Business Administration Program

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2015-2016)

Program Student Learning Outcomes(PSLOs)

At the completion of Business Administration Program, the student will be able to:

  1. Demonstrate basic knowledge of each of the functional areas of business – accounting, management, marketing, economics, and finance – by emphasizing their importance in an organization and describing their interrelationship in the organization’s attempt to achieve its objectives.
  2. Demonstrate basic knowledge and skill in the use of cost and managerial accounting concepts and techniques as management tools for planning, controlling, evaluating performance and making decisions.
  3. Demonstrate basic knowledge and skill in business mathematics and elementary statistics by accurately performing common business computations, statistical data presentation and analysis.
  4. Demonstrate basic knowledge and skill in intercultural writing and speaking appropriate for business.
  5. Demonstrate a basic understanding of the legal environment and ethical challenges confronting business in general and in the FSM, from both local and global perspectives.

PSLO Assessment Report Summary

Looking Back:

During assessment cycle 2014-2015, the Business Administration Program assessed PSLO 1, 3, and 5. The Division used a collaborative assessment activity to measure student’s basic knowledge in the fundamental areas of business. In early January the faculty met with the students to discuss the results of the program assessment results to the students and to inform the students of the improvements plans for coming semester.

What we looked at:

In addition to PSLO 1, we also assessed PSLO 2, and PSLO 4.

The collaborative activity used to assess PLSO 1 required students to perform the skills they learned from management, marketing, economics, finance, and accounting. Although several courses joined the collaborative activity, data used to assess the said PSLO came from the BU250 students. The success of the collaboration between the students emphasized the importance of each course in the organization and how their interrelationship is important in the achieving the organization’s objectives.

To assess PSLO 2, we used the assessment results of AC250_CSLO_2 (F4), using the group project that demonstrates basic knowledge and skill in determining and accounting for product costs.

The assessment of PSLO 4 will be done thru the assessment of the class' final Business Plan as it is a summative assessment for the class and allows the Professor to look at their abilities to write and speak (there is a presentation component to this unit) while presenting an idea for a business that would be feasible in their communities and cultures (hence assessing their intercultural sensitivities, etc.).

What we found:

PSLO 1

Enrollment by Major and Campus

BUA_PSLO_1 ASSESSMENT RUBRIC

Fundamental Skills

Did not meet expectations (69% and below)

Met expectations (70% - 89%)

Exceeded expectations (90%100%)

Total

Finance

50%

50%

 

100%

Managment

 

50%

50%

100%

Marketing

 

50%

50%

100%

Accounting

50%

25%

25%

100%

Econimics

 

75%%

25%

100%

The results of the rubrics show that among the fundamental areas of business for which they were assessed, two courses have percentages of students who did meet the expectation.

The results show that out of the different skills they were assessed there were two skills that showed students not meeting expectations. Fifty percent of the students assessed did not meet expectations for demonstrating their skills in finance. These students had difficulty projecting costs and revenues, which resulted to their low rating on the rubric. Some of the groups did not identify all their costs, which affected their projected cash flows. Two of the four, or 50%, of the groups who turned in their financial statements, records, and source documents, either met or exceeded expectations, while the remaining half failed to meet expectations for he accounting component of PSLO 1. It is important to note that the results applied only to groups, and not to individual students, since the latter’s performance would depend on how actively they participated in their respective group’s activities.

Students assessed for their accounting skills showed that reports, records and documents from groups that failed to meet expectations showed indications of rushed job, lack or absence of proofreading, and appeared to have been done by one or two individuals rather than by the whole group. Almost all participating students had taken Accounting II under the same instructor in prior semester(s). Many performed satisfactorily while in that class, but during the F4 event, some failed to adequately demonstrate previously acquired accounting knowledge and/or skills in actual practice. All four groups made similar errors in recording and reporting transactions involving owners’ capital contribution. Instead of crediting Capital (or Common) Stock, they used individual owner’s capital account, as if their businesses were organized as partnerships and not as corporations.

The collaborative activity also showed that when students were asked to make their business plan, they had a slight problem in the quality of description and analysis. Although students have good ideas, the description of these is not extensive and is not that quality that will be appropriate in real-life scenarios. In addition, the problem analysis is not also very clear and specific.

PSLO 2

 

Areas of Assessment

Did not Meet

Met

Exceeded

 

 

Expectations

Expectations

Expectations

 

 

(below 70%

(70-89%

(90-100%

 

 

correct)

correct)

correct)

I. Accuracy of Journal Entries for

 

 

 

Manufacturing Transactions in accordance

 

 

 

with the Generally Accepted Accounting

 

 

 

Principles (GAAP):

 

 

 

1.

Purchase of Materials

0.00%

0.00%

100.00%

2.

Issuance of Materials

0.00%

40.00%

60.00%

3. Incurrence of Direct Labor and

0.00%

20.00%

80.00%

 

Overhead Costs

 

 

 

4.

Transfer to Finished Goods

 

100.00%

0.00%

 

 

 

 

 

 

 

II. Appropriateness of the presentation of the

0.00%

 

100.00%

Cost of Goods Manufactured and Sold Section

 

 

 

of the Income Statement in accordance with

 

 

 

the GAAP.

 

 

 

 

AVERAGE FOR THIS COURSE

0.00%

32.00%

68.00%

III. Correctness and compliance with the

 

 

 

GAAP of the following Miscellaneous Areas

 

 

 

Combined:

 

 

 

 

1. Journal entries for other transactions

0.00%

100.00%

0.00%

2. Other sections of the Income Statement

0.00%

0.00%

100.00%

3. Balance Sheet

0.00%

100.00%

0.00%

 

 

 

 

AVERAGE FOR PREVIOUS ACCTG COURSES

0.00%

66.67%

33.33%

 

 

 

 

 

 

 

The results show that group activities and collaborative learning enabled students to analyze, and evaluate accounting information better. The weaknesses of students were on their skills on filling out forms: Most students tend to forget to make more forms for any additions (like, additional employees). In addition, most students get stuck when information is not readily available, like compensations by contract. Even when they are instructed how to do it, they still need to get a graphic illustration on how to fill these out.

PLSO 4

EN/BU 121: Business Communication
During the 2015-2016 School Year, students in the Business Communication classes were required to write business letters, business proposals and a business plan that needed to follow the typical Business Communication Writing conventions as used in a Western Society (America, British, Australian, etc) but to take into context the more culturally diverse society that they are living in and also the culturally diverse backgrounds of the people who may be reading their letters, their proposals and their business plans. When working on these writing activities, students were required to consider the fact that recipients may not always use Western Society writing conventions and may also not hold views similar to people from a Western society so they needed to adapt their writing so that it may be culturally sensitive to the recipients.

There were 27 students enrolled in the Business Communication class during the Fall 2015, and 25 students during the Spring 2016 semester making up a total of 52 students overall. All of the students in the class were required to submit business letters, business proposals and a business plan by the end of the semester. Among the many areas that were assessed on the business plan, one of the areas that was assessed when evaluating these writing activities covered the PSLO #4 for the Business Program which states that students will be able to “demonstrate basic knowledge and skill in intercultural writing and speaking appropriate for business.” When assessing their business plans, during the 2015-2016 period, here is what we found with regards to PSLO #4: (A rubric is attached for the Business plan evaluations)

Semester

# of students achieving the PSLO

Fall 2015

10 students out of 20 (50% of the students who did the plan) were able to demonstrate Mastery of cultural sensitivity and feasibility in their business plan. Mastery in this class meant achieving at least a 80% or higher (16 points on a scale of 20 points) on the intercultural writing and speaking component on the grading rubric. 5 students (25%) demonstrated that they were still in the developing level of mastery since they were able to demonstrate cultural awareness and knowledge in most areas of their plan but not all. Developing meant that they achieved between 70-75% or scored between 14-15 points on a scale of 20 points on the grading rubric. 5 students (25%) demonstrated that they were still in the beginning level of mastery since they were able to demonstrate cultural awareness and knowledge in a few areas of their plan but not all. Beginning meant that they achieved between 60-65% or scored between 12-13 points on a scale of 20 points on the grading rubric.

4 students did not do any of the work on the business plan and so no evidence was available to assess their abilities on this PSLO.

*NOTE: Note that the final presentations reflected what was in their business plans so the outcomes are somewhat similar to the business plan results.

Spring 2016

12 Students out of 20 (60% of the students who did the business plan) were able to demonstrate Mastery of cultural sensitivity and feasibility in their business plan. Mastery in this class meant achieving at least a 80% or higher (16 points on a scale of 20 points) on the grading rubric.

5 students (or 25% of the 20 students) demonstrated that they were still in the developing level of mastery since they were able to demonstrate cultural awareness and knowledge in most areas of their plan but not all. Developing meant that they achieved between 70-75% or scored between 14-15 points on a scale of 20 points on the grading rubric.

3 students (or 15% of the 20 students) demonstrated that they were still in the beginning level of mastery since they were able to demonstrate some cultural awareness and knowledge in a few areas of their plan but not all. Beginning or introductory meant that they achieved between 60-65% or scored between 12-13 points on a scale of 20 points on the grading rubric.

5 students did not do any of the work on the business plan and so no evidence was available to assess their abilities on this PSLO

 

What we are planning to work on:

PSLO 1

  • Additional workshops will be organized on projecting revenues, costs and cash flows.
  • Students will be required to submit individual outputs to avoid students not contributing to their group.
  • Each business plan component should be refreshed to them and the submission should be made earlier so there will be leeway for corrections, adjustments, and modifications.
  • Move the F4 event one or two weeks earlier than its usual schedule to allow students sufficient time to prepare end-of-period reporting requirements in accounting, receive feedback and make revisions. With the earlier schedule, students won’t have to rush their accounting work just to meet the deadline.
  • Treat the first draft of financial statements, records and source documents turned in by participating groups as pretest.
  • Conduct a workshop, using the groups’ pretest output as material for discussion, to review basic accounting concepts and procedures, help students identify errors in their work, and require them to submit a revised, corrected version.
  • Collect the revised financial statements, records and source documents. These will constitute their posttest, which is expected to show evidence of improvement in “transfer of knowledge/skills” from theory to practice.

PSLO 2

  • Instructor will provide graphic illustrations on how to fill out forms for all types of hired services such as outsourced contractual services and those provided by employees/business partners.

PSLO 4

  • Since the work on the business plan comprised of group work sessions, answering of questionnaires/worksheets, discussion sessions and peer reviewing opportunities as well as peer consensus on their ideas prior to it being included in the business plan, the main issue when students fail to meet the PSLOs or the CSLOs is when they are absent and unable to participate in the group work or if they do not do any of the work even when they are present. There is a close collaboration between attendance and the ability to achieve the PSLOs hence students are encouraged to focus and to try to maintain good attendance as each class session focuses on skills previously taught and builds upon those skills. Sporadic attendance has been shown to affect the final outcome or the quality of the final product.
  • If we are to look at the number of students who achieved the PSLOs on this particular assignment, it would be valid to say that more than 70% of the classes during the separate semesters achieved the PSLO however, since we are aiming at always improving, the goal for the next year is to try to either maintain or ensure that more than the targeted 70% achieves the PSLO at a higher level. Therefore, the plan is to try to improve up to at least an 80% achievement in this area.

Recommendations for students:

  • Require all group members to actively participate and engage in discussions involving the financial component of their project.
  • Encourage students to see the ‘big picture’ by integrating what they have learned in the various business and accounting courses they have already taken, to have a better appreciation of how accounting decisions affect, and are affected by, decisions made under other different functional areas of business, i.e., management, marketing, economics, finance, and even business law.

Program Data Sheet
September 2016

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap students
Business Administration AS Fall 2011 46 17 148 42 20 273
Business Administration AS Fall 2012 35 15 147 27 16 240
Business Administration AS Fall 2013 28 11 144 18 19 220
Business Administration AS Fall 2014 16 9 134 20 11 190
Business Administration AS Fall 2015 13 12 135 12 16 188
Business Administration AS Spring 2011 11 8 138 18 15 190
Business Administration AS Spring 2012 37 16 123 33 23 232
Business Administration AS Spring 2013 25 6 127 17 11 186
Business Administration AS Spring 2014 23 4 132 18 15 192
Business Administration AS Spring 2015 18 8 119 19 11 175
Business Administration AS Spring 2016 10 11 117 7 15 160

Credits by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap Credits
Business Administration AS Fall 2011 581 179 1874 521 220 3375
Business Administration AS Fall 2012 407 154 1792 282 168 2803
Business Administration AS Fall 2013 347 105 1784 196 212 2644
Business Administration AS Fall 2014 184 99 1654 196 135 2268
Business Administration AS Fall 2015 159 118 1695 122 172 2266
Business Administration AS Spring 2011 140 90 1742.5 261 169 2402.5
Business Administration AS Spring 2012 477 147 1534 349 249 2756
Business Administration AS Spring 2013 290 34 1647 186 141 2298
Business Administration AS Spring 2014 278 35 1609 188 171 2281
Business Administration AS Spring 2015 224 76 1490 216 103 2109
Business Administration AS Spring 2016 104 99 1444 56 171 1874

Credits by Program and Campus

Program term Chuuk Kosrae National Pohnpei Yap Credits
Business Administration (AS) Fall 2011 114   1032 83   1229
Business Administration (AS) Fall 2012 55   1058 109   1222
Business Administration (AS) Fall 2013 74   1013 80   1167
Business Administration (AS) Fall 2014 31   1107     1138
Business Administration (AS) Fall 2015 55   1094 13   1162
Business Administration (AS) Spring 2011 27   1106 39   1172
Business Administration (AS) Spring 2012 112 9 979 90   1190
Business Administration (AS) Spring 2013 21   1048 101   1170
Business Administration (AS) Spring 2014 71   1079 76   1226
Business Administration (AS) Spring 2015 40   1070 72   1182
Business Administration (AS) Spring 2016 104 99 1396 104 165 1868

Credits Enrolled, Attempted and Earned (averages)

Credits Enrolled, Attempted and Earned (averages) degree term credEnrollAvg credAttAvg credEarnAvg termGPAAvg
Business Administration AS Fall 2011 12.4 10.5 8.7 2.31
Business Administration AS Fall 2012 11.7 10.5 8.3 2.07
Business Administration AS Fall 2013 12.0 10.6 9.3 2.34
Business Administration AS Fall 2014 11.9 2056.0 9.8 2.37
Business Administration AS Fall 2015 12.0 10.8 9.4 2.26
Business Administration AS Spring 2011 12.6 11.1 9.3 2.33
Business Administration AS Spring 2012 11.9 10.3 8.5 2.10
Business Administration AS Spring 2013 12.4 10.4 8.3 1.89
Business Administration AS Spring 2014 11.9 10.2 8.8 2.15
Business Administration AS Spring 2015 12.0 10.4 8.8 2.12
Business Administration AS Spring 2016 11.8 10.3 8.6 2.04

Program Sections, Enrollment Ratio and Average Class Size

Program term section enrollMax enrollment enrollRatio AvgClassSize
Business Administration (AS) Fall 2011 16 403 355 88.1% 22.2
Business Administration (AS) Fall 2012 17 419 363 86.6% 21.4
Business Administration (AS) Fall 2013 17 409 348 85.1% 20.5
Business Administration (AS) Fall 2014 18 437 356 81.5% 19.8
Business Administration (AS) Fall 2015 18 438 345 78.8% 19.2
Business Administration (AS) Spring 2011 15 383 327 85.4% 21.8
Business Administration (AS) Spring 2012 16 390 322 82.6% 20.1
Business Administration (AS) Spring 2013 17 390 316 81.0% 18.6
Business Administration (AS) Spring 2014 18 428 379 88.6% 21.1
Business Administration (AS) Spring 2015 18 436 323 74.1% 17.9
Business Administration (AS) Spring 2016 14 342 316 92.4% 22.6

Persistence and Retention (new full time students)

MajorDescription degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
Business Administration AS 72 59 40 81.9% 55.6%
Major degree New FT Fall 2012 Persisted Spring 2013 Retained Fall 2013 Persistence Spring 2013 Retention Fall 2013
Business Administration AS 40 35 30 87.5% 75.0%
Major degree New FT Fall 2013 Persisted Spring 2014 Retained Fall 2014 Persistence Spring 2013 Retention Fall 2014
Business Administration AS 36 33 25 91.7% 69.4%
Major degree New FT Fall 2014 Persisted Spring 2015 Retained Fall 2015 Persistence Spring 2015 Retention Fall 2015
Business Administration AS 21 22 22 104.8% 104.8%
Major degree New FT Fall 2015 Persisted Spring 2016 Retained Fall 2016 Persistence Spring 2016 Retention Fall 2016
Business Administration AS 22 15   68.2% 0.0%

Course Completion & Withdrawals (Major)

Major degree term students ABCorP% ABCDorP% W%
Business Administration AS Fall 2012 898 64.4% 76.5% 6.2%
Business Administration AS Fall 2013 1059 65.0% 75.6% 7.7%
Business Administration AS Fall 2013 844 70.7% 78.8% 8.3%
Business Administration AS Fall 2014 740 73.5% 82.4% 7.3%
Business Administration AS Fall 2015 358 79.1% 87.7% 6.7%
Business Administration AS Spring 2011 782 69.9% 78.6% 8.4%
Business Administration AS Spring 2012 892 65.4% 77.8% 8.4%
Business Administration AS Spring 2013 751 59.5% 70.8% 15.6%
Business Administration AS Spring 2014 737 68.2% 74.8% 11.7%
Business Administration AS Spring 2015 682 68.5% 90.00% 6.74%
Business Administration AS Spring 2016 600 64.2% 74.0% 11.0%

Course Completion & Withdrawals (Program)

Program term students ABCorP% ABCDorP% W%
Business Administration (AS) Fall 2011 381 68.2% 81.6% 6.8%
Business Administration (AS) Fall 2012 384 58.3% 79.2% 5.5%
Business Administration (AS) Fall 2013 364 77.5% 87.1% 4.4%
Business Administration (AS) Fall 2014 358 79.1% 87.7% 6.7%
Business Administration (AS) Fall 2015 365 67.9% 81.10% 5.48%
Business Administration (AS) Spring 2011 359 71.9% 79.1% 8.1%
Business Administration (AS) Spring 2012 365 70.4% 82.5% 11.5%
Business Administration (AS) Spring 2013 362 59.7% 72.4% 12.7%
Business Administration (AS) Spring 2014 379 78.4% 82.8% 8.7%
Business Administration (AS) Spring 2015 366 98.2% 80.3% 0.0%
Business Administration (AS) Spring 2016 324 58.3% 71.9% 10.8%

Graduates

Major degree AY2010/11 AY2011/12 AY2012/13 AY2013/14 AY2014/15 AY2015/16
Business Administration AS 35 33 27 31 34 30

Graduate Rates

Major degree Cohort cohort Graduation Rate 100% Graduation Rate 150% Graduation Rate 200%
Business Administration AS Fall 2008 FT 36 0.0% 25.0% 36.1%
Business Administration AS Fall 2009 FT 30 3.3% 26.7% 33.3%
Business Administration AS Fall 2010 FT 40 2.5% 10.0%  
Business Administration AS Fall 2011 FT 72 4.2% 5.6% 13.9%
Business Administration AS Fall 2012 FT 40 2.5% 15.0%  
Business Administration AS Fall 2013 FT 34 2.9% 23.5%  

 

  • "Program" information is based on Dickeson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
  • Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
  • Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
  • Persistence rates are based on Fall new students (full time) cohrots who return the following spring semester

 

Program Review

A.S Business Administration

Prepared by Rafael A. Pulmano: Full-time Associate Professor, Business Division

 

  1. Program Goals

    Development of the private sector as key to promoting national economic self- sufficiency/self-reliance is one of the goals of the College of Micronesia-FSM. The A.S. in Business Administration Program addresses this goal by offering courses designed to:

    1. Equip those entering the business world with basic knowledge and entry- level skills appropriate for future employment or entrepreneurial pursuits.
    2. Upgrade skills for those already employed or engaged in business.
    3. Provide a firm foundation in terms of basic knowledge and skills as stepping stone for those wanting to pursue a higher degree in the field.
  2. Program Histrory

  3. The Associate of Science degree in Business Administration was added to COM-FSM’s offering in 1974 and the Associate of Science degree in Accounting in 1989. The programs were run side by side and were constantly updated to reflect changes in the job market and in academia. In 2002, upon recommendation by the Business Programs Advisory Council, accounting and business merged into one program – the Associate of Science in Business Administration. The program learning outcomes (above) were adopted in Spring 2004. As a result of a program evaluation made in February 2009, the program was modified, reducing the Program Learning Outcomes (PLOs) from nine to five, and increasing the graduation requirements from 68 to 70 credits. The changes were implemented in Fall 2010.

  4. Program Description

  5. Organization. The A.S. in Business Administration program, together with the A.S. in Computer Information Systems and the Third Year Certificate programs in Accounting and in General Business, operates under the Business Administration Division.

    Program Design. The program is designed to allow students who complete it, entry into the Third Year Certificate program in Accounting or in General Business, or transfer to a four-year college. Students may also choose to seek employment immediately upon graduation.

  6. Program Admission Requirements

  7. Applicants must meet the following admission requirements to be matriculated into this degree program:

    1. Have graduated or will graduate from high school at the end of the current school year, or have a GED certificate;
    2. Have a minimum high school grade point average of 2.0 as measured on a 4.0 scale, or a minimal score of 35 on each section and an average of 45 for all five sections of the GED test; and,
    3. Be accepted by the COM-FSM Admissions Board.
  8. Program Degree Requirements

  9. An Associate Degree in Business Administration is awarded upon satisfactory completion of the 29 credits of applicable General Education Core and 41 credits of the major courses, for a total of 70 credits. Before enrolling in any given course or advancing to the next-level course, students must first complete the corresponding prerequisite(s).

    The program's major courses, their brief descriptions and prerequisites are given below.

    COURSE

    COURSE DESCRIPTION

    PREREQUISITE(S)

     

     

    AC 131 (4)
    Accounting I

     

    Establishes a foundation for the understanding of the accounting environment, basic accounting concepts, and the accounting model. Each step of the accounting cycle is covered in detail. Also covered are the sales, purchases, cash receipts and cash payments journals and their accompanying accounts receivable and accounts payable subsidiary ledgers; cash; and preparation of financial statements.

     

     

    ESL 089
    and MS 099

     

    AC 220 (4)
    Accounting II

     

    Builds on the understanding of accounting principles. This includes accounting for: payroll; accounts receivable and bad debts; notes and interest; inventory; depreciation, amortization, depletion and disposal of long-term assets; and partnerships and corporations.

     

     

    AC 131

     

    COURSE

    COURSE DESCRIPTION

    PREREQUISITE(S)

     

    AC 250 (3)
    Managerial Accounting

     

    Develops concepts related to the information managers’ need in carrying out three essential functions within the business enterprise, such as how to plan operations, to control activities and to make decisions.

     

    AC 220

     

     

    BU 101 (3)
    Introduction to Business

     

    Establishes a foundation for the understanding of contemporary business and its environment. The course covers the various functional areas of business: management and organization, human resources, marketing, financing, accounting, and information systems. Business ethics and social responsibility, the global business environment and basic FSM business laws/regulations are also covered.

     

     

    ESL 089

     

    BU 250 (3)
    Principles of Finance

     

    Provides a general understanding of the financial aspects of business, such as financial statement analysis, risk and rate of return, time value of money, valuation of bonds and stocks, capital budgeting, and cost of capital.

     

    AC 220 and either MS 150 or BU/MS 110

     

     

    BU 260 (3)
    Fundamentals of Management

     

    Enables the students to develop an understanding of management and organization. The course focuses on important management functions such as planning, organizing, leading, and controlling for successful managerial activities. Students learn how successful managers use organizational resources through organizational functions in order to effectively and efficiently achieve organizational objectives.

     

     

    BU 101

     

    BU 270 (3)
    Principles
    of Marketing

     

    Introduces students to the basic concepts of marketing such as buyer behavior, market research and information systems, segmentation strategy, as well as the 4Ps. Students are also introduced to international marketing and to the broader marketing environment, including political/legal, economic, demographic, competitive and ethical issues.

     

     

    BU 101

     

    COURSE

    COURSE DESCRIPTION

    PREREQUISITE(S)

     

    AC 250 (3)
    Managerial Accounting

     

    Develops concepts related to the information managers’ need in carrying out three essential functions within the business enterprise, such as how to plan operations, to control activities and to make decisions.

     

    AC 220

     

     

    BU 101 (3)
    Introduction to Business

     

    Establishes a foundation for the understanding of contemporary business and its environment. The course covers the various functional areas of business: management and organization, human resources, marketing, financing, accounting, and information systems. Business ethics and social responsibility, the global business environment and basic FSM business laws/regulations are also covered.

     

     

    ESL 089

     

    BU 250 (3)
    Principles of Finance

     

    Provides a general understanding of the financial aspects of business, such as financial statement analysis, risk and rate of return, time value of money, valuation of bonds and stocks, capital budgeting, and cost of capital.

     

    AC 220 and either MS 150 or BU/MS 110

     

     

    BU 260 (3)
    Fundamentals of Management

     

    Enables the students to develop an understanding of management and organization. The course focuses on important management functions such as planning, organizing, leading, and controlling for successful managerial activities. Students learn how successful managers use organizational resources through organizational functions in order to effectively and efficiently achieve organizational objectives.

     

     

    BU 101

     

    BU 270 (3)
    Principles
    of Marketing

     

    Introduces students to the basic concepts of marketing such as buyer behavior, market research and information systems, segmentation strategy, as well as the 4Ps. Students are also introduced to international marketing and to the broader marketing environment, including political/legal, economic, demographic, competitive and ethical issues.

     

     

    BU 101

     

    COURSE

    COURSE DESCRIPTION

    PREREQUISITE(S)

     

    MS 150 (3)
    Introduction to Statistics

     

    Introduces the basic ideas of data presentation, descriptive statistics, basic probability, and inferential statistics. Incorporates the use of a computer spreadsheet package, MS Excel, for both data analysis and presentation. Studies basic concepts using applications from business, social science, health science, and the natural sciences.

     

     

    MS 100

    Source: COM-FSM General Catalog 2011-2013

     

     

     

     

     

  10. Program Courses and Enrollment

  11. A total of 475 students enrolled in the 13 major courses offered in Fall 2010. The number dropped to 451 in Spring 2011 although 14 major courses were offered. The percentage of sum of enrollment vis-a-vis the maximum sum of enrollment also showed a decrease of 84.1% for Spring 2011 from Fall 2010’s 91.0%. (See Tables 1 and 2.)

    Table 1
    PROGRAM COURSES AND ENROLLMENT
    2010.3 Fall Semester

     

    SUBJECT

     

    COURSE NO.

     

    COUNT OF SECTION

    SUM OF ENROLLMENT MAXIMUM

     

    SUM OF ENROLLMENT

     

    PERCENT

    AC

    131

    2

    51

    50

    98.0%

    AC

    220

    1

    25

    20

    80.0%

    AC

    250

    1

    27

    27

    100.0%

    BU

    101

    3

    79

    78

    98.7%

    BU

    250

    1

    25

    13

    52.0%

    BU

    260

    2

    50

    30

    60.0%

    BU

    270

    2

    26

    26

    100.0%

    BU

    271

    1

    25

    25

    100.0%

    BU/MS

    110

    1

    25

    25

    100.0%

    EC

    220

    1

    29

    29

    100.0%

    EC

    230

    1

    25

    19

    76.0%

    EN

    121

    2

    51

    50

    98.0%

    MS

    150

    3

    84

    83

    98.8%

    TOTALS

     

     

    522

    475

    91.0%

     

    Source: IRPO 2010_3 Fall data files CURRENT.XSLS

    Table 2
    PROGRAM COURSES AND ENROLLMENT
    2011.1 Spring Semester

     

    SUBJECT

     

    COURSE NO.

     

    COUNT OF SECTION

    SUM OF ENROLLMENT MAXIMUM

     

    SUM OF ENROLLMENT

     

    PERCENT

    AC

    131

    3

    70

    62

    88.6%

    AC

    220

    1

    25

    24

    96.0%

    AC

    250

    1

    25

    18

    72.0%

    BU

    101

    2

    55

    48

    87.3%

    BU

    250

    1

    25

    24

    96.0%

    BU

    260

    1

    25

    20

    80.0%

    BU

    270

    1

    25

    21

    84.0%

    BU

    271

    1

    26

    25

    96.2%

    BU

    310

    1

    25

    7

    28.0%

    BU/MS

    110

    2

    50

    30

    60.0%

    EC

    220

    1

    30

    30

    100.0%

    EC

    230

    1

    26

    25

    96.2%

    EN

    121

    2

    44

    42

    95.5%

    MS

    150

    3

    85

    75

    88.2%

    TOTALS

     

     

    536

    451

    84.1%

     

    Source: IRPO 2011_1 Spring data files CURRENT.XSLS

    Some of the courses cater to other programs as well, so the figures for them do not necessarily reflect enrollment performance for the A.S. Business Administration degree alone. A case in point is AC 131 which is taken by Business as well as CIS and HTM majors. MS 150 is also a required course for other programs.

    In Spring 2011 (see Table 2 above), one section of the AC 131 was offered at Pohnpei Campus, and one section of the BU/MS 110 at Chuuk Campus. As of this writing, it was not ascertained under which program(s) these courses were offered at said state campuses.

  12. Program Faculty

  13. Six (6) full-time instructors from the Business Division and two (2) part-time instructors from the National Campus and Pohnpei Campus teach the major program courses as of Spring 2011. The Business Division is chaired by Mr. Joseph Felix, Jr.

    Division Chair as of Spring 2011:

      Joseph Felix, Jr.
      Full-time Professor;

      B.A. (Park College, Missouri); M.S.
      (National University, San Diego).

      Email: felixjr@comfsm.fm

     

    Full-time Program Instructor as of Spring 2011:

    Rafael Pulmano, CPA
    Full-time Associate Professor; BachelorofScienceinCommerce, Major in Accounting (Saint Michael's College of Laguna, Philippines); Certified Public Accountant (Philippine Board of Accountancy, since 1982); Master in Business Administration (National College of Business and Arts, Philippines). Web site: http://comfsm.fm/~pulmano/ Email: pulmano@comfsm.fm
    Marlene Manganon

    Full-time Assistant Professor; Bachelor of Science in Data Processing Management (Polytechnic University of the Philippines); Master in Business Administration (Virgen Milagrosa University, Philippines). Web site: http:// comfsm.fm/~mmmangonon/ Email: mmmangon@comfsm.fm

    Marian Medalla,CPA

    Full-time Assistant Professor; Bachelor of Science in Accountancy (Mindanao State University, Philippines); Certified Public Accountant (Philippine Board of Accountancy, since 2001); Master in Business Administration (Notre Dame of Dadiangas College, Philippines). Email: marian_gratia@comfsm.fm

    Ruci Yauvoli

    Full-time Instructor; Bachelor of Arts in Business (University of the South Pacific); Diploma in Credit Analysis (New York University); Master in Business Administration (University of the South Pacific).
    Email: ruciyauvoli@comfsm.fm

    Aleili Dumo

    Full-time Instructor; Bachelor in Business Administration and Master in Business Administration (Philippine Christian University, Philippines)
    Email: adumo@comfsm.fm

    Part-time instructors as of Spring 2011:

     

    George Mangonon
    Chair of Math and Science Division / Pohnpei Campus; Bachelor of Science in Mathematics (University of the Philippines); Master in Business Administration (Virgen Milagrosa University, Philippines).
    Web page: http://www.comfsm.fm/~gmangonon/
    Email: gmangonon@comfsm.fm

    Some program courses, such as Introduction to Statistics (MS 150) and Business Communications (EN/BU 121) are taught by faculty from other divisions.

  14. Program Outcome Analysis

  15. This section provides a concise analysis of the program health indicators data and assesses the extent to which established outcomes have been achieved. The following health indicators data were considered for evaluation:

    1. Program enrollment
    2. The Fall enrollment data from 2005 to 2010 showed an average increase of 24 students or 2.54% average growth rate over a five-year period. Fall 2007 showed substantial decrease in enrollment compared with the previous year, followed by further (but very minimal) decline in 2008. The next couple of years showed increasing trends, with 2009 showing the highest number of increase, 111, and 2010 registering the highest number of students enrolled, which was 1,051. (See Table 3 and Chart 1).

      Table 3
      COM-FSM PROGRAM ENROLLMENT
      Fall 2005 to 2010

      TERM

      Number

      Change

      % Change

      Fall 2005

      929

      -

      -

      Fall 2006

      974

      45

      4.84%

      Fall 2007

      903

      (71)

      (7.29%)

      Fall 2008

      895

      (8)

      (0.89%)

      Fall 2009

      1,006

      111

      12.40%

      Fall 2010

      1,051

      45

      4.47%

      Average

      960

      24

      2.54%

       

      Source: IRPO 2005-2010 Enrollment trend_data.xlsx

      Compared with other degree and certificate programs offered at the National Campus, A.S. Business Administration ranked second highest in enrollment during both Fall 2010 and Spring 2011, representing roughly 14% of the total enrollment.

      In Fall 2010, the program had 142 enrollees, which ranked next to Liberal Arts that had a total of 191. In Spring 2011, there were 140 students enrolled in the program, again ranking next to Liberal Arts which had 181 enrollees. (See Tables 4 and 5).

      These same set of data are graphically depicted in the charts that follow, showing Liberal Arts program as having 18% slice of the pie for both Fall 2010 and Spring 2011, thereby leading all programs in terms of enrollment, followed by A.S. in Business Administration garnering 14% (rounded) during the same period.
      Computer Information Systems, another program under the Business Division, also consistently placed third in the enrollment ranking, trailing Business Administration by only a few students. (See Charts 2 and 3).

      Both tables and charts referred to clearly indicate that, on the basis of enrollment alone (not to mention its contribution to related revenues in the form of tuition), there is compelling reason for COM-FSM to continue to offer the program and make it part of the College’s priority in its allocation of resources during the budgeting process.

      Table 4 ENROLLMENT BY PROGRAM
      2010.3 Fall Semester

      Major Description

      Degree

      Number

      Percent

      Liberal Arts

      00

      121

      18.2%

      Business Administration

      &'

      ()*

      13.5%

      Computer Information Systems

      03

      141

      13.4%

      Micronesian Studies

      00

      154

      11.8%

      Teacher Preparation

      00

      116

      10.9%

      Health Career Opportunities Program

      00

      77

      8.4%

      Teacher Preparation - Elementary

      89:

      ;<

      6.9%

      Marine Science

      03

      42

      4.7%

      Elementary Education

      (0

      <=

      3.4%

      Agriculture

      03

      17

      1.7%

      Trial Counselor

      :0

      1=

      1.5%

      Public Health

      89:

      15

      1.1%

      Public Health

      03

      1>

      1.0%

      Accounting

      89:

      1>

      1.0%

      Hospitality Management

      03

      2

      0.9%

      !"#"$%& ()*+#"**

      TYC

      7

      0.8%

      Early Childhood Education

      03

      0.3%

      Public Health

      :0

      5

      0.2%

      Liberal Arts / Media Studies

      00

      1

      0.1%

      Public Health

      00

      1

      0.1%

      ,#-&%**+."/

      UC

      5

      0.2%

      !"#$%

       

      (+,-(

      100.0%

       

      Table 5 ENROLLMENT BY PROGRAM
      2011.1 Spring Semester

      Major Description

      Degree

      Number

      Percent

      Liberal Arts

      00

      171

      18.4%

      Business Administration

      &'

      (),

      14.2%

      Computer Information Systems

      03

      1<4

      13.6%

      Teacher Preparation

      00

      116

      11.7%

      Micronesian Studies

      00

      1>=

      10.8%

      Health Career Opportunities Program

      00

      ;6

      7.6%

      Teacher Preparation - Elementary

      89:

      62

      6.0%

      Marine Science

      03

      47

      4.9%

      Elementary Education

      (0

      <7

      3.9%

      Public Health

      89:

      1;

      1.7%

      Agriculture

      03

      1=

      1.6%

      Public Health

      03

      16

      1.5%

      Trial Counselor

      :0

      1<

      1.3%

      General Business

      89:

      7

      0.8%

      Hospitality Management

      03

      ;

      0.7%

      Accounting

      89:

      =

      0.6%

      Early Childhood Education

      03

      0.3%

      Public Health

      :0

      5

      0.2%

      Unclassified

      ,:

      1

      0.1%

      !"#$%

       

      ./)

      100%

       


    3. Graduation Rate
    4. The A.S. Business Administration program had 11 graduates in Fall 2010, representing 7.7% of all graduates for that period. It ranked third, with A.S. Teacher Education - Elementary leading the list with 23 graduates, followed by A.A. Liberal Arts. (See Table 6)

      In Spring 2011, A.A. Liberal Arts had 26 graduates, again ranking ahead of all other programs. A.S. Business Administration was second, with 16 graduates, equal to 14.8% of the total graduates for the term. (See Table 6)

      The charts below show the same information from the tables mentioned in graphic fashion. (See Charts 4 and 5).

      Table 6 GRADUATES BY PROGRAM
      2010.Fall Semester

      Major Description

      Degree

      Graduates

      Percent

      Teacher Education - Elementary

      AS

      23

      16.1%

      Liberal Arts

      AA

      22

      15.4%

      Business Administration

      AS

      11

      7.7%

      Micronesian Studies

      AA

      11

      7.7%

      Computer Information Systems

      AS

      10

      7.0%

      Teacher Preparation

      AA

      8

      5.6%

      Agriculture and Food Technology

      CA

      7

      4.9%

      General Studies

      CA

      7

      4.9%

      Teacher Preparation - Elementary

      TYC

      7

      4.9%

      Trial Counselor

      CA

      7

      4.9%

      Marine Science

      AS

      6

      4.2%

      Building Technology

      AAS

      5

      3.5%

      Health Career Opportunities Program

      AA

      5

      3.5%

      Building Maintenance and Repair

      CA

      4

      2.8%

      General Business

      TYC

      4

      2.8%

      Accounting

      TYC

      2

      1.4%

      Agriculture

      AS

      2

      1.4%

      Electronics Technology

      AAS

      1

      0.7%

      Hospitality Management

      AS

      1

      0.7%

      Total

       

      143

      100.0%

       

      Table 7 GRADUATES BY PROGRAM
      2011.1 Spring Semester

      Major Description

      Degree

      Graduates

      Percent

      Liberal Arts

      AA

      26

      24.1%

      Business Administration

      AS

      16

      14.8%

      Micronesian Studies

      AA

      16

      14.8%

      Health Career Opportunities Program

      AA

      11

      10.2%

      Teacher Preparation - Elementary

      TYC

      11

      10.2%

      Computer Information Systems

      AS

      8

      7.4%

      Teacher Preparation

      AA

      7

      6.5%

      Marine Science

      AS

      4

      3.7%

      Public Health

      TYC

      4

      3.7%

      Accounting

      TYC

      3

      2.8%

      Accounting

      AS

      1

      0.9%

      Trial Counselor

      CA

      1

      0.9%

      Total

       

      108

      100.0%

      Using the graduation rate data in Fall 2010 and Spring 2011 as criteria, the A.S. Business Administration was one of the top three performers among degree and certificate of achievement programs, and should therefore merit favorable consideration when the College decides which programs ought to be prioritized and which ones need to be cut.

    5. Average class size
    6. For the program courses, the average class size in both Fall 2010 and Spring 2011 was 22 students. There were 21 sections in Fall, and 20 in Spring. Classes in Microeconomics (EC 220) during both semesters showed the highest class size, i.e., 29 in Fall and 30 in Spring. (See Tables 8 and 9.)

      Table 8 AVERAGE CLASS SIZE
      2010.3 Fall Semester

       

      SUBJECT

       

      COURSE NO.

      SUM OF ENROLLMENT

      COUNT OF SECTION

      STUDENTS PER SECTION

      AC

      131

      50

      2

      25.0

      AC

      220

      20

      1

      20.0

      AC

      250

      27

      1

      27.0

      BU

      101

      78

      3

      26.0

      BU

      250

      13

      1

      13.0

      BU

      260

      30

      2

      15.0

      BU

      270

      26

      2

      13.0

       

      BU

      271

      25

      1

      25.0

      BU/MS

      110

      25

      1

      25.0

      EC

      220

      29

      1

      29.0

      EC

      230

      19

      1

      19.0

      EN

      121

      50

      2

      25.0

      MS

      150

      83

      3

      27.7

      TOTALS

       

      475

      21

      22.3

       

      Source: IRPO 2010_3 Fall data files CURRENT.XSLS

      Table 9 AVERAGE CLASS SIZE
      2011.1 Spring Semester

       

      SUBJECT

       

      COURSE NO.

       

      SUM OF ENROLLMENT

       

      COUNT OF SECTION

      STUDENTS PER SECTION

      AC

      131

      62

      3

      20.7

      AC

      220

      24

      1

      24.0

      AC

      250

      18

      1

      18.0

      BU

      101

      48

      2

      24.0

      BU

      250

      24

      1

      24.0

      BU

      260

      20

      1

      20.0

      BU

      270

      21

      1

      21.0

      BU

      271

      25

      1

      25.0

      BU/MS

      110

      30

      2

      15.0

      EC

      220

      30

      1

      30.0

      EC

      230

      25

      1

      25.0

      EN

      121

      42

      2

      21.0

      MS

      150

      75

      3

      25.0

      TOTALS

       

      444

      20

      22.2

       

      Source: IRPO 2011_1 Spring data files CURRENT.XSLS

       

    7. Student Seat Cost
    8. The average seat cost per student in FY 2011 is $154.08. The calculations to arrive at this figure were based on the total Business Division budget for the period, $238,312. This amount was then allocated among the four different programs offered by the division. The average number of program credits for one year was used as basis for prorating the amount. Finally, the ‘program budget’ was divided by the number of students enrolled in the program during the year, resulting in the average student seat cost. This allocation process and its results are shown in the following table. (See Table 10.)

      Table 10
      AVERAGE STUDENT SEAT COST
      2010.3 Fall Semester, 2011.1 Spring Semester, and 2011.2 Summer

       

      BUSINESS DIVISION PROGRAMS

      MAJOR CREDITS PER YEAR

       

      RATIO

      PROGRAM BUDGET FOR FY 2011

      NUMBER OF STUDENTS ENROLLED

      AVERAGE STUDENT SEAT COST

      TYC Accounting

      21

      25.3%

      $60,295.81

      19

      $3,173.46

      TYC General Business

      21

      25.3%

      $60,295.81

      21

      $2,871.23

      AS Business Administration

      20.5

      24.7%

      $58,860.19

      382

      $154.08

      AS Computer Information System

       

      20.5

       

      24.7%

       

      $58,860.19

       

      385

       

      $152.88

      Total

      83

      100.0%

      $238,312.00

      807

      $295.31

       

    9. Course Competion Rate for the program
    10. The Institutional Research and Planning Office (IRPO) website provides two completion rates, one for those passing a course with grades of ABC, and another passing with grades of ABCD. As expected, those passing with grades of ABCD showed higher completion percentage than those with ABC.

      For courses in the A.S. Business Administration program, the average completion rates in Fall 2010 were 74% for ABCP and 84% for ABCDP. These rates were higher than the completion rates at all levels in the College, which were 68% and 78% respectively. They were also higher by one percentage point compared with the College Level completion rates of 73% and 83%. (See Table 11.)

      In Spring 2011, the average completion rates for the program were 73% (ABCP) and 81% (ABCDP). These were generally higher when compared to rates in the state campuses, and even at the National Campus which had average completion rates of 69% and 79% respectively. (See Tables 11 and 12.).

      Table 11
      Course Completion Rates
      2010.3 Fall Semester

      Subject

      Course

      Total

      ABCP

      ABCDP

      %ABCP

      %ABCDP

      AC

      131

      56

      24

      36

      42.9%

      64.3%

      AC

      220

      21

      10

      17

      47.6%

      81.0%

      AC

      250

      27

      18

      23

      66.7%

      85.2%

      BU

      100

      7

      6

      6

      85.7%

      85.7%

      BU

      101

      128

      81

      91

      63.3%

      71.1%

      BU

      250

      13

      11

      12

      84.6%

      92.3%

      Table 11
      Course Completion Rates
      2010.3 Fall Semester

      Subject

      Course

      Total

      ABCP

      ABCDP

      %ABCP

      %ABCDP

      BU

      260

      30

      28

      28

      93.3%

      93.3%

      BU

      270

      26

      19

      19

      73.1%

      73.1%

      BU

      271

      25

      22

      22

      88.0%

      88.0%

      BU/MS

      110

      24

      23

      24

      95.8%

      100.0%

      EC

      220

      29

      16

      24

      55.2%

      82.8%

      EC

      230

      19

      16

      17

      84.2%

      89.5%

      EN

      121

      50

      42

      44

      84.0%

      88.0%

      MS

      150

      83

      61

      68

      73.5%

      81.9%

       

       

       

       

       

       

      Average

      38

      27

      31

      74.1%

      84.0%

       

       

       

       

       

       

      Levels

      Total

      ABCP

      ABCDP

      %ABCP

      %ABCDP

      All

      10,282

      6,983

      8,039

      67.90%

      78.20%

      College Level

      6,993

      5,117

      5,822

      73.20%

      83.30%

      Developmental

      3,289

      1,866

      2,217

      56.70%

      67.40%

      Table 12
      Course Completion Rates
      2011.1 Spring Semester

      Subject

      Course

      Total

      ABCP

      ABCDP

      %ABCP

      %ABCDP

      AC

      131

      50

      28

      33

      56.0%

      66.0%

      AC

      220

      25

      15

      24

      60.0%

      96.0%

      AC

      250

      19

      11

      13

      57.9%

      68.4%

      BU

      101

      54

      34

      37

      63.0%

      68.5%

      BU

      250

      25

      24

      24

      96.0%

      96.0%

      BU

      260

      25

      19

      20

      76.0%

      80.0%

      BU

      270

      25

      20

      20

      80.0%

      80.0%

      BU

      271

      26

      24

      25

      92.3%

      96.2%

      BU/MS

      110

      25

      20

      21

      80.0%

      84.0%

      EC

      220

      30

      22

      26

      73.3%

      86.7%

      EC

      230

      26

      20

      20

      76.9%

      76.9%

      EN

      121

      44

      28

      32

      63.6%

      72.7%

       

       

       

       

       

       

      Average

      31

      22

      25

      72.9%

      81.0%

       

       

       

       

       

       

      Campus

      Total

      ABCP

      ABCDP

      %ABCP

      %ABCDP

      Chuuk

      1,632

      1,070

      1,255

      65.60%

      76.90%

      Kosrae

      718

      471

      574

      65.60%

      79.90%

      National

      3873

      2654

      3051

      68.50%

      78.80%

      Pohnpei

      2147

      1486

      1641

      69.20%

      76.40%

      Yap

      718

      519

      562

      72.30%

      78.30%

      Total

      9088

      6200

      7083

      68.20%

      77.90%

       

       

    11. Students' Satisfaction rate
    12. No data is currently available from the IRPO web site regarding student satisfaction rate for this program.

    13. Employment Data
    14. No data is currently available from the IRPO web site regarding student satisfaction rate for this program.

    15. Transfer rate
    16. No data is currently available from the IRPO web site regarding student satisfaction rate for this program.

    17. Program's student learning outcomes
    18. By the time the student completes the A.S. degree program in Business Administration, he/she will be able to demonstrate basic knowledge and/or skills in:

      1. The different functional areas of business – accounting, management, marketing, economics, and finance – by emphasizing their importance in an organization and describing their interrelationship in the organization’s attempt to achieve its objectives.
      2. The use of cost and managerial accounting concepts and techniques as management tools for planning, controlling, evaluating performance and making decisions.
      3. Business mathematics and elementary statistics by accurately performing common business computations, statistical data presentation and analysis.
      4. Intercultural writing and speaking appropriate for business.
      5. The legal environment and ethical challenges confronting business in general and in the FSM, from both local and global perspectives.
    19. Students' learning outcomes for program courses

    A systematic way of measuring and monitoring how the program courses effectively meet the desired student learning outcomes is through the development and implementation of a well-designed assessment plan. Three worksheets have been developed and provided by the IRPO to assist in assessment design, delivery and reporting of results at the college.

    These worksheets are:

    1. Worksheet Academic #1 - Mission and Outcomes Development
    2. Worksheet Academic #2 - Assessment Plan
    3. Worksheet Academic #3 - Assessment Report
  16. Recommendations

  17. Finding No. 1 - Program Priority in FY2013 Budget

    A.S. Business Administration was among the top three programs that contribute revenues to the College in tuition and other fees through high enrollment. It also ranked high in terms of producing graduates for the institution. But in the FY 2011, Business Division (which offers four programs) ranked 4th among the instructional divisions at the national Campus, having a $238,312 budget, of which a mere $58,860 or about one-fourth being allocated to the A.S. Business Administration program. The division budget itself was only 43% of that of Math Science Division, 53% of Language and Literature Division, and 67% of Education Division.

    Recommendation:

    In its prioritization of the Academic Program in the budget development of 2013, the College should give due recognition to the program’s contribution as well as its role in the institution’s mission and commitment to assisting in the economic development of the Federated States of Micronesia by providing academic, career and technical educational opportunities for student learning. The College should allocate more resources to the Business Division to support its efforts of continuing to recruit more students and improve delivery of instruction and related services through investment in the latest technology and equipment, assigning more class rooms, and hiring of additional personnel.

    Finding No. 2 - Additional Rooms:

    In scheduling of classes to be offered every semester, it was noted that room availability always came up as a limiting factor.

    Recommendation::

    While shortage of rooms may also be a problem affecting other programs, the College should by this time have a clear priority and consider assigning more rooms to A.S. Business Administration.

    Finding No. 3 - Accounting Classroom:

    The program offers three courses in Accounting, namely AC 131, AC 220, and AC 250. While there is one room (B-103) which traditionally served as the Accounting Room, other Accounting classes are also held in different venues depending on room availability. In addition to the prescribed textbook, students have to carry an additional workbook for problem-solving activities. Not only are these two books heavy and bulky, some students sometimes forget to bring them; a few others forget or leave them in class, with some even losing them.

    Recommendation::

    There should be room(s) specifically devoted to Accounting courses, equipped with tables and chairs (not desks) to permit greater collaboration and mobility among students during class work and problem-solving activities. Tables should be able to accommodate 4-6 students, and designed to have open shelves or compartments underneath as receptacle for students’ bags and other things. Accounting rooms should be air-conditioned, with MagicBoard and speakers installed. Windows should have thick curtains or tinted glass jalousies for better viewing of instructional videos. There should be internet connection with sufficient bandwidth allocation within the room so that students could have ready access to online assignments and valuable learning resources. A locker should be provided so that students’ workbooks and other school-related items could be kept or left for safekeeping, for later retrieval and use every time the class meets.

    Finding No. 4 - Technology Integration:

    The trend nowadays is to download eBooks which is about 50% cheaper than printed books, with options to buy only selected chapters and therefore, lower cost for both students and instructors. Also, instructor resources are increasingly made available online making DVD resources obsolete. Courses can now be designed to include classes taking online quizzes and completing course assignments by logging in to the Publisher’s web site.

    Recommendation::

    Even with the ongoing initiative for the College to offer distance education, face- to-face instruction in a classroom environment remains a most effective and conducive strategy for student learning. For certain courses the latter is the better, if not the best, alternative. What the College needs to do is integrate technology, which is a main component of distance learning, to the traditional classroom setup by providing (or requiring) students with laptops and support facilities and services (printers, scanners, internet connection, credit card charging facility for ebook downloads and other online orders etc.). Likewise, program instructors must be provided with the latest technological tools and trainings to be in tune with current practices and advances in the academia worldwide. So in the FY 2013 budget allocation (or in the FY 2012 budget if it is to be revisited), it is recommended that program faculty be given additional funds for the acquisition of iPad tablets and accessories, plus online purchases of needed applications and eBooks for instructional use.

    Finding No. 5 - Program Coordinator:

    Other divisions have program coordinators. The Business Division, which offers four programs, needs the same for the division to more effectively monitor its program performance and turn out timely program-related reports, including program-level assessments and reviews. The coordinator can also assist in the program’s recruitment efforts and take active role in the advisory council.

    Recommendation::

    There should be a program coordinator for the A.S. Business Administration.

    Finding No. 6 - Tutorial Support Services:

    Students having difficulties with some of the program courses, especially Accounting, were requesting for tutoring services. This is particularly needed in Managerial Accounting (AC 250) which many students find most challenging. Accounting 1 (AC 131) students could also benefit from these services. In one instance, this instructor sent a really struggling freshman to the A+ Center to seek help (the SSSP was no longer in existence at the time). The student later reported that she found no one to talk to in the said office. The next time she went, only a work study was there. The third time, finally there was a staff, who told the student that she will be notified when a tutor is available. The poor student didn’t receive any notice nor tutorial service, and before the deadline for withdrawals the instructor advised to student to withdraw from the course. There simply was no way for the student to make it. Part of the problem was that she wasn’t ready for the college-level program. The other part, of course, was that she didn’t get the support she needed. While this writer would be quick to point out that this could be an isolated case, still it is clear that there is a need for provide tutoring that hadn’t been adequately addressed.

    Recommendation::

    The College should make sure qualified tutors are available to assist students of the program, particularly those taking up Accounting and Finance courses. One alternative is for the Business Division to have its own or in-house tutor. Also, the College should be more strict and discriminating in admitting students into the degree program.

    Finding No. 7 - The Summer Experience:

    This instructor tracked the daily and weekly performance of its Accounting 1 class during the Summer of 2011. Dramatic results were noted when compared with those in Fall 2010 and Spring 201, in terms of attendance and completion rates, among others. In Accounting courses, the degree of correlation between attendance and academic performance is quite high. Although no attempt had been made to establish the actual degree of correlation, it had been consistently observed in past semesters that those who frequently missed classes were usually those who also miserably lagged behind in home works, class works and exams. While the opposite may not always be true (perfect attendance = outstanding academic performance), the relationship is indeed significant and is being used here to illustrate the point. Completion. Tables 11 and 12 (shown earlier) indicated that completion rates for Fall 2010 were 42.9% for students with passing grades of ABC, and 64.3% for those with passing grades of ABCD. In Spring 2011 the rates were 56.0% and 66.0%. In Summer 2011, the completion rates were significantly higher at 75.0% and 93.8% respectively. (See chart below)

    comp rate pulmano

    Attendance.Shown below are three charts showing attendance in one section of Accounting class for three consecutive terms. It is quite evident from these charts that attendance during Summer of 2011 (colored pink) was consistently high as opposed to Fall and Spring whose trend lines looked like trips on a roller-coaster

    Fall 2010 Attendance (Partial Data)

    fall 2010

    Spring 2011 Attendance (Partial Data)

    spring 2011
    Summer 2011 Attendance (Weeks 1 to 6)

    summer 2011



    One plausible and compelling explanation was the scheduling of classes. During Summer the class met daily for three hours, while in Fall and Spring the class met every other day, specifically M-W-F, for two hours. It was apparent that classes held daily for three hours (for, in this case, a 4-credit course) benefitted tremendously from the uninterrupted flow of concepts and principles from one day to the next, and the flexibility allowed by longer hours for students to engage in class work activities (mostly problem solving), applying the concepts learned and getting immediate feedback on the same or the following day. The longer time periods also allowed for fast learners and slow ones to complete course work at their pace, with early finishers being given extra work for a chance to earn extra credits, while those who finish late had sufficient time to catch up. Also with daily meetings, the instructors felt that home assignments could be reduced and more activities could be accomplished in class with the instructor present to give direction and assistance. A final observation: Students focused their attention and efforts only on one or two classes during Summer, unlike during regular semesters when they had to worry about four or five different classes.

    As a final note, other instructors who taught during Summer 2011 shared with this instructor similar experiences and reported positive results.

     

    Recommendation::

    The College should consider scheduling certain classes (such as Accounting) daily similar to that of Summer for improved performance and higher completion rates. One way to implement this change is by shifting to the modular approach, where students can enroll in a number of subjects for a given semester, but will have to take and finish one course first, then move on to the next, and so forth, until all courses are completed within a semestral period. Since classes will be meeting daily, one goal is to complete each course within a few weeks, depending on how many hours the class meets daily.

    Finding No. 8 - Additional Pre-requisite for AC 220:

    In her Fall 2010 Course-Level Assessment Report, Prof. Marian Medalla recognized the need for students to have more skills in solving classic business math problems and a higher degree of analytical skills.

    Recommendation::

    Make BU/MS 110 (Business Math) a prerequisite of this course. More importantly, include basic logic and abstract reasoning as part of COMET so that only students with good analytical skills can be admitted in the AS Business Administration program.

    Finding No. 9 - Seat Cost Computation:

    The College has not adopted an official or uniform formula for computing average student seat cost. The formula used in this review was the same as that used in 2009, also prepared by this instructor for this program. A recent discussion with a colleague in the Business Division highlighted the flaw in the formula used. It was pointed out that in the allocation of the division budget among programs, the number of sections and not the number of credits should be used as basis. This argument has merit because programs offering more sections for a given course would naturally consume more budget resource. Unfortunately, current available data do not distinguish which sections (or students within that section) belong to a particular program. For example, Introduction to Business (BU 101) had three sections with 78 students enrolled in Fall 2010, and two sections with 48 students enrolled in Spring 2011. From the IRPO data, it wasn’t clear how many sections or how many students from a given section pertain to the A.S. Business Administration program. If this information is available, the division could come up with a more realistic program budget share and average seat cost figure.

    Recommendation::

    Enrollment Data should reflect not only enrollment by courses but by program as well. Also, see Finding No. 10 and related recommendation below.

    Finding No. 10 - College Data:

    The IRPO web site is a rich source of readily accessible data about the College. Unfortunately, some data needed for program assessment and review are still not available. And for this particular review, some inconsistencies in the presentation of data slowed down the work on this program review. On a positive note, the IRPO director was quick to respond to this writer’s request for additional information via email.

    Recommendation::

    All data needed for assessment and review should be posted in the IRPO web site in a timely manner. Data presentation should follow uniform and consistent formatting to avoid confusion and eliminate the need for extended analysis. Data relevant or targeted to specific user groups should be arranged in consecutive sheets for easy search and navigation.

 

  • Unit Assessment Report

    Report Period: 2013-2014

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