MDCOB Strategic Plan Scorecard

STRATEGIC PLAN SCORECARD

Goals and Objectives Outcomes

1. STUDENT SUCCESS

Increase student success in their academic and professional lives by 2022.

1.1. Learning Outcomes for Undergraduate and Graduate Programs

Reality-based Education

Student-focused Learning Environment

Predominantly Applied Research

At least 70% of undergraduate programs and 80% of graduate programs will achieve stated learning and effectiveness outcomes established by the MDCOB for undergraduate and graduate programs, respectively.

1.2. Professional or Financial Advancement for Undergraduate and Graduate Students

At least 70% of undergraduate and graduate students will advance professionally or financially within one year of graduation.

1.3. Satisfaction of Graduates

At least 75% of graduates will express satisfaction with the efforts of the COB Career Development Office.

1.4. Effectiveness Outcomes for Operational and Support Programs

At least 70% of effectiveness outcomes established by the MDCOB for operational and support programs will be achieved

2. ENROLLMENT, RETENTION, AND GRADUATION

Increase student enrollment, retention, and graduation in MDCOB program by 2022.

Reality-based Education

Student-focused Learning Environment

Predominantly Applied Research

2.1. Graduate Student Enrollment

Maintain graduate student enrollment close to 1000 students.

2.2. Undergraduate Student Enrollment

Achieve and maintain the increase in undergraduate student enrollment at 2% annually.

2.3. Retention and Graduation

Achieve and maintain a retention rate of 85% and a graduation rate of 85% for both undergraduate and graduate students.

2.4. Graduation Rate within 3 years of entering the program

Graduate at least 90% of graduate students within 3 years of entering the MBA program and at least 90% of undergraduate students within 3 years of admission to the BBA program.

2.5. Instructor Responsiveness to Student Needs

CHANGE TO MEASUREMENT

CHANGE TO MEASUREMENT

By 2021, at least 80% of undergraduate students and 80% of graduate students will agree that their instructors were responsive to student needs. NOT

Goals and Objectives Outcomes

3. FACULTY/STAFF RECRUITMENT,PERFORMANCE, RETENTION

Improve faculty and staff recruitment, performance, and retention by 2022. MISSION

Reality-based Education

Student-focused Learning Environment

Predominantly Applied Research

3.1. Faculty Recruitment

Hire faculty to maintain AACSB standards across all programs and locations.

3.2. Salary Distribution and Professional Development and Research

Annually secure an amount equal to at least 4% of total salaries to be distributed to faculty and staff for professional development and research contributing to educational excellence and business and industry practices.

4. ENROLLMENT, RETENTION, AND GRADUATION

Increase student enrollment, retention, and graduation in MDCOB program by 2022. MISSION

Reality-based Education

Student-focused Learning Environment

Predominantly Applied Research

4.1. Student Scholarships Double the number of students receiving scholarships.

4.2. Donations to MDCOB

Increase donations to the COB by 50%.

4.3. Annual Gross Income from Continuing Education Courses

Achieve and maintain an annual gross income of at least $1,500,000 coming from continuing education courses.

See the corresponding Executive Summary for recommendations

APPENDIX H

Strategic Planning Evaluation Report AY 2023

0. Mission Outcomes

Reality-based Education for Student Success OBJECTIVE STATUS:

0.1. Reality-Based Education and Intellectual Advancement

Provides reality-based education that enables a diverse student body to advance intellectually.

SUPPORTING EVIDENCE:

The Marilyn Davies College of Business continues to maintain a diverse enrollment of students at the undergraduate and graduate levels. This diversity reflects the diversity of the larger university and contributes to the university’s standing as a Hispanic-Serving Institution (at least 25% of enrolled students are Hispanic) and a Minority-Serving Institution (enrollment of a single minority or a combination of minorities exceeds fifty percent of the total enrollment).

Methodology note: During the Summer of 2022, the university’s “University College” was dissolved, and the “pre-major” students served in that college were reassigned to the college of discipline. Therefore, the college’s undergraduate student population grew by 51% in Fall 2022 (from 2,832 majors to 4,284 majors AND pre-majors). The data table below applies the logic of including pre-majors in enrollment totals to have historic references.

Data source: DAIR Student Enrollment Dashboard (to be confirmed as official by IR)

Reality-based Education for Student Success OBJECTIVE STATUS:

0.2. Reality-Based Education and Professional Advancement

Provides reality-based education that enables a diverse student body to advance professionally.

SUPPORTING EVIDENCE:

In the fall of 2018, the university implemented a new software system for tracking current students and graduates to facilitate internships, resume development, job postings, employer relationships, and general professional development for students and alumni. This system allows for a more robust administration of the First Destination Survey, authored by the National Association of Colleges and Employers (NACE).

NACE’s First-Destination Survey captures information regarding how new college graduates fare in their careers within six months of graduation. The annual initiative provides clear, concise, and consistent data on the outcomes associated with a college education on a national scale. Outcomes include 1) types of employment—full or part time, contract, freelance, and so forth; 2) additional education, e.g., accepted to graduate or professional school; 3) still seeking either employment or further education; 4) and starting salary for those employed full time.

*Only measured at graduation and 6 months out

Data source:

Narrative review:

Reality-based Education for Student Success

0.3.

Reality-based Education

and Financial Advancement

OBJECTIVE STATUS:

Provides reality-based education that enables a diverse student body to advance financially. NOT

SUPPORTING EVIDENCE:

In process.

The University of Houston-Downtown crafted a new Mission Statement in the summer of 2022 as the foundation of the 2022-27 Strategic Plan, “A New Paradigm.”

UHD mission

The University of Houston-Downtown is a community of diverse faculty, staff, students, and regional partners dedicated to nurturing talent, generating knowledge, and driving socioeconomic mobility for a just and sustainable future.

The Marilyn Davies College of Business looks first to the university’s efforts to measure and quantify the university’s “reputation of being an engine of students’ socioeconomic mobility” so that the college can customize our own efforts to align with the university’s, but also provide nuanced, business discipline-specific measures to complement.

Data source:

Narrative review:

Student-focused Learning Environment OBJECTIVE STATUS:

0.4. Learning Environments and Educational Excellence

We create student-focused learning environments that contribute to educational excellence.

SUPPORTING EVIDENCE:

Our faculty annual evaluation rubric includes several questions about High-Impact Practices (HIPs).

High-Impact Practices – number of faculty who answered “Yes” and provided evidence to at least one of:

• I utilized HIPs through Undergraduate (or Graduate) Research.

• I utilized HIPs through First-Year or Transfer/University seminar.

• I utilized HIPs through Service Learning/Community Engagement.

• I utilized HIPs through Learning Communities.

• I utilized HIPs through Collaborative Projects.

• I utilized HIPs through Capstone Projects.

• I utilized HIPs through Establishing Internships.

• I utilized HIPs through Global Education.

• I utilized HIPs through some Other mechanism, described below.

Student-focused Learning Environment

0.5. Student-Focused Learning Environments & Business and Industry Practices

We create student-focused learning environments that contribute to business and industry practices.

SUPPORTING EVIDENCE:

OBJECTIVE STATUS:

Beginning in Spring 2019, students were asked to assign a value to their skill level relative to the language of the program LO, selecting from the following options (in order):

Novice, Advanced Beginner, Competent, Proficient, or Expert.

Results from the Indirect Assessment related to the BBA Core, for those reporting “Competent” or better.

In Progress: MBA data forthcoming; Provide the modified assessment data from 2022.

Data source:

Narrative review:

Predominantly Applied Research

0.6.

Predominately Applied Research and Educational Excellence

We engage in predominately applied research that contributes to educational excellence.

SUPPORTING EVIDENCE:

Update in January 2023

OBJECTIVE STATUS:

According to AACSB Table 8-1, 22% (120 out of 553) of Intellectual Contributions were classified as Teaching and Learning Scholarship.

Data source:

Narrative review:

Predominantly Applied Research

0.7. Predominately Applied Research and Business and Industry Practices

We engage in predominately applied research that contributes to business and industry practices.

SUPPORTING EVIDENCE:

Update in January 2023

OBJECTIVE STATUS:

According to AACSB Table 8-1, 47% (261 out of 553) of Intellectual Contributions were classified as Applied or Integration/Application Scholarship.

Data source:

Narrative review:

1. Student Success

OBJECTIVE STATUS:

1.1. Learning Outcomes for Undergraduate and Graduate Programs

At least 70% of undergraduate programs and 80% of graduate programs will achieve stated learning and effectiveness outcomes established by the MDCOB for undergraduate and graduate programs, respectively.

SUPPORTING EVIDENCE:

Change To Measurement

WBM: Due to the restructuring of college committees and the creation of the Curriculum and Learning Committee (CLC), BBA and MBA Learning Objectives no longer aligned with metrics stated in the Strategic Plan. Therefore, the Success Criteria provided below do not represent the goal in the Strategic Plan.

for LOs

OBJECTIVE STATUS:

1.2. Professional or Financial Advancement for Undergraduate and Graduate Students

At least 70% of undergraduate and graduate students will advance professionally or financially within one year of graduation.

SUPPORTING EVIDENCE:

In the fall of 2018, the university implemented a new software system for tracking current students and graduates to facilitate internships, resume development, job postings, employer relationships, and general professional development for students and alumni. This system allows for a more robust administration of the First Destination Survey, authored by the National Association of Colleges and Employers (NACE).

NACE’s First-Destination Survey captures information regarding how new college graduates fare in their careers within six months of graduation. The annual initiative provides clear, concise, and consistent data on the outcomes associated with a college education on a national scale. Outcomes include 1) types of employment—full or part time, contract, freelance, and so forth; 2) additional education, e.g., accepted to graduate or professional school; 3) still seeking either employment or further education; 4) and starting salary for those employed full time.

Data source: NACE First-Destination Survey

OBJECTIVE STATUS:

1.3. Satisfaction of Graduates

At least 75% of graduates will express satisfaction with the efforts of the

Development Office.

SUPPORTING EVIDENCE:

MDCOB Career

The original survey was only administered to students who came to the Career Center for appointments. In the spring of 2022, the Career Center began incorporating a satisfaction question into the First Destination Survey.

Data source: NACE First-Destination Survey

Narrative review: Brett Hobby

OBJECTIVE STATUS:

1.4. Effectiveness Outcomes for Operational and Support Programs

At least 70% of effectiveness outcomes established by the MDCOB for operational and support programs will be achieved.

SUPPORTING EVIDENCE:

Since the last report, the following centers have closed:

• Center for Entrepreneurship

• Center for Retail Management

• Institute for Business, Ethics, and Public Issues

• Insurance and Risk Management Center

The Office of Instructional Excellence was also dissolved.

The Writing Lab serving business majors was closed, but the university writing lab is still available to our students.

The Tutoring Center is continuing, and has transitioned to using the university’s implementation of EAB Navigate to facilitate scheduling tutoring appointments.

The college is also developing an ACTION plan for undergraduate student success:

A – Advising

C – Career Services

T – Tutoring

I – Internship

O – Organizations (Student Organizations)

N – Networking

Narrative in process.

Data source:

Narrative review:

2. ENROLLMENT, RETENTION, AND GRADUATION

2.1. Graduate Student Enrollment

Maintain graduate student enrollment close to 1,000 students.

SUPPORTING EVIDENCE:

Narrative

Data Source: Fall Certified Fact Sheets, UHD Office of Data Analytics and Institutional Research

Data source:

Narrative review:

OBJECTIVE STATUS:

NOT MET

OBJECTIVE STATUS:

2.2. Undergraduate Student Enrollment

Achieve and maintain the increase in undergraduate student enrollment at 2% annually.

SUPPORTING EVIDENCE:

Methodology note: During the Summer of 2022, the university’s “University College” was dissolved, and the “pre-major” students served in that college were reassigned to the college of discipline. Therefore, the college’s undergraduate student population grew by 51% in Fall 2022 (from 2,832 majors to 4,284 majors AND pre-majors). The data table below applies the logic of including pre-majors in enrollment totals to have historic references.

In addition, the methodology of pre-major inclusion has been retroactively changed in historic data back to Fall 2019 for comparison purposes. The university transitioned from the Banner student information system to PeopleSoft Campus Solutions in Fall 2019, so the retroactive change was only made in PeopleSoft Campus solutions. Data in this AACSB report goes back to Fall 2018 as that is the first fall term after our last accreditation cycle.

(continued next page)

Alternate view – smoothed look at enrollment from 2015 through 2021 using three-year averages and percent changes. This look could be used to justify our meeting the standard, though the three-year rolling average was not mentioned in the goal wording.

Data source: Fall Certified Fact Sheets, UHD Office of Data Analytics and Institutional Research

Narrative review:

2.3. Retention and Graduation

Achieve and maintain a retention rate of 85% and a graduation rate of 85% for both undergraduate and graduate students.

SUPPORTING EVIDENCE:

OBJECTIVE STATUS:

CHANGE TO MEASUREMENT

The retention and graduation rates provided previously were generated manually by the office of undergraduate advising based on students who had declared business majors. This methodology was not documented and cohorts were not clearly defined, so replicating the previous calculations is problematic.

Additionally, the university’s new strategic plan introduces new measures of student success. The college needs to align our measurements with the greater university.

From the new strategic plan, student success strategies are (bolded priorities A2 and A4 for academic year 2022-23):

Some examples of revised goal recommendations include:

Keep the proportion of full-time students at 55% or higher to maintain the desired Semester Credit Hour totals for the college.

Maintain 30% of enrolled Pre-Majors in order to feed the pipeline of declared majors.

Data source: DAIR Power BI Enrollment Dashboards; “A New Paradigm” Strategic Plan

Narrative review:

2.4. Graduation Rate within 3 years of entering the program

Graduate at least 90% of graduate students within 3 years of entering the MBA program and at least 90% of undergraduate students within 3 years of admission to the BBA program.

SUPPORTING EVIDENCE:

OBJECTIVE STATUS:

CHANGE TO MEASUREMENT

This goal does not currently include other graduate programs such as MPAC. We also need a measure to study MBA vs. Graduate Certificate behaviors.

We know that many students at UHD stop out of programs periodically for various reasons (many financial). The university has a persistence report that looks at students continuing to enroll term after term. The data could be taken at a point in time and compared across terms for a longevity study.

Sample snapshot from November 8, 2022:

Data source: Continuing Re-Enrollment Dashboard

Narrative review:

OBJECTIVE STATUS:

2.5. Instructor Responsiveness to Student Needs

By 2021, at least 80% of undergraduate students and 80% of graduate students will agree that their instructors were responsive to student needs. NOT

SUPPORTING EVIDENCE:

From IDEA Student Opinion Surveys

“The instructor provided meaningful feedback on students/ academic performance.” In process.

Data source:

Narrative review:

3. FACULTY/STAFF RECRUITMENT,PERFORMANCE, RETENTION

OBJECTIVE STATUS:

3.1. Faculty Recruitment

Hire faculty to maintain AACSB standards across all programs and locations.

SUPPORTING EVIDENCE:

AACSB’s 2020 revised standards indicate ratios need to be maintained in overall scope, by program, and by discipline (no longer by modality or location).

Data source: AACSB Table 3-1 Faculty Qualifications and Sufficiency

Narrative review:

3.2. Salary Distribution and Professional Development and Research

Annually secure an amount equal to at least 4% of total salaries to be distributed to faculty and staff for professional development and research contributing to educational excellence and business and industry practices.

SUPPORTING EVIDENCE:

In process. Recent report from Dr. Davis re Marilyn Davies endowment income funds use.

Data source:

Narrative review:

4. ENROLLMENT, RETENTION, AND GRADUATION

OBJECTIVE STATUS:

4.1. Student Scholarships

Double the number of students receiving scholarships.

SUPPORTING EVIDENCE:

NOT MET

Beginning in Fall 2020, the college updated the scholarship application process for the college, better integrating current student data systems with student scholarship applications. In the academic years most heavily impacted by the pandemic, the number of students receiving scholarships declined, but the average award amount increased. In the current academic year, the number of scholarship awards has increased, and the average award amount is higher than in aid year 2019-20.

The university is currently seeking a comprehensive software to purchase and implement university-wide for improved efficiency in the administration of scholarship programs (applications to awards). This tool will continue to broaden the reach of existing awards. The college and the university must next increase donations so that the number of scholarships benefiting students can continue to increase.

*College and University-level Scholarships

**Over time, we learned that the minimum scholarship amount to encourage full-time enrollment is $1,000 per year ($500 per semester fall/ spring)

The Ted Bauer Scholarship program was started in Fall 2019. The funds are requested and given on an annual basis for the beginning of the next year’s cohort. The scholarship is a two-year award, given to undergraduate business majors who are two years away from graduation. The recipients must maintain a cumulative GPA of 3.0 or better and maintain full-time enrollment. Each student receives $4,500 per semester for four semesters (fall/spring, fall/spring) as long as they maintain the award criteria.

Data source: PS Query UHD_STRM_ENRL_AID_PKG_DET2

Narrative Review: Justo Manrique, Assoc Dean; Xinxin Hu, Scholarship Committee Chair; Jameshia Granberry, College Business Administrator

OBJECTIVE STATUS:

4.2. Donations to MDCOB

Increase donations to the College of Business by 50%.

SUPPORTING EVIDENCE:

In Process. Narrative

FY19 – first Ted Bauer Scholars gift

Marilyn Davies gift is restricted to endowment

Data source: University Advancement; AACSB Business School Questionnaire (Financials)

Narrative Review: University Advancement; Jameshia Granberry, College Business Administrator

4.3. Annual Gross Income from Continuing Education Courses

Achieve and maintain an annual gross income of at least %1,500,000 coming from continuing education courses.

SUPPORTING EVIDENCE:

Continuing Education courses were discontinued.

Data source: n/a

Narrative Review: Acting Dean Jonathan Davis, Associate Dean Justo Manrique