currently underway and will provide information to address this concern during the program evaluation. This study did not include the International Business major, because it commenced in August, 2003.

Benchmarking best practices in education and other fields

We obtain information from research on learning and assessment from different institutions that help us evaluate our programs. Some of these organizations are:



The Council of Higher Education of Puerto Rico: This state government agency is in charge of coordinated all efforts related to higher education. Some of their duties include authorizing and monitoring the operations of new institutions of higher education, compiling data and statistics related to higher education, and establishing public policy regarding higher education.

Middle States Commission on Higher Education: This unit of the Middle States Association of Colleges and schools gives accreditation to degree granting colleges and university in the middle states region. It examines the institution as a whole, rather than specific programs within the Institution. The Commission defines, maintains and promotes educational excellence. It requires a Periodic Review Report, a Self-Study, and Annual Profile from the Institutions.

The American Institute of Certified Public Accountants Vision Project 2011 and Beyond revealed the need of the accounting profession to specialize in order to survive in the future, the importance of knowledge in global practices, and technological skills. In response to these educational trends, the Accounting major curriculum review proposal included three options of specializations: Financial Accounting, Taxes, and Management of Accounting Systems. The proposed curriculum also includes a new required professional course, Introduction to International Business, and an elective for the accounting major, International Accounting. Several new courses of accounting information systems were included for the specialization option.

The Society for Human Resource Management Curriculum Guidebook for Undergraduate program is used as a benchmark for the evaluation of the Human Resource Management major in order to include the minimum level of Human Resource content knowledge graduates should master.

Our International Business major used the following study as a benchmark : the Benchmark Study on International Business Education at Community Colleges performed by the Michigan State University and sponsored by Federal Title IV – US Educational Department (2008- 2009), which included 4-year institutions that offered a BBA in the United States. The evaluation of our International Business major also considers the New Admissions Student Profile of 2007, 2008, and 2009 and the pre-test given to the students. The exit survey of 2007 also provides program assessment information.

The International Business major was evaluated as part of the accreditation requirements of the Council of Higher Education of Puerto Rico during second semester 2006-2007. The next evaluation of the International Business program is scheduled to begin during 2011.

The Benchmark Study on International Business Education at Community Colleges of Dr. Thomas Hult of Michigan State University, and Prof. William Mots of Lansing Community College, sponsored by Federal Title IV – US Educational Department ranked our International Business major at the Top 25 of 428 centers in the following:

Strategic Commitment

Offerings

Organization Infrastructure



Investment in Faculty

However, our International Business major was ranked at the bottom 25% in Funding.

Use of assessment results

Our Department collected information from the diagnostic test administered to the incoming freshman students in 2007. The results will be compared with the exit survey to be administered to the same class in 2011. These assessment results will be used to improve our program offerings.

Two courses were selected for the assessment of the use of information and research skills attained by our students. The Principles of Marketing course and the Introduction of Business courses were selected as the courses where these skills are developed, measured, and documented. A grading scale was developed by the faculty teaching these courses to collect the assessment data. The information skills assessment results were presented and discussed with faculty during November 2010. See pages 114-117 for assessment results and actions.

Peer evaluation

Peer evaluation is an important assessment tool of the teaching-learning process of the Bachelor in BAP. Modifications and adjustments to the course delivery techniques and characteristics are often the result of this peer review process. The peer review evaluations provide observations and recommendations by the faculty members observing the class. The evaluations are shared with the faculty under peer review.

Research on learning, assessment, and faculty presentation

The UPRH Assessment Office provides technical support about learning assessment activities throughout the year. Faculty members involved in learning assessment studies have made presentations at a Forum of Academic Assessment held April 9th, 2010.Our program coordinators have attended workshops on how to use institutional statistics and assessment techniques. Our Department follows a timetable of activities required of all academic programs by the Office of Assessment, which follows the institutional assessment plan.

Information from employers and governing bodies

A survey of employers of the internship program was used to modify the content of the Human Resource courses in order to include a payroll exercise and case studies to help develop problem-solving and writing skills.

The Puerto Rico Certified Public Accounting and the Puerto Rico Public Accounting Law requires 150 credit hours to be able to sit for the CPA examination. Our Department prepared a Certification which was approved by the Dean of Academic Affairs. This Certification allows students to take an additional 14 credits in accounting and business courses to comply with the 150 credit hours requirement. Our Accounting students may elect to graduate with 150 credit hours instead of 137.



Use of technology

All the classrooms of our new building have smart board technology and a digital projector to facilitate the teaching process. Some of our faculty members use the Moodle platform technology to complement their classes. The UPRH Computing Office offers Moodle workshops for faculty members every academic year. Some examples of technological applications follow. The Statistics and the Research Methods and Techniques courses use the Statistical Package for the Social Science computer program, SPSS. The Accounting Principles courses I and II uses a textbook with an on-line learning center that provides a technology smorgasbord that helps students learn more effectively and efficiently. It also has a homework manager software program. The International Marketing course technology provides its students with on-line interactive tests administered by one of our faculty members. The Principles of Auditing course has the ACL computer software program and internet problems. The International Business courses have an on-line research resource, [email protected], which is used for research tasks and investment analysis.

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?




Table 6.11 Education Design and Delivery Methods that enhance learning

Activity

Description Outcome

Accounting Research Competitions

Students present their research projects through: - Oral presentations held on campus - Poster Exhibitions -students may also compete in the Accounting Research state competitions

-Students develop research skills -Oral presentations create awareness of the importance and contribution of accounting research - Accounting research is published in a Department publication -Student efforts are rewarded with prizes

Society for Human Resource Management (SHRM)Student Chapter Merit Award national competition

Student Chapter officers develop a plan of Human Resource management professional activities for its members

-Chapter officers develop leadership skills -Active members network with Human Resource professionals -Students participate in a Mentor program with Human Resource professionals -Students attend workshops, conferences and seminars about the field of Human Resource Management -Create awareness and practice opportunities of corporate social responsibility through community service activities -Students participate in plant tours -Students coordinate the SHRM Student Conference and attend the SHRM Professional State Conference -Our SHRM student chapter won the 2010 Outstanding SHRM Student Chapter National Award and the Pedro Zorrilla State Award

Students in Free Enterprise (SIFE)

Students in Free Enterprise are a partnership between business and higher education that prepares the next generation of entrepreneurs and business leaders. The SIFE team serves the communities by developing business projects to solve real world problems. Business executives support the program through corporate donations, personal contribution and time.

Students help improve the communities they are involved in and experience personal and professional growth. Students assume leadership roles. The UPRH SIFE chapter won the state competition during 2009 and 2010. The UPRH SIFE chapter won the 2009 and 2010 national competition and was a finalist in the 2009 international competition.

International Business Students Travel Abroad

This travel abroad course is a major elective of the International Business program. This course requires the student to write a paper and make a video about the economical, entrepreneur, cultural and political differences of the countries visited.

-Students apply their international business knowledge by selecting goods to export or import to one of the visited countries. -Students are exposed to other cultures.

Internship in Human Resources and Management

The Internship course is offered every semester and up to 12 students hold internship positions in the service industry, manufacturing, and government. The course requires 180 hours of practice in the field of study of the intern.

-Students develop the entry level skills necessary for the job market of their field of study -90% of the students received a very good overall evaluation from their supervisors.

Internship in International Business

The Internship course is offered every semester and up to 12 students hold internship positions in the service industry, manufacturing, and government. The course requires 180 hours of practice in the field of study of the intern.

-Students develop the entry level skills necessary for the job market of their field of study -Approximately 90% of the students received a very good overall evaluation from their supervisors.



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)?

Ninety four percent (94%) of the participants of the 2001, 2003, and 2005 Alumni Study indicated to be satisfied or very satisfied of studying at the BAP of the University of Puerto Rico at Humacao. The following table provides the satisfaction rate for the Accounting, Management and Human Resource major. Table 6.15 provides the percentage of students’ perception of improvement in acquiring knowledge, abilities and skills. Table 6.12 Percentage Distribution of the 2001, 2003, and 2005 Alumni Study that were Satisfied or Very Satisfied of having studied at the BAP of the University of Puerto Rico at Humacao

Academic Major Very Satisfied Satisfied Total

Accounting 64% 30% 94%

Management 64% 27% 91%

Human Resources 65% 31% 96%

Table 6.13 Percentage Distribution of the Improvement in acquiring knowledge, abilities, and skills of the 2001, 2003, and 2005 Alumni of the BAP

Knowledge, Abilities and Skills Significant/Average

Improvement Significant

Improvement

Know research methods for analysis and problem solving

92% 45%

Know and apply the values that constitute their professional and personal ethics

97% 73%

Respect and tolerate diversity of the human expression

95% 70%

Have responsibility and social commitment

92% 68%

Recognize the global interdependence and how it affects the economic, political, and cultural environment of society

91% 55%



Table 6.14 Percentage Distribution of the 2001, 2003, and 2005 Alumni that are totally or partially in agreement that the BAP helped them acquire knowledge, abilities and skills

Knowledge, Abilities, and Skills Total Agreement or Partial Agreement

Acquire basic knowledge that will allow the development of strategies for problem solving

89%

Increase the job promotion opportunities in the current position or a good salary in the future

70%

Develop the ability to work with people of other cultures, other life styles and behavior

69%

Understand how ethics, globalization, political and social reality, technology, legal and regulatory issues, environment, culture, and demographic diversity can affect organizations

91%

Manage effectively decisional and planning models 89%

Perform effectively in continuously changing business environments

91%

Possess collaborative and interpersonal skills 90%

Possess attitudes and personal characteristics that will allow them to become a successful professional

90%

According to the 2007 Senior Exit survey, 75% of the students indicated that they were very satisfied with the services provided by the BAP.

j. These results might focus on student learning, student and stakeholder satisfaction, or operational effectiveness (measures of timeliness or productivity related to Education Design and Delivery).

The 2001, 2003, and 2005 Alumni Study revealed that 90% of the participants would recommend the program major they studied at the BAP, 56% would do so with much enthusiasm, and 34% would do with some enthusiasm.

Table 6.15 Percentage Distribution of the Academic Program of the 2001, 2003, and 2005 Alumni of the BAP that would recommend their area of specialty

Academic Major Much Enthusiasm Some Enthusiasm Total

Accounting 62% 36% 98%

Management 46% 32% 78%

Human Resources 58% 31% 89%



According to the 2001, 2003, and 2005 Alumni study, seventy one – seventy two percent (71% - 72%) of the participants indicated being satisfied or very satisfied with the method of evaluation of the students and the teaching methods of the professors.

Figure 6. 7 Percentage distribution of the 2001, 2003, and 2005 alumni evaluation of the teaching methods of the professor

Figure 6. 8 Percentage distribution of the 2001, 2003, and 2005 alumni evaluation of the methods for evaluating student performance

According to the 2007 Senior Exit survey, sixty seven percent (67%) of the students indicated their agreement with the following general aspects of the major courses and teaching methods:

The topics presented are relevant to the course.

48%

24%

27% 1%

Satisfactory

Very satisfactory

Regular

Deficient

50% 2%

22%

6%

Satisfactory Very satisfactory Regular Deficient


Standard 6: Educational and Business Process … 195

The course follows an organized logical sequence.

The student evaluation methods are appropriate.

The textbook contributes to the learning process.

The bibliographical references contribute to the learning process

The technological resources are used adequately.

The professor utilizes effective and efficient teaching methods.

The audiovisual resources (video, computers, etc.) contribute to the course objectives.

The projects and special assignments contribute to the learning process.

The credit hours contact per week is adequate.

However, only 38% of the students of the Management program indicated that the technological resources were used adequately and 54% believed that the bibliographical references contributed to the learning process. Both concerns are being addressed by the learning assessment plan of the Management program.

k. How do you improve the process of observations, measures, and/or indicators

used to evaluate and improve programs and offerings and who uses them?

Some of the measures and indicators used to evaluate and improve programs and offerings are revised using faculty feedback received during the presentation of the results. The discussion of the results of these studies usually reveals the need for information to be included in future studies. For example, the Department Alumni Committee faculty members actively participate in reviewing the alumni questionnaire. The committee recommended excluding irrelevant student profile questions in future surveys and adding relevant ones. Also, the survey questionnaires are usually validated using a small group of students for final corrections before they are administered to the target sample. The program coordinators are in charge of their program evaluation and curriculum review and use these observations, measures, and indicators. Continuous improvement is also noted when the Office of University Development requests academic department input for their annual institutional alumni survey questionnaires.

6.2 Management of Educational Support Service Processes and Business Operation

Processes

The BAP is an academic unit within a centralized structure. Our Department depends upon the UPRH to provide educational support services and business operation processes. The UPRH reports to the UPR central administration for its budget allocation.

6.2.1 Education Support Processes

a. How do you set key requirements taking into account the needs of students, stakeholders, faculty and staff?

The BAP is an academic unit under the Dean of Academic Affairs, and is supported by centralized units within our Humacao campus that provide educational and student support services. Because these educational support units impact the learning and welfare of our students, we take an active interest in the activities and processes that



occur within those units. Attempts are made to identify the requirements that our faculty, staff, and students consider key for effective educational delivery. Our Department Director always pursue the necessary budgetary, physical, technological or human capital resources when they are mission critical and threaten or impact the delivery of quality academic programming and student learning.

Our Department has an Office of Academic Advisory Services that provides academic advising services to our student body. The Office has two full-time Student Affairs Officers and four professors providing 7.5 hours of academic advising per week, one of them during evening hours. We also have two lab technicians providing support at our computer labs during the day and evening hours. Computer support services during 2010-2011 are provided only during the day due to budgetary cuts. There are three secretaries providing office administration support.

b. What are your key education support processes and their principal requirements

and measures, such as, success rates, and student and stakeholder feedback?

Some key educational support processes are provided by UPRH centralized services. There is very good communication and collaboration between these offices and our Department. We have a Committee of Student Affairs with faculty and student members that actively participate in campus-wide activities, such as, the UPRH Open House, Job Fairs, and UPRH promotional school visits. Our BAP student associations also collaborate with these campus-wide activities. Also, our students participate in the Student Exchange program, which is a centralized office on campus.

Table 6.16 Several Educational Support Processes

Support Services

Stakeholder Interest Comments

Academic Advising

Serve as a resource on academic policy and procedures to students, faculty and the Department Director

Periodic satisfaction surveys are administered to students receiving services 75 % of the participants of the alumni survey of 2001, 2003, and 2005 evaluated the academic advising services as satisfactory or very satisfactory

Library

Faculty and students rely on this resource to provide information in traditional and electronic format

The Library Committee of our Department is undertaking the task of converting all the course syllabus into electronic format

Computer Labs

Students and faculty rely on labs and connectivity for the preparation and completion of their academic work.

Our Department has two lab technicians that provide support to the computer labs, all the classrooms with smart board technology and the faculty offices from 7:30 a.m. to 4 p.m. and from 5 p.m. to 9 p.m. During 2010-2011 there is no evening lab support due to budgetary cuts. 57% of the participants of the 2001, 2003, and 2005 alumni study indicated they were satisfied or very satisfied with the computer labs



Support Services

Stakeholder Interest Comments

Office Space

The BAP has adequate office space and classroom space to meet the current curricular goals.

Our Department moved into a new building during August 2007. We expect to improve the student satisfaction with our facilities. The 2001, 2003, and 2005 Alumni study revealed that only 50% were satisfied or very satisfied with the classroom facilities. For the last three years, all the classrooms of the Business Administration Department have had a 91% utilization rate.

c. How do you ensure that education support processes are performing effectively?

The Department Director and Student Affairs officers and faculty interact with key people in the centralized education support offices. The Academic Advising Office and the Computer Lab technicians are under direct supervision of the Department Director, who has oversight over their respective functions and supervise the non-faculty staff. The Department receives information through the various stakeholders of the Academic Advising Office and the Computer Labs and takes the required corrective action to achieve results.

d. How do you evaluate and improve your support processes?

There are periodic meetings with the staff for improving services and solving problems. Continuous feedback from stakeholders is received at these meetings. Corrective action is taken by the Director or is referred to the appropriate university office. The Academic Advising Office has an on-going satisfaction survey of the services they provide to students. The alumni study also provides information about the support processes of our Department, especially about academic advising, facilities, and computer labs.

e. How do you use the following types of information to evaluate your support

processes?

Our Program continuously evaluates the educational support processes it provides to the students, specifically the academic advising services and the computer lab support. For example, in order to provide appropriate academic counseling for our students, the Department Director requested budget resources for additional faculty advisors. We now have four faculty academic advisors that provide 7.5 hours a week and one faculty advisor that provides academic counseling during the evenings. In order to provide computer lab support during the evening hours, the Department Director requested overtime compensation for the two lab technicians. After providing proper justification, overtime was approved. During 2010, however, budgetary cuts eliminated the overtime compensation and no computer lab support is available during the evenings. This requires class scheduling according to the computer lab support available.

The evaluation of the support process is part of the institutional level assessment plan. Continuous satisfaction questionnaires are administered to help evaluate the services provided by different offices that provide educational support across campus. The centralized educational support services are reviewed and the results are included in the Middle States Association accreditation self-study reports and monitored during subsequent visits. The Puerto Rico Council of Higher Education also performs



evaluation visits to re-license the UPRH as an institution of higher education and their visits includes a review of our campus-wide educational support services.

6.2.2 Business Operation Processes

a. What are your key operation processes?

The BAP‘s key operation processes are academic advising, academic offerings, and planning and administrative services offered 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, and academic planning are centralized. The BAP is an academic unit within a centralized institutional structure. Our Department budget is assigned by the UPRH administration, even though our Department participates in the campus-wide strategic planning process that drives the budgetary requests.

Our Department has the authority to determine how existing staff are best used, but need to request new positions, or changes in job descriptions through the centralized system. We have control over the budget for materials and equipment that is allocated to our Department, and also assign the office space. Our Department faculty collaborates with the promotional visits to high schools which are coordinated by the centralized Admissions Office. Our computer labs also receive support from the centralized Computer Center on campus.

b. How do you determine your key customer requirements?

Our key customer requirements are determined by taking into account the needs of students, stakeholders, faculty and staff. Because the educational and student support services impact the learning and welfare of our students, our Business School administers questionnaires to our stakeholders: students, alumni, and employers, in order to collect information about the performance of our business school and the assessment of our program learning goals. We also evaluate institutional data about the key indicators that measure program success: admissions, enrollment, transfers, retention, and graduation rates. Program coordinators and the Director use this information to develop action plans to address the student needs and the needs of other stakeholders.

c. How do you set measures and/or indicators and goals?

Some of the measures and/or indicators we use to determine our key customer requirements are as follows:

Employers – internship evaluations, alumni surveys, networking with professionals

Students – learning assessment outcomes, senior exit surveys, graduation rates, retention rate, and freshmen student profile, grades, ETS Major field test for all Business programs

Faculty –questionnaires about their teaching preferences and class schedule



We have a periodic alumni survey that determines the level of satisfaction of the students completing our bachelor programs. In 2007, we administered an exit survey of all of our senior class. We also receive excellent feedback about how the curriculum is serving our students through the Internship student evaluations performed by the employers. Indicators of the success for our academic programs are visible in the admission rates, degrees awarded, the accounting research state competition awards, the Human Resource Management Superior Merit awards, and other professional organizations’ awards and recognition.

The UPRH mission statement is the foundation for the institutional goals. The strategic plan is aligned with the mission and drives the decision making at all levels. Our Operational Plan is aligned with this institutional strategic plan and is a key factor in determining the resources needed to serve the needs of our students and other stakeholders.

d. How do you monitor performance?

The business operation processes are mostly centralized and our department participates in their satisfaction surveys and also communicates with their personnel when necessary to improve the service received by our stakeholders.

e. How do you evaluate and improve business operation processes to achieve better

performance, including cost and productivity?

The Board of Trustees Certification No. 136 establishes an institutional policy for the evaluation of institutional effectiveness. The UPRH Office of University Development collects and disseminates information to improve the decision making process. The UPRH Dean of Academic Affairs Office closely monitors the cost and productivity of business operations in terms of enrollment, cancelled classes, scheduling, classroom utilization, human resources, etc. Our Department Director carefully monitors the materials and equipment allocated budget to ensure that these limited resources are used efficiently to meet the needs of our stakeholders.

6.2.3. Results of Educational Support Service Processes and Business Operation

Processes

The BAP has improved its Support Service Processes in the following ways within the last 3 years:

The Program Mission and Vision Statement are posted on our website and our hallway video screen.

Our Program has two lab technicians that provide support to the computer labs, all the classrooms with smart board technology and the faculty offices from 7:30 a.m. to 4 p.m. and from 5 p.m. to 9 p.m. During 2010, the evening hours were eliminated due to budgetary cuts.

Our Program, has a 91% classroom space usage.



Our new facilities now provide an individual office for every full-time professor, and include a new computer with internet access and telephone.

Our Program faculty received training in smart board technology.

Some of our Department faculty received statistical computer software training.

Our Department published a research magazine, ADEM investiga, during 2009-2010 and will continue to do so every year.

Our Department celebrates a Research Week during the first semester where students present their research and poster exhibits.

Our Department is developing a new organizational structure in order to provide research support to students and faculty in accordance to our strategic plan. The transfer of a Research Assistant from the Office of University Development to our Department is currently under evaluation.

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 No. 25 2003-2004 of the Board of Trustees (Appendix 34). In the uniform admission document, the candidate may select up to three different campus of our university system. The admission policies and procedures for first-year students are included in the English version 2004-2006 university catalog published at our webpage: www.uprh.edu. Candidates for admission to the first year class of the University of Puerto Rico at Humacao must file the Application for Admission to the University of Puerto Rico and request admission to one of the academic programs offered at the College. Applicants must have a high school diploma, or its equivalent from an educational institution duly accredited by the Puerto Rico Department of Education and must request an official copy of the academic record for the Admissions Office. Applicants are considered for the first semester only (August). Entrance Examination

Applicants must take the Scholastic Aptitude Test administered by the College Entrance Examination Board in Spanish. This includes a battery of aptitude and achievement tests in the areas of Spanish, English and Mathematics. The English version of the Scholastic Aptitude Test-SAT, administered by the same organization, is accepted.




Selection of Candidates

The following elements are used as criteria for admission:

a. Verbal scores in the Aptitude Test

b. Math scores in the Aptitude Test

c. High school grade point average

d. Special talents or abilities of the applicant

The first three elements are converted to a scale using a formula which produces the General Admission Index. The selection of candidates will be done in descending order of the General Admission Index, according to the spaces available in the different academic programs. The Administrative Board certifies annually the General Admission Index and the number of applicants that can be admitted to each program.

Requirements for Applicants from High School Institutions or their Equivalent in Foreign Countries

The Admissions Office determines the eligibility of students from foreign countries who apply for admission to the UPRH. Applicants must take the College Board Entrance Examination, and meet the following additional requirements:

a. Make arrangements so that the UPRH receives an official copy of the high school

academic record in the original language and another copy in English or Spanish, duly certified by the issuing institution. The copies must be certified by the Ministry of Education of the country of origin and by the United States Consulate in the country.

b. Present evidence of the degrees or diplomas obtained.

c. Make arrangements for an official explanatory report to the UPRH on the

following:

1) The grading system used to evaluate academic achievement

2) The content and level of the courses taken

3) The number of hours per week for each course

d. Present evidence of fluency in English and Spanish by one of the following mechanisms:

1) Achievement scores in the entrance examination

2) Scores obtained on the TOEFL



3) Evaluation based on an interview

e. Present evidence of having the financial means to study in Puerto Rico through a certification issued by the embassy or consulate of the country of origin.

f. Present a certification stating that the institution has official government

recognition when the applicant proceeds from a private institution.

Advanced Placement

Students who pass the College Board advanced placement tests with a score of 3, 4 or 5 in English or Spanish and 4 or 5 in Mathematics can enroll in second year courses as indicated in their curriculums and will receive credit for first year courses. These credits will count toward fulfilling graduation requirements and will be entered in the student's academic record as passed ('P').

b. What are the policies and procedures for admission of transfer students from

within the institution to the undergraduate business programs?

To be able to transfer from one academic program to another within the UPRH requires the submission of a Reclassification request at the Registrar’s Office according to the deadline specified in the academic calendar. The eligibility requirements are 24 semester credits approved with the grade point average of 2.50 for the BAP programs. In addition, the Quantitative Methods I course must be approved with a C grade or higher. Those students transferring to the Accounting program must also have the Elementary Accounting I course approved with a C grade or higher. The applicants are evaluated by the Student Affairs Officers and the Director based on these acceptance criteria and according to the availability of the program capacity.

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?

There are Equivalency Standards for courses of all disciplines across the University of Puerto Rico units. Each Academic Department reviews on a case by case basis any transfer requests according to the university transfer policy and faculty participate in approving the equivalency request for specific courses.

b. What articulation and/or course transfer arrangements do you have?

Our Department does not have articulation arrangements.

c. Is there ongoing communication between the administration and the faculty of the business unit and representatives of two-year institutions from which the business unit regularly receives transferring students? Not applicable.



d. What are the principal institutions from/to which the institution receives /sends transfer students? Our Program receives students from the University of Turabo and Humacao Community College.

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?

Any student who has approved courses at any college-level accredited institution outside of the University of Puerto Rico System shall be considered a transfer student applicant. Information on admission by transfer can be obtained at the UPRH Admissions Office. Candidates must comply with institutional requirements for admission, in addition to the requirements established by the business program: 1) File an application for admission with all the necessary documents within the time

period established in the academic calendar 2) Have approved at least 30 credits with a minimum GPA. of 3.0 (on a scale of 0 to 4) 3) Acceptance to our business programs require the approval of the Quantitative

Methods I course with C grade or higher. The Accounting program requires the approval of Elementary Accounting I with a C grade or higher.

f. What are the policies for acceptance of transfer of credit from other institutions

and the method of validating the credits for undergraduate programs?

Our Student Affairs Officers receive all of the transfer request applications and verify compliance with the University transfer policies. They also evaluate the credit transcript of the transfer student for equivalency of the courses taken at the other institutions. Faculty members in the related field of study receive a course description or course syllabus of the institution to evaluate whether to accept or not the equivalency.

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? Once the transfer and equivalency of courses are approved, the courses that were approved for transfer are entered into the computerized registration system as a substitution for the related course of their program. Only courses passed with a grade of “C” or higher will be considered. No more than 50% of the course work in the major carried out at another institution will be accepted, except when a special authorization is granted by the Dean for Academic Affairs. Transfer credits accepted will be entered in the student's academic record, but will not be considered for determining the grade point average. Only the Student Affairs Officers, the academic advisors, and the Director have password authorization to perform these substitutions on the student’s records. Because the student record is computerized, future enrollment procedures will exclude these courses that were substituted and will therefore avoid unnecessarily duplicate coursework.



6.3.3 Graduate Program Articulation Admissions Policy

Not applicable. The BAP does not offer graduate programs 6.3.4 Academic Policies for Probation, Suspension and Readmission

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?

The total number of students that were subject to academic sanctions is as follows: Table 6.17 Academic Sanctions

Academic Year Academic Suspension Academic Probation

2007-2008 67 43

2008-2009 61 63

2009-2010 70 28

The UPRH academic policies for probation, suspension and readmission is included in the 2004-2006 university catalog published on our website: www.uprh.edu.

A minimum retention index is based on the number of course credits earned by the student. Students who meet the required minimum grade point average at the end of the academic year may continue their studies the following semester.

Suspension - Students, who at the end of two consecutive semesters do not meet the required retention index, will be notified in writing of their suspension, if applicable. The suspension will be effective at the beginning of the semester following the one in which the student's grade point average was lower than the corresponding retention index. When the accumulated index is lower than the index required for probation, the suspension will be automatic and effective the following semester. The suspension period will cover twelve consecutive months.

Probation - When the accumulated index is lower than the retention index but higher than or equal to the index required to be eligible for probation, the student may be granted probation status.

Readmission - UPRH students who have obtained an associate or bachelor’s degree and have been inactive for one or more semesters or who have withdrawn from the Institution must file an application for readmission in order to continue their studies during the following semester. Applicants must file their application for readmission at the Registrar’s Office during the time period indicated in the academic calendar.

b. What policies and procedures do you have in place addressing recruiting

students?

The UPRH Admissions Office regularly coordinates an Open House for high school students to visit the campus. The Department Office of Students Affairs prepares brochures and recruiting materials about our academic programs. The student




associations set up booths during the Open House. As an ongoing effort by the University Admissions Office and the BAP, academic advisors visit high schools and provide information about our academic programs.

c. What policies and procedures do you have in place addressing admitting

students?

The Admissions Office is the centralized business operation unit responsible for the compliance of the academic policies for recruiting and admitting students to each academic program. The Chancellor has the authority to admit candidates that otherwise would not meet all of the program admission criteria. There is also an institutional program for non-traditional undergraduate students, called UNEX, Extended University program. This program offers courses leading to degrees in the BBA accounting and management majors, among others. The students admitted through this program attend evening courses. Our Department provides academic advising during the evening hours for those students of our BBA majors.

d. What policies and procedures do you have in place addressing retaining

students?

The centralized Office of University Development provides the official statistics of student retention. There are several offices working toward the goal of student retention. There is a centralized office of Integrated Counseling services on campus that provide activities to improve student retention on campus. Also, during November, 2010, the institutional Office of Assessment began compiling an inventory of initiatives that help student retention. Our Academic Advising Office works diligently throughout the year by direct contact with the students of our program to provide guidance and support to their career goals. There is also a tutoring program for accounting students that is funded by the Work Study program. Our Department is currently developing a student retention plan. The average retention rate of the UPRH students for the last 9 years is 86%. The retention rate is based on the students who completed second year in the program they were admitted.

6.3.6 Results

The demand for our BAP is very high. We have a very low tuition cost of $50 per credit, because we are a state funded university. Therefore, admissions are determined by the qualifications of the applicant, the capacity of each program, and the university budgetary restraints. The following tables illustrate the admissions and enrollment statistics of our BBA program.



. Figure 6. 9 Total admission for all UPRH BBA program

Figure 6. 10 Total enrollment first semester for all UPRH BBA program

374 412

340

284

0

50

100

150

200

250

300

350

400

450

2007-08 2008-09 2009-10 2010-11

1376

1506

1572

1454

1250

1300

1350

1400

1450

1500

1550

1600

2007-08 2008-09 2009-10 2010-11



Figure 6. 11 Total enrollment second semester for all UPRH BBA program

The graduation rate of the UPRH is 45% based on the 2003 cohort, which assumes completion of the undergraduate degree in 6 years (150% x 4 years). The graduation rate of our BBA programs is as follows:

Table 6.18 Graduation Rates

BBA major 2003-04 Cohort Graduation Rate

Human Resources 39%

Management 21%

Accounting 31%

International Business 52%

1285

1438 1454

1200

1250

1300

1350

1400

1450

1500

2007-08 2008-09 2009-10



Figure 6. 12 Human Resources Major graduation rate

Figure 6. 13 Management Major graduation rate

45%

32%

39%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2007-08 2008-09 2009-10

25%

18%

21%

0%

5%

10%

15%

20%

25%

30%

2007-08 2008-09 2009-10



Figure 6. 14 Accounting Major graduation rate

There are several factors affecting the graduation rates of our BBA program. One of the contributing factors for this decreasing trend in the graduation rate is the second major that students may request before they complete 90 credits of their program. For example, during 2007-2008, thirty students requested a second major.

Another factor that contributes to the decreasing trend of the graduation rate of our BBA programs is the option for completing 150 credit hours instead of the 137 credit hours available to the students of the Accounting program. This option requires a signed commitment and approval of the Academic Advisor. The following table shows the students that have requested the 150 credit hours option.

Table 6.19 Accounting students requesting 150 credit hours option

Academic Year Students

2008-09 37

2009-10 24

34%

33%

31%

30%

30%

31%

31%

32%

32%

33%

33%

34%

34%

35%

2007-08 2008-09 2009-10



6.3.7 Improvement

How do you improve the Enrollment Management processes? How are the improvements shared across the organization?

The Enrollment Management process is centralized. Our Department collaborates with the Admissions Office and Registrar during high school visits, freshmen orientation, and our campus Open House. The student associations related to our BBA programs set up booths and also promote our programs. During the December 2010, in the Open House our student associations will have a drama related to business careers for high school students. Because of the unique position of being a state university with low tuition costs, we have a high demand for our BBA programs as shown in the following table.

Table 6.20 Indicators of the Demand for the UPRH BBA programs

Indicator 2008-2009 2009-2010 2010-2011

Quota 352 230 284

Applications 1314 1106 1008

First Alternative 464 351 322

Second Alternative 426 371 351

Third Alternative 424 384 335

Admissions 447 360 383

Freshmen enrollment 412 340 317

Admissions/Applicants 34.0% 32.5% 38.0%

Enrollment/Admissions 92.2% 94.4% 82.8%*

Enrollment/Applicants 31.4% 30.7% 31.4%

Enrollment/Quota 117.1% 147.8% 111.6%


211

Appendix


212


213

Appendix 1 Majors Curriculum


215


217

Appendix 2

BAP Code of Ethics


219

Appendix 3

Institutional Strategic Development Plan


221

Appendix 4

Ten for the Decade


223

Appendix 5

BAP Operational Plan


225

Appendix 6

Institutional Assessment Plan for the Action Plan


227

Appendix 7

Institutional Planning and Assessment Cycle


229

Appendix 8

Chapter 6, UPR Students General Regulations


231

Appendix 9

Section 46.1, pp. 108-109 UPRH Faculty Manual


233

Appendix 10

Certification 1999-2000-72 Board of Trustees


235

Appendix 11

Article 13, University Act


237

Appendix 12

Article 35 UPR General Regulations


239

Appendix 13

Administrative Board Certification 2008-2009-33


241

Appendix 14

Questionnaire for Faculty Evaluation


243

Appendix 15

Section 10.1.81 UPRH Faculty Manual and

Section 25.6 UPR General Regulation


245

Appendix 16

Certification 1996-1997-138 of the Administration Board


247

Appendix 17

Certification 2005-2006-145 Board of Trustees


249

Appendix 18

Withdrawals Questionnaire


251

Appendix 19

Advisory Board Members Resume


253

Appendix 20

UPR Student Bylaw Chapter 4


255

Appendix 21

Students and Stakeholders Questionnaires


257

Appendix 22

Rubrics


259

Appendix 23

Section 64.1 UPR General Bylaws


261

Appendix 24

Sectio 65.1-65.5 UPR General Bylaw


263

Appendix 25

Article 51 UPR General Bylaw


265

Appendix 26

Articles 46,47 UPR General Bylaw


267

Appendix 27



269

Appendix 28



271

Appendix 29

Table 5.x Scholarly and Professional Activities


273

Appendix 30

Certification 2005-2006-80 UPR Board of Trustees


275

Appendix 31



277

Appendix 32 Abbreviated Courses Syllabus


279

Abbreviated Courses Syllabus

Bachelor in Business Administration Curricula for each of the following majors:

Accounting

Human Resource

Management


Abbreviated Course Syllabus:

ECON-4036 DEME-4005

ECON-3007 GEOP-3005

ECON-3155 FINA-3006

ECON-3165 FINA-3007

REHU-4408 FINA-4105

SICI-4105 COIN-4307

SICI-3115 ADMI-3205

ADMI-3005 COIN-3405

ADMI-3006 COIN-4307

CONT-3005 COIN-4405

CONT-3006 COIN-4406

ESTA-3041

ESTA-3042


Abbreviated Syllabus

Course Number: ECON-3007

Course Name: Principle of Economics

Instructors: Francisco Ramos Bonilla, José Baldaguéz Matos, Pedro Silva

Velázquez, and José R. Vargas Castro

Required Text: Economía, Parkins, Addison-Wesley

Course Description:

A condensed course in the fundamentals of economics. Includes the fundamental microeconomic theory, although continuous reference is made to macroeconomics. The course covers the following areas: fundamentals of economics, economic systems, functioning of the economic system, measurement of national income prices and markets, production businesses, determinants of supply, theory of the firm, benefits, income and production costs.

Topic Outline: Contact Hours I. Definition of Economy 2 horas Discussion of economic concepts 1. Microeconomics 2. Macroeconomics 3.Opportunity costs 4. Economic objectives 5. Curve of possibilities of production 6. Circular flow of the economic activity 7. Pricing system 8. Principle of margins

2

II. Market Analysis and the supply and demand model A. Determinants B. Definition of the law of supply 1. Graph 2. Determinants C. Elasticity concept

9

III. Analysis of the producer and consumer behavior A. Utility concept B. Curvas de Indiference C. Forms of business organizations D. Economies of scale E. Law of decreasing marginal returns F. Function of production and costs

12

IV. Analysis of the market structures and market efficiency A. Perfect Competition B. Monopoly C. Monopolistic competition D. Oligopoly

12



E. Graph illustration of each structure F. Pricing in each structure

V. Introduction to Macroeconomics A. Gross National Product B. Phases of the economic cycle C. Macroeconomics variables D. Fiscal and monetary policies E.Sustainable economic growth and development F.Money and the Federal Reserve

10

Total 45


Coverage Hours

Finance 2

Economics 45

Global 1.5

Total 48.5


Course Code ECON-3155

Course Name: Fundamentals of Microeconomics

Instructors: Sonia Colón Parrilla, Francisco Ramos Bonilla, and Pedro Silva

Velázquez

Required Text: Microeconomics: A Contemporary Introduction, William A.

McEachern, 4th Edition, Southwestern College Publishing,

Course

Description:

This course presents the theory and the basic principles of economic activity in business. This course emphasizes the different types of markets, presents the models of supply and demand and their respective changes, and the concept of utility and marginal utility in the consumer product. This course also presents the model and concept of the adaptability of supply and demand and emphasizes on the concept of cost and its short and long term components.

Topic Outline: Contact Hours

I. Introduction

a. Definition and basic concepts of Economy

b. Economy objectives

c. Curve of possibilities of production

d. Circular flow of the economy

1.5

3.0

1.5

1.5

II. Functioning of the market structure

a. Demand and Supply model

b. Elasticity concept

6.0

3.0

III. Producer and Consumer behavior

a. Concept of Utility and the Curve of Indifference

b. Function of production

c. Different types of costs

3.0

1.5

6.0

IV. Market structures

a. Perfect competition

b. Monopolistic competition

c. Monopoly

d. Oligopoly

3.0

3.0

1.5

1.5

V. Market failures, external factors and uncertainty 3.0

VI. Tests 6.0

Total 45

Summary of UG CPC Topics Covered in this Course: Coverage Hours

Economics 45

Global Dimension of Business 5

Statistics 5

55



Course Code ECON-3165

Course Name: Fundamentals of Macroeconomics

Instructor: Sonia Colón Parrilla

Required Text: Macroeconomía: una Introducción Contemporánea, William A.

McEachern, 6th Edition, Thomson Learning

Course

Description:

Discussion of the concepts of national product, national income, unemployment, and inflation. Presents the classical and Keynesian economic models, and aspects of fiscal and monetary policy. Introduces international economics, and economic growth and development. Discussion of the concepts of aggregate supply and demand.

Topic Outline:

Contact Hours

I. Introduction

a. Definition and basic concepts in Economy and

Macroeconomics

b. Objectives of the economy

c. Basic Concepts of the economic growth and development

1.5

1.5

4.0

II. Measures of the Macroeconomics variables

a. Analysis of the Production and National income

b. Employment concepts

c. Inflation concepts

6.0

4.5

3.0

III. Analysis of the aggregate demand and supply 6.0

IV. Fiscal and monetary policy 6.0

V. Introduction to international macroeconomics

a. The scale of payments

b. International monetary system

c. Types of monetary change and markets

6.5

VI. Tests 6.0

Total 45


Finance 5

Economics 45

Global Dimension of Business 2.5

Statistics 5

Total 57.5


Course Number: REHU-4005

Course Name: Business Ethics

Instructors: Benigno Alicea Sanabria, José A. López Martínez, Graciela Roig

Casanova, and Eduardo Clemente Ramírez

Required Text: An introduction to Business Ethics. Joseph Desjardins. 3rd Edition.

McGraw Hill

Course Description: As a science, business ethics is the study of the equitable distribution of wealth. This presupposes a specific concept of man. Thus man is presented through his two affinities: objects and correct solutions. Economic, political and moral formulas are analyzed to help solve the problem of the fair distribution of wealth. The cooperative system and capitalism with social responsibility, democratic government as the guardian of equality, dignity and liberty of all citizens are also covered.


1. Importance of the study of ethics / Case: Enron 3 2. Ethical principles in business / Case: Executive Compensation 3 3. Corporate social responsibility/ Case: Wal-Mart 3 4. Corporate culture, governability, and ethical leadership / Case: Our Creed

3

5. The significance and value of work / Case: Great Jobs and Meaningful Jobs

3

6. Moral rights in the workplace / Case: Employee Rights and Wrongs 3 7. Employee responsibilities / Case: Professional and Managerial Responsibilities at Enron and Arthur Anderson

3

8. Ethics in marketing: Product safety and price / Case: Safety and Pricing in the Pharmaceutical Industry

3

9. Ethics in marketing: Advertising and choosing the target market/ Case: Advertising and Marketing in the Pharmaceutical Industry

3

10. Environmental responsibilities of businesses / Case: Interface Corporation and Sustainable Business

3

11. Diversity and discrimination / Case: Female Foreman and the Brotherhood

3

12. International business and globalization / Case: Sweatshops

3

13. Tests and Group Presentations 9

Total 45




Marketing 3.0

Finance 2.0

Accounting 2.0

Management 1.0

Law 2.0

Economics 2.0

Ethics

Global dimension of business

45

3.0

Business Policies 2.5

Comprehensive or integrating experience 10.0

Total 72.5


287

Course Number: REHU-4408

Course Name: Organizational Behavior

Instructors: Rita Morales Carrión, and José A. López Martínez

Required Text: Comportamiento Organizacional, Stephen P. Robbins, Pearson

Educational

Course

Description:

Introduction to fundamental concepts, theories and processes related to the study of individual, group and organizational behavior. Emphasis is on the organization as an open system.


1. Introduction to organizational behavior 2 2. Fundamentals of the individual behavior 4 3. Perception and decision making 2 4. Values, attitudes and job satisfaction 3 5. Basic concepts of motivation 3 6. Motivation: from concepts to applications 3 7. Fundamentals of group behavior 5 8. Teamwork 2 9. Leadership 3 10. Power and policies 1 11. Conflict, negotiation, and intergroup conduct 2 12. Fundamentals of the organizational structure 3 13. Work design 2

14. Organizational culture 2

15. Organization change 3

16. Stress management 1

17. Tests 4

Total 45


Marketing Coverage Hours

Management 45

Law 1

Ethics 5


Business Policies 3

Comprehensive or integrating experience… 10

Total 79


289

Course Number: SICI-4105

Course Name: Computer Applications in Business Administration

Instructors: Julián Hernández Serrano, Enrique Suárez Reyes, and Luis E.

Soto Montes

Required Text: Office XP para Todos, Marco A. Tiznado, McGraw-Hill

Course Description: The course examines computer applications in business and available software. It emphasizes the use of commercially produced software packages. It establishes the need to standardize and provide uniformity to the organization and communication of data. The course provides practical experience with well known word processing, graphics, data base management, work sheets, project management, accounting, and statistics programs.


1. Development of computational technology and internet

2. Data communications, email and internet surfing

3. Operations systems, storage, keyboard, mouse and other computational resources

4. Basic functions of word processing

5. Basic functions of spreadsheets

6. Basic functions of electronic presentations

7. Introduction to electronic information systems, data bases, and internet technology Internet search, information validity, Web Pages, social networks, legal and ethical considerations

8. Oral presentations Total

1.0 2.0

.5

5.0

5.0

5.0 23.5

__ 3.0__

Total 45


Marketing 4

Management .5

Law 1

Ethics 2

Information Systems

Statistics Comprehensive or integrating experience

45

8

8

Total 68.5


Course Number:

SICI-3115

Course Name: Computational Skills

Instructors: Julián Hernández Serrano, Enrique M. Suarez, Luis E. Soto Montes, and

Julio Claudio Crespo

Required Text: None

Course Description: This course introduces the impact of information systems in the business world, specifically areas like the Internet, data processing, and the use of the computer as a tool to prepare business presentations. The need for standardization and uniformity in the communication of data and information in an organization is established. Practical experiences are provided with data processing systems, Internet access, and programs for presentations.


1. Introduction 3 2. Information systems, its development, impact and use in business 6 3. Architectural concepts of networks 3 4. Micro computer communications and networks 3 5. Introduction to the Internet 6 6. Introduction to the electronic mail 3 7. Software programs for Word processing and presentations 6 8. Database management and files 3 9. Data communication 3 10. Development concepts of effective business presentations 3 11. Development of business presentations 3

Total 45


Marketing 3

Law .5

Ethics 1


Information Systems 30

Statistics 3

Comprehensive or integrating experience… 3

Total 43.5



Course Number: ADMI-3005

Course Name: Administrative Theory

Instructors: Delia Garced Colón, Graciela Roig Casanova, Víctor A. Mojica Rivera,

José López Martínez, Joel Díaz Hernández, Eduardo Clemente Ramírez,

Rody Rivera Rojas, José Rodrigo Pons, Carlos Figueroa Pérez, and

Milagritos Archilla Valentín

Required Text: Management, Robbins & Coulter. 10th Edition. Pearson Educational

Course Description: The study of management as a coordination process, as well as the functions and procedures that are carried out in this process. The different approaches to the study of management, with special emphasis on behavioral scientists' approach. Problems in relation to responsibility, authority, organization, ethics, problems in centralization and decentralization, human behavior within the organization and group behavior. Emphasis is given to relations between individuals and groups in the processes of administration, planning, organization, direction and control.


1. Introduction 2. Management 3. History of Management 4. Organizational Culture and environment 5. Ethics and social responsibility 6. Planning and Decision-making 7. Innovation and change 8. Designing organizations that adapt 9. Managing teamwork 10. Human Resource Management 11. Managing individuals and diversity 12. Motivation 13. Leadership 14. Management communication 15. Control 16. Tests

Total

1.5 1.5 3 3 3 3 3 3 3 3

1.5 1.5 3

4.5 1.5 1.5 7.5

45


Coverage Hours

Management 45

Ethics 3


Total 50


Course Number:

ADMI-3006

Course Name: Introduction to Business

Instructors: Delia Garced Colón, Víctor A. Mojica Rivera, Miriam Quiñones Rosario,

José López Martínez, Joel Días Delgado, Milagritos Archilla Valentín,

Graciela Roig Casanova, José Rodrigo Pons, Luis E. Soto Montes, Julio

Claudio Crespo, and Carlos Figueroa Pérez

Required Text: The Future of Business. Gitman & McDaniel. 6th Edition. Thompson.

Course Description: In this course. discussion will center on how present day business institutions operate, the different business functions and why these functions are essential to business and to society in general, the basic procedures to be followed in decision making, the manager's function and his place within the small or large business. The course introduces the student to the principles of accounting, marketing, finance, organization and management.


1. Participating in the dynamic field of business 3 2. Evolution of the economic systems 3 3: Ethical decision making and social responsibility business

management; understanding laws and taxes 3

4: Competition in global markets 3 5: La legality of industrial societies 3 6: Entrepreneurship 3 7: Management and leadership in organizations today 3 8. The design of organizational structures 3 9. Human Resource management 3 10. Understanding the client and formulating a marketing strategy 3 11. The use of financial and accounting information 3 12. Money and the financial institutions 3 13. Tests

Total 45


Marketing 2

Finance 2

Accounting 2

Management 25

Law 6

Economics 3

Ethics 2



Total 41



Course Number: CONT-3005

Course Name: Introduction to Fundamentals of Accounting I

Instructors: Carmen Medina Delgado, Wanda Ortiz Arroyo, Betzabeth López Ríos,

Santa León Pagán, Glorimar Pérez Colón, José Rivera Morales, Pedro

Cepeda Parrilla, David Ferrer Ortiz, Pedro Cepeda Parrilla, and Jorge

Morales Cabrera

Required Text: Fundamental Accounting Principles. Wild, Shaw and Chiappetta

Course Description: The course will familiarize the student with the nature, scope and objectives of accounting as well as the role of diverse sectors of society in its development. The theory and methodology of accounting is studied. Emphasis is on the income and costs register and other forms used to present financial information. The student will become familiar with the use and importance of accounting for owners, management, creditors, and the general public.


1. Introduction 2. Basic concepts of business accounting a. Definition, users, ethics b. accounting principles c. accounting equation d. financial statements

2 4

3. The rules for recording transactions 4. Adjusting entries and financial statements

6

5. Closing entries and the classified Balance sheet 6

6. Accounting for Merchandising businesses 6

a. Periodic and perpetual inventory systems b. Cost of Goods Sold

c. Multiple step Income Statement 7. Valuation of Inventories a. Specific Identification b. Lifo, Fifo, and Weighted Average c. Cost or Market, whichever is lower 8. Accounting information systems and special journals 9. Internal control over cash and the bank reconciliation 10. Accounting for Accounts Receivable 11. Accounting for Property, plant and equipment and intangible

assets 12. Tests

6 6 6 6 6

6

_________________ Total 60


Accounting 60

Total 60


Course Number: CONT-3006

Course Name: Introduction to Fundamentals of Accounting II

Instructors: Aida Kalil Carrión, Pedro Cepeda Parrilla, Santa León Pagán,

David Ferrer Ortiz, José Rivera Morales, Carlos F. Rosa

Vázquez, and Félix Cuadrado Reyes

Required Text: Fundamental Accounting Principles. Wild, Shaw and Chiappetta

Course

Description:

The course studies the concepts and principles of accounting and their application in business operations. It includes a discussion on internal control systems, determination of costs and depreciation methods. The students will become familiar with diverse organizations (corporations, partnerships, own businesses, and others). They will also study the characteristics and types of revenue, The student will apply the knowledge acquired in the analysis of financial statements. .


1. Overview of the accounting cycle and financial statements and accounting principles

6

2. Accounts payable and payroll 8 3. Partnership accounting 7 4. Corporations: accounting for capital stock, dividends, retained

earnings, and financial presentation 5. Long term liabilities - Bonds payable 6. Investments

12 6 6

7. Statement of Cash Flows 4 8. Managerial Accounting – Job order costing 5 9. Tests 6

Total 60


Coverage

Hours

Accounting 60

Total 60



Course Number: ESTA-3041

Course Name: Statistics I

Instructors: Aida Carrasquillo Sánchez, Francisco Ramos Bonilla, Víctor A.

Mojica Rivera, Julián Hernández Serrano, Sonia Colón Parrilla,

Israel Vázquez Cruz, José Rodrigo Pons, Ancy Coronel Suárez,

and Sindy Díaz Hernández

Required Text: Introducción a la Estadística para Negocios. 5th Edition. 2008

Ronald M. Weiers. Cengage.

Course

Description:

Introduction to statistics. Includes the following: descriptive statistics, basic concepts of probability, discrete and continuous random variables, probability distributions and their properties (the binomial, hypergeometric, poisson and normal distribution), sampling distributions, use of computerized statistic programs to apply the statistical techniques learned.


I. Introduction to statistics 1.5

A. Data collection and sampling design 1.5

B. Tables and graph presentations C. Descriptive measures

4.5

3

D. Variability measures

3

II. Theories of probability 15

III. Probabilistic probabilities

A. Random Distribution

1.5

4.5

B. Binominal Distribution

C. Poisson Distribution

3

D. Continuous random variable distribution 3

Tests 4.5

Total 45



Statistics 45

Total 60


Course Number: ESTA-3042

Course Name: Statistics II

Instructors: Israel Vázquez Cruz, Francisco Ramos Bonilla, Pedro Silva Velázquez,

Aida Carrasquillo Hernández, Julián Hernández Serrano, Víctor A.

Mojica Rivera, José Rodrigo Pons, and Angy Coronel Suárez

Required Text: Introducción a la Estadística para Negocios. 5th Edition. 2008 Ronald M.

Weiers. Cengage.

Course Description: Includes the theory of decision, estimation, hypothesis testing, confidence intervals, simple linear regression, correlation, and inference.


I. Introduction.

A. Review

1. Binomial Distribution

2. Normal Distribution

1.5

1.5

II. Sampling Distribution 6.5

III. Statistical estimation 10.5

a. Confidence level

b. Proportional confidence level

c. Sample size

IV. Hypothesis tests 19.5

V. Simple Regression and correlation 12

Tests 4.5

Total 45



Statistics 45

Total 60



Course Number: MERC-3115

Course Name: Principles of Marketing

Instructors: Graciela Roig Casanova, Delia Garced Colón, and Linaira Vázquez Rodríguez

Required Text: Principles of Marketing. Phillip Kotler & Gary Armstrong. Pearson Educational.

Course Description: Introduction to the study of the marketing process as a management function. Emphasis is on the analysis, planning, implementation, organization and control of marketing programs.


1. Defining marketing 1.5

2. Marketing: Creating and capturing value for the customer

Case: Build a Bear

1.5

3. Marketing strategies

Case: Trap-Ease America: The Big Cheese of Mousetraps

3

4. Understanding the market and consumers

5. Analyzing the marketing environment

Case: The Prius: Leading a Wave of Hybrids

1.5

6. Managing marketing information to know the customer

Case: Enterprise Rent-A-Car: Measuring Service Quality

4.5

7. Consumer markets and consumer behavior Case: Boeing: Selling a Dream (liner)

3

8. Designing marketing strategies and the marketing mix focused on the client 4.5

9. Marketing strategies – creating value for the target market Case: Saturn: An Image Makeover

10. Product, Services and Brands, building value for the client

Case: ESPN: The Evolution of an Entertainment Brand

3

11. New product development and strategies of the life cycle of a product

Case: Nintendo: Reviving a Company, Transforming a Market

1.5

12. Understanding Pricing and capturing value for the client

Case: Southwest Airlines: Staying Ahead in Pricing Game

1.5

13. Pricing strategies

Case: Payless Shoes Source: Less for Fashion

3

14. Marketing channels and the value of delivery for clients

Case: Zara: The Technology Giant of the Fashion World

1.5

15. Communicating value for the client: Communicating strategies for the

integrated marketing

Case: Burger King: Promoting a Food Fight

3

16. Market expansion

17. Sustainable marketing: Social responsibility and ethics 1.5

18. Tests, oral group presentations and written projects 10.5

Total 45


Marketing

Management

45

5

Law 2

Economics 1

Ethics 5

Global 5

Total 63


Course Number: DEME-4005

Course Name: Business Law

Instructors: Luis Arroyo Vélez, Pedro Cepeda Parrilla, and José González Rivera

Required Text: Conceptos Básicos de Derecho Aplicables a la Administración de

Empresas en Puerto Rico, Alberto A. Acevedo Vallejo, John Wiley

Course Description: Study and analysis of legislation, doctrines and jurisprudence that regulates business transactions in Puerto Rican society. Integration of the regulations in the Puerto Rican legal system that include topics and doctrines from both common and civil law.


1. Legal environment of business 2. Contracts 3. Sales 4. Commercial instruments 5. Secured transactions 6. Bankruptcy 7. Guarantees 8. Agency contract and representation 9. Corporations 10. Property 11. Trust funds and estates 12. Title documents 13. Employee representation and Federal environmental regulations

14. Tests

3 14 5 3 2 2 2 4 4 6

1.5 1.5 3

4

Total 60


Law 60

Total 60



Course Number: GEOP-3005

Course Name: Operations Management

Instructors: Carmen I. Rodríguez Iglesias, and Walter López Moreno

Required Text: Principles of Operation management. Heizer, j., & Render, 7th Edition,

Pearson.

Course Description: Problems and modern analytical techniques related to efficient and economic production of goods and services. The course includes the following: introductory topics on the design of production, systems, planning and operations control; the adequate analytical structure to judge problems in all stages and components; the necessary criteria to evaluate these problems from a managerial point of view and integrate them within the company's general structure; updates the concepts of production in terms of an analysis of operations applicable to the production of goods and services.


1. Operations and Productivity 3.0

2. Strategic operations in a global environment 1.5

3. Design of Goods and Services 3.0

4. Process strategies 3.0

5. Capacity planning 3.0

6. Forecasting 6.0

7. Aggregate planning 4.5

8. Inventory Management 4.5

9. Material Requirement Planning 4.5

10. Facilities design 4.5

11. Scheduling 3.0

12. Tests 4.5.0

Total 45.0


Marketing 1.0

Finance 1.0

Accounting 2.0

Management 45.0

Economic 1.0

Global Management 1.5

Statistic

Business policies

18

6.5

Total 76.0


Course Number: FINA-3006

Course Name: Business Finance

Instructors: Israel Vázquez Cruz, Sharon Marrero Martínez, and Carlos F. Rosa

Vázquez

Required Text: Practical Financial Management, William R. Lasher, 6th Edition,

Southwestern

Course Description: The course covers the general principles of financial administration. It includes the following topics: business operational context, financial analysis, financial planning and control, administration of capital budget, capital costs, sources of finance, and general financial aspects in a company, expansion and liquidation.


1. Managerial Finance 2. Financial Statement Analysis 3. Financial Planning and Control 4. Risk and Return 5. Value of money through time 6. Stocks and Bonds 7. Cash management and commercial securities 8. Capital budgeting techniques 9. Cash flows of projects and their risks 10. Capital structures 11. Tests Total

2 8 4 4 4 4 3 4 3 3

__ _6____ ___ ___45___


Finance

Business policies

45

2

Total 47




Course Name: Money and Banking

Instructors: Israel Vázquez Cruz, Carlos F. Rosa Vázquez, and Juan González Green

Required Text: The economics of Money and Banking and the Financial markets,

Mishkin Frederick, Addison Wesley

Course Description: The course provides the student with knowledge of the fundamental principles regarding money. The following topics are discussed: concept, development and economic importance of money, financial institutions and their function in economic growth and development, structure and function of the banking industry, the central bank and monetary policy, economic money theory and general aspects of the international monetary system.


1. Introduction 4 2. Markets and financial instruments 8 3. Financial intermediaries 4 4. Commercial Banks 6 5. Other non-banking intermediaries 6 6. Deposit institutions and Money supply 6 7. Economic objectives 4 8. Federal Reserve System 6 9. Federal Reserve: Instruments and tools 6 10. Balance of payments and the currency markets 6 11. Financial institutions and international financial markets 4

Total Sessions (Coverage Hours) 60


Finance 60

Total 60



Course Name: Principles of Finance

Instructors: Sharon Marrero Martínez

Required Text: Principles of Finance, Beasley, Scott and Brigham, Eugene F.

Southwestern, Cengage Learning

Course

Description:

The study of the process of providing, managing, and distributing the funds of a company. Study of analysis, planning and control of the financial decisions that every company should make, and of the influence that capital markets have on those decisions.

Topic Outline:

Contact Hours

1. Financial markets, institutions, instruments, interest rates and taxes 2. Financial planning and analysis techniques 3. Basic financial concepts 4. Value of money throughout time 5. Risk and return 6. Valuation 7. Long term investment decisions 8. Capital budgeting 9. Capital budgeting techniques 10. Capital budgeting under uncertainty 11. Cost of capital, capital structure and dividend policy 12. International corporate finance 13.. Tests Total

6 8 11

10 10 7 8 60


Finance 60

Total 60



Course Number: ADMI-3205

Course Name: Introduction to International Business

Instructor: Rosa Reyes Borges

Required Text: International Business, Competing in the Global Market Place (8 va ed.), Hill Charles W, McGraw Hill

Course Description: This course exposes the student to the process of globalization and relevant concepts such as: cultural, legal, economic and political environments; international business theory, economic integration, foreign investment, exchange rates, and others.

Topic Outline: Contact Hours Introduction to International Trade 1 Concepts and Institutions in International Trade and Globalization 4.5 Socio-cultural environments affecting international trade 1.5 Economic Climate, Political and Legal 3.5 Test Part I 1.5 Environmental Ethics 4.5 Theories of International Trade 4.5 Governmental Influence on Trade 1 Foreign Investment 1 Foreign Exchange (Foreign Exchange) 1 Impact of Multinational Companies 1 Test Part II 1.5 Economic Integration and Cooperative Agreement 2 Diplomacy and International Negotiations 1 Country Evaluation and Selection 1.5 Collaborative Strategies and Control 1 Marketing 1.5 Export and Import Strategies 2 Test Part III 1.5 Operations Management International 1.5 Contributory International Accounting Functions 1 International Finance 1 Final Exam 1.5 Oral Presentation 3

Total 45 Summary of UG CPC Topics Covered in this Course: Coverage Hours Ethics 4.5 Global Management 45

Total 49.5


Course Number:: COIN-3405

Course Name: Strategic Global Management

Instructor: Glorimar Pérez Colón

Required Text: Strategic Management: Concepts & Cases (13 ed.), David Fred R,

Prentice Hall

Course Description: Study of international business, strategic management and international competition, methods to compete internationally, tendencies in global alliances, cultural aspects of international business, cultural communication and intercultural negotiation, human resources administration at an international level, and administration in a multi cultural environment.


Introduction 1 Globalization 3 Global Strategic Management 4 Global Competitiveness 2 The Governance and Governance 3 Ethics and their Impact on Strategies 4 Test # 1 1.5 Strategic Planning 5 Modalities Financing a Business Test # 2 Selection and Repatriation of Human Resources Decision Making and Control International Negotiations Organizing International Operations Oral and Written Presentations Test # 3

2 2.5 1.5 3 2 2 4 3

1.5

Total 45


Ethics 4

Business Policy 45

Total 49



Course Code: COIN-4307

Course Title: Legal Aspects of International Business

Instructor: Roberto Vélez Medina

Required Text: International Business Law, Text, Cases and Readings ( 5 th ed.), August Ray, Mayer Don, Bixby Michael, Pearson Prentice Hall

Course Description: Comprehensive study of international and domestic laws that affect international business. This course provides the international business manager with a broad understanding of the principal international conventions and other sources of laws, regulations and practices that effect international sales, United States excise tax regulations, regulations of foreign business, the environment, the workplace, and forms of business. The course includes the history, development, and principles of operations of trade agreements that Include GATT, WTO, EU, and NAFTA.

Topic Outline:

Contact Hours Introduction to International Business 7 The responsiblity of the State and ethics 7 The multinational enterprise 7 Exam # 1 2 International Business and the international organizationses 6 International contracts 6 Regulation and Transportation of Goods 6 Exam # 2 2 Dispute Resolutions (ethics) 5

Mechanisms de Financing 5

Taxes 5

Exam # 3 2

Total 60

Summary of UG CPC Topics Covered in this Course: Coverage Hours Law 45 Ethics 10.5

Total 55.5



Course Title: Study Trip

Instructor: Rody Rivera Rojas, Rosa Reyes Borges and Glorimar Pérez Colón

Course Description : The study trip is the practical and direct experience that will enable the student to appreciate the culture, geography, economic development, social organization, and idiosyncrasy of the countries visited, to integrate this personal evaluation with theory. This study trip is preceded by a short course that will be offered during the semester immediately before the scheduled trip.

Course Outline: Contact Hours Orientation about the trip 3 Sinopsis of the history, geography, and demographics of the countries to visit

1

Socio cultural context that influence the business environment of the countries

1.5

Economic and political systems that impact the local economic development of the countries

1

Legal aspects and regulations that impact international business in these countries

1.5

International business of the countries to visit 1.5 Risks and Opportunities for the Puerto Rican entrepreuner 1.5 Presentations 2 Participation in conferences and workshops during the trip and business visits.

30

Final Presentationl 2

Total 45

Summary of UG CPC Topics Covered in this Course: Coverage Hours Comprehensive

45

Total 45




Course Title: International Business Internship

Instructor: Annie Mustafá Ramos

Course Description:

The student will be exposed to a learning experience in a real work place as a part of his/her formal academic education. This supervised work experience will permit the student to apply the theoretic knowledge acquired in the area of international business and develop new knowledge in the work place.

Topic Outline: The students complete 180 hours of internship with international business exposure.

Summary of UG CPC Topics Covered in this Course: Coverage Hours Comprehensive 45

Total 45


309

Appendix 33

Certification 2005-2006-46 UPRH Academic Senate


311

Appendix 34
