1. business and industrial

CALIFORNIA INTERNATIONAL BUSINESS
UNIVERSITY
CAMPUS EFFECTIVENESS PLAN
2015
Effective Date: October 30, 2014-May 31, 2015
Date Prepared: June 1, 2015
520 West Ash St. Third Flood, San Diego, CA 92101
Tel: (619) 702-9400 Fax (619) 702-9476
www.cibu.edu
Table of Contents
I. Introduction …………………………………………………………………...3
II. Mission, Vision, Goals, Objectives, and Resource …………...……………... 6
III. Student Demographics ……………………………………………………….12
IV. Program Characteristics ………………………………………………………14
V. Retention …………………………………………………………………….17
VI. Placement ……………………………………………………………………20
VII. Level Graduate Satisfaction …………………………………………………25
VIII. Level of Employer Satisfaction …..………………………………………….31
IX. Student Learning Outcomes …………………………………………………..35
X. Graduation Rates………………………………………………………………43
XI. Evaluation of the CEP ………………………………………………………...45
XII. The Campus Effectiveness Team ……………………………………………..45
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I. INTRODUCTION
California International Business University (CIBU) was founded in 1995
as International School of Management (ISM), a California Nonprofit corporation. In
2002, to reduce confusion with similarly-named institutions, ISM changed its name
to The California School of International Management (CSIM). In 2008, due to
accreditation and addition of our doctoral program, CSIM was changed to California
International Business University.
Important to note, following several years of collaboration and exchange, our university
and Niels Brock Copenhagen Business College have joined forces in a unique
educational partnership creating a Danish-American business educational institution in
America’s Finest City. With plans to merge with Niels Brock Copenhagen Business
College- the most innovative and most international business college in Denmark- CIBU
will provide the best possible international business learning environment a student could
hope for.
CIBU is one of only few nationally accredited, private, international universities. CIBU
prides itself in offering personal attention from professors in small classes, and a variety
of academic support programs and services. CIBU is a business school with a true
international character with students from all over the world. This provides our students
the opportunity to experience a diverse multi-national environment as they pursue their
educational objectives accompanied by a contemporary entrepreneurial spirit.
California International Business University’s mission is to advance the standards for
evidence-based improvement of student learning and practical educational experiences
through critical thinking, cultural intelligence and analytical competence in preparing
graduates to excel in an entrepreneurial environment and a maturing global market.
Because the field of business constantly changes, especially given CIBU’s dynamic and
transnational focus, CIBU will continuously strive to improve every aspect of the
institution.
The primary purpose of CIBU’s Campus Effectiveness Plan (“CEP”) is to critically and
continuously evaluate the performance of the institution by evaluating feedback from
several key indicators described in the subsequent pages. CIBU will then use that data to
improve the educational program and services.
The CEP team members, (President, Vice President of Administration, Dean of Academic
Affairs, and Director of Compliance) review and evaluate the CEP quarterly. This will
include an update to include revised goals and objectives and summarize the feedback
received since the last version based on the results of performance indicators
This formal review process is conducted by the CEP team during the summer and winter
quarters using baseline data that are compared with past years’ quantitative and
qualitative data. Baseline data for student retention rates, student placement rates, level of
graduate satisfaction, level of employer satisfaction, course evaluations completed by
students and faculty, evaluation by company internship sponsors and enrollment, growth,
and budget metrics are compared to currently compiled data. Less formal reviews are
conducted as required and include academic program revisions/additions.
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Overall, the CIBU faculty and staff believe that the CEP and the various elements within
will improve the institution and therefore are dedicated to its implementation.
CURRENT STATUS
California International Business University (CIBU) is located at 520 West Ash St. San
Diego, California, phone (619) 702-9400, fax (619) 702-9476, www.cibu.edu.
California International Business University is located in downtown San Diego,
California, near the city’s business and financial district, in the Little Italy neighborhood.
Many companies and organizations, including banks and government offices, are within a
short walk of the university. Students will also find many bookshops and the city library
in the area. The university is a short distance from the Horton Plaza Shopping Mall, the
city’s vibrant Gaslamp District, and San Diego’s world famous Balboa Park, home to the
San Diego Zoo and a number of museums and concert sites.
The San Diego area offers a rich and diverse variety of intellectual, cultural, and
recreational activities. The Mexican city of Tijuana is only a few miles away, and Los
Angeles is a short drive to the north. CIBU is also strategically positioned to take
advantage of the immense economic importance of the Pacific Rim and the complex
global economy.
In addition to studying in San Diego, CIBU students may also study abroad for one or
two semesters at Niels Brock in Copenhagen or at one of the other Niels Brock sites, for
example in China or Vietnam. Also, Niels Brock Copenhagen Business College will be
recruiting students to study at CIBU for one or two semesters.
Through study abroad opportunities, students acquire global competence, allowing them
to apply their knowledge across borders and cultures in a competitive way. CIBU
students who choose to study a semester or a year at Niels Brock in Copenhagen or at one
of the other Niels Brock sites-i.e. China or Vietnam-as part of their degree obtain a
genuine global profile. For more information about the opportunity to study abroad
contact the Dean of Student Affairs at CIBU.
CIBU has applied to participate in Title IV programs. The programs authorized under
Title IV of the Higher Education Act are the major source of federal student aid. Title IV
programs include loans, grants, and federal work-study.
PURPOSE OF CEP
The primary purpose of CIBU’s Campus Effectiveness Plan (“CEP”) is to critically and
continuously evaluate the performance of the institution by evaluating feedback from
several key indicators described in the subsequent pages. CIBU will use that data to
improve the educational program and services. The institution is committed to growth
through quality and serving its international student body and prospective students who
would be business and creative leaders. The CEP will be a year to year roadmap and
technical document that enables precise evaluation and assessment. The undergirding
philosophy is that the institution is a dynamic, learning organization.
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CEP TEAM
The CEP team members include:
President, Dr. Phillip Babb
Vice President of Administration, Ms. Lauren Woo
Dean of Academic Affairs, Dr. William Howe
Director of Institutional Development and Compliance, Dr. Marcus Benniefield
The CEP Team reviews and evaluates the CEP, meeting quarterly. This process includes
continual update of revised goals and objectives and analysis of current quarterly
feedback received from community, students, faculty, staff and administration based on
key indicators.
This formal review process is conducted by the CEP team using baseline data that are
compared with past years’ quantitative and qualitative data. Baseline data for student
retention rates, student placement rates, level of graduate satisfaction, level of employer
satisfaction, and student learning outcomes, enrollment, growth, and budget metrics are
compared to currently compiled data. New data sources initiate discussions in this small
college/university environment across various sectors and include academic program
revisions/additions, new opportunities to innovate and implement best practices from
CIBU and other institutions.
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II. CIBU’S MISSION, VISION, GOALS, & OBJECTIVES
A. MISSION, VISION, GOALS, & OBJECTIVES
Mission: CIBU is ambitiously and continually committed to meeting the needs of the
international business community by developing and delivering educational programs that:
Inspire students to maximize their potential;
Build cutting-edge entrepreneurship;
Uniquely foster cross-cultural understanding.
Vision: It is CIBU’s ambition and commitment to become one of the most international and
innovative business schools in the United States, and to be recognized for our skilled teachers
who facilitate and inspire the students’ learning process, in that they:
Conduct themselves effectively, efficiently, and professionally;
Provide world-class education crafted to maximize student abilities;
Focus on the changing needs of the corporate world;
Develop an exciting, engaging, student-centered learning environment.
CIBU’s supporting objectives are based on responding to the mission and other challenges, the
university shall pursue the following objectives to sustain and strengthen our position as a leading
international private business university:
•
To encourage the intellectual and creative development of a diverse group of students by
helping them learn about themselves and others and their environment;
•
To foster development of critical thinking, writing, reading, oral communication, and
quantitative and qualitative analysis as well as a commitment to lifelong learning and
international perspectives needed to contribute to communities and fields of endeavor;
•
To provide the basis for informed citizenship in a democracy;
•
To offer advanced undergraduate and graduate students professional training and
preparation for their careers.
CIBU’s goals include developing an internal climate of diverse students promoting an
international understanding of transnational organizations; provide an ongoing
assessment of student learning by using metrics and data to guide the improvement of
academic programs; prepare students across all programs to effectively engage in
organizational assessment and problem solving specific to transnational and global
organizations.
CIBU is committed to the highest ethical standards in the pursuit of the mission and
vision. The policies, procedures, and standards guide CIBU core values set forth below.
These values are honored in our daily structure and activity as members of this
community. We are committed to:
 Respect
We respect the rights and dignity of others.
 Integrity
We conduct ourselves with integrity in our dealings with and on behalf of all individuals
in our environment.
 Accountability
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We are accountable as individuals and as members of this community for the ethical
conduct and for compliance with applicable laws, University policies, and directives.
 Excellence
We conscientiously strive for excellence in our work.
B. RESOURCES
CIBU effectively uses its resources consistent with its mission to achieve the goals of the
institution, and the institution’s most valuable resources and assets are its students, its
alumni, its programs, and its faculty.
The Global Nature of CIBU Programs
CIBU academic degree programs are transnational, providing a global perspective and
the appropriate skills for success and leadership in the global commerce environment. In
addition to being transnational, the programs are experiential, providing practical
experience in multinational teams on applied organizational challenges. Thus, CIBU
programs are responsive to environmental changes and impact, providing the
understanding to evaluate and appropriately respond to an organization’s changing
economic, social, political, cultural and technological contexts.
CIBU students will benefit from our use of the Scandinavian teaching method-focusing
primarily on the student. This leads to authentic and fundamental development of the
student’s general character. By combining skills with knowledge, CIBU will prepare the
student for academic studies as well as business life.
Faculty
The CIBU faculty supports the institutional mission by providing a unique blend of both
theoretical and practical experience while possessing the ability to deliver curricula
effectively to students. CIBU currently employs faculty members to deliver course
content and to ensure that the curriculum is closely linked to institutional mission and
objectives. Each faculty member has extensive occupational and educational background
in the field in which he or she teaches. The strong qualifications of the faculty clearly are
an asset for CIBU and are directly associated with the effective implementation of the
mission by preparing students to succeed in the workforce.
The Global Nature of Faculty Resources
Faculty members and executive experts who serve as guest speakers include individuals
who specialize or participate in entrepreneurship and international business and who can
provide students with unique insight in their field of expertise.
The emphasis on quality faculty begins with the recruitment process. When seeking
additional faculty members, CIBU recruits individuals who possess practical work
experience and knowledge of and experience in international business and/or multinational companies and those who can demonstrate successful teaching experiences.
After the hiring is approved by the Dean of Academic Affairs, new faculty members are
oriented by the academic staff. Syllabus construction, lecture delivery techniques,
classroom activities and the use of learning teams are covered in the new faculty member
orientation sessions.
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The CIBU faculty plays the most important role of all CIBU personnel in supporting the
mission. The experiences, training and perspectives of each instructor introduce students
to the global marketplace and transform written theories into practical examples. As such,
the faculty as a whole serves as the foundation to “advance the standards for evidencebased improvement of student learning and practical educational experiences through
critical thinking, cultural intelligence and analytical competence in preparing graduates to
excel in an entrepreneurial environment and a maturing global market.”
The Global Nature of Students
Students who attend CIBU bring unique combinations of international experience,
talents, and skills, including languages, cross-cultural experience, multinational and
entrepreneurial work experience, and differing cultural perspectives. The CIBU
classroom is a mix of national cultures, work life experience and educational systems.
The common bonds are unique histories of individual students and what brought them to
CIBU, English language instruction, common desire to study international business and
management, and career goals to become successful in the world of international
commerce.
Financial Resources
The financial resources support the institutional mission by ensuring that students will be
able to receive necessary and sufficient course work, instruction, and student services
both to complete the degree and program curriculum requirements and to enjoy an
enriching cultural experience in San Diego, California, and America through a thorough
student activity program of optional social and cultural experiences and events. CIBU
maintains a required budget for Library services supporting the research needs of all
students. A student activities function is also funded as an administrative consideration
and is staffed with a student activities coordinator.
Physical Plant
The CIBU physical plant supports the institutional mission by utilizing technology in the
classroom (i.e., TV, DVD, Projectors) and providing comfortable seating and workspace
accommodations for students, faculty and staff. CIBU’s downtown San Diego location is
close to many international and multinational companies and provides exposure to the
global economy in action. CIBU is located in an area called Little Italy, which has been a
stable ethnic business and residential community since the 1920's. Historically, it was
home to thousands of families who worked in the tuna industry, which was once a key
factor in San Diego’s economy.
Little Italy today represents Downtown San Diego’s oldest continuous neighborhood
business district. New Italian American and non-Italian business owners alike are seeking
retail and professional space. Creative builders and architects are building beautiful new
developments and the local redevelopment agency is funding more than three million in
street improvements on the main commercial corridor, India Street, adjacent to CIBU’s
West Ash St. location.
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Administration
ADMINISTRATION AND STAFF
EXECUTIVE
ACADEMIC AFFAIRS
PHILLIP R. BABB, J.D.
President
WILLIAM HOWE, III, Ph.D.
Dean of Academic Affairs
LAUREN WOO, M.B.A.
Vice President of Administration
& Chief Financial Officer
KERRY HERRMANN, M.L.I.S.
Librarian and Learning Resource
Manager
STUDENT AFFAIRS
BRIAN HAWKINS, M.B.A.
Dean of Student Affairs &
___Special Programs
AMY CULLEY
Admissions Assistant
MARCUS BENNIEFIELD,
D.B.A.
Registrar & Director of
Compliance
MINH-DUC LE, D.B.A.
Comptroller
CIBU’s administration understands the importance of cultural perspectives and manages
university activities with that understanding firmly in mind.
University administration responds to student needs with a process that begins with the
initial application for enrollment and continues on through orientation and all the way
through graduation. CIBU is organized as a Danish-American university with staff
members who are sensitive to the needs and concerns of foreign and domestic students.
It is in fact, a common bond, of the staff and faculty. This is evidenced through the
detailed explanations provided to students regarding university policies, procedures,
etiquette, and one-on-one attention.
Management
CIBU is a non-profit public benefit corporation and is not organized for the private gain of
any person. It is organized under the California Nonprofit Public Benefit Corporation Law
for charitable and public purposes. This corporation is organized exclusively for charitable
purposes within the meaning of Section 501 (c) (3) of the Internal Revenue Code of 1986.
As a non-profit corporation, the management authority of CIBU is vested in the Board of
Trustees. Much like the CIBU faculty, members of the Board possess extensive
backgrounds in international business and education. CIBU’s Board of Trustees includes
Ernst Lykke Nielsen, Anya Eskildsen, Phillip Babb, Anne Madsen, Lars Goldschmidt,
Stephen Smith, Douglas Winters, and James Gardner.
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Educational Activities
A mix of theory and practical application is employed in teaching the curriculum across
all programs. Active participation from all students is required for in-class discussion
and team assignments. A common practice in many of the classes is to introduce theories
and concepts and then to ground that material in concrete applications and experiential
activities. This use of both the theoretical and the practical in instruction and learning
provides a more complete understanding than that obtained through traditional lectures
and teacher-centered pedagogy.
The Scandinavian teaching method-focusing primarily on the student is used by CIBU
faculty in the teaching curriculum. This leads to authentic and fundamental development
of the student’s general character. By combining skills with knowledge, CIBU will
prepare the student for academic studies as well as business life.
Another educational activity employed by CIBU faculty is Socratic dialogue, with faculty
and students engaged in exploratory question and answer sessions and in critique. Other
strategies include the use of published or faculty-developed case studies, role play
activities, debates, simulations, streaming videos, movie clips, team-based learning, and
quarter-long student projects that involve interaction with organizations in the San Diego
community.
CIBU’s faculty understands that cultural perspectives are important in the presentation of
material, both from faculty and student aspects. The faculty demand active student
participation and leadership in class and team assignments. The content of the teaching
material is presented in both classical, theoretical frameworks as well as pragmatic,
practice-oriented methodologies. Case studies are utilized as a focus of
theoretical/content as well as a practical way of applying theory. Learning team activities
and field study projects are encouraged and practiced across the curriculum. Teaching at
CIBU includes exposure to company leaders, executives, founders, and entrepreneurs
through company visitation and guest presentations.
Library and Learning Resources
Students and Faculty continue to be surveyed for Library needs and an asset acquisition
program has been established with goals and timelines.
The acquisition policy in effect in 2015 is part of the overall Collection Development
policy. The objective of CIBU’s collection development is to build and maintain a
business and business-related collection in print and non-print formats to support the
curriculum and research needs of CIBU students, faculty, and staff.
CIBU continues the ongoing campaign for continuous solicitation of library holdings
which are relevant to the program offerings provided. CIBU will continually increase its
physical holdings as recommendations are approved by the Librarian and Dean of
Academic Affairs.
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Database contents are reviewed periodically by the Librarian and Dean of Academic
Affairs for relevance to CIBU academic programs.
A review of library software, acquisitions and systems is continually initiated by the
Librarian and Dean of Academic Affairs. Both shareware and fee-based software are part
of continued review because of the changing nature of this industry.
C. CONTINUALLY ACHIEVING GOALS: The Learning Organization Model
CIBU is committed to achieving its goals so that the institution continues to improve, and
the ultimate measure of the success of achieving goals is meeting the objectives of
CIBU’s programs. The core philosophy of this process is the view that organizations are
learning entities, and living systems which adapt and grow with their environments.
Adaptability, flexibility, foresight and the desire to innovate are key values at the base of
this world view and this institution.
The learning organization model means that with all this structure and discipline, there is
continual change and challenge to the status quo. Clearly the accreditation process,
structure and discipline help, and the institution must use all the resources at its disposal
to manage the overall system toward higher standards and creative expression for
students and faculty.
Each graduate will strive for excellent interpersonal skills and demonstrate leadership
qualities in a multicultural environment. Each is an “ambassador” of their country and a
champion of their cultural heritage, yet even those systems and the global system are in
constant change. Graduates will need skills to make ethical business decisions and will
need to recognize the global nature of organizational and economic activities.
CIBU is unique in that it offers immediate value to students by combining the Danish,
American, European and Asian business school models. This international perspective
prepares students with the skills, perspectives, and knowledge to add value to
transnational organizations. The United States is the premiere destination for
international students from all over the world. The main advantage for students who
enroll at CIBU is that they will be better prepared with a worldwide view of their field.
No longer can students merely focus on certain geographic areas when obtaining their
academic training. CIBU has recognized this and offers a more comprehensive and global
curriculum to meet these new trends.
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III. STUDENT DEMOGRAPHICS
Current student demographics for the campus are shown in Table 1, and program
enrollments are shown in Figure 1.
Table 1. Student Demographics
Status
No.
Day
Evening
Day and Evening
Sex
Female
Male
Nationality
Bangladesh
Benin
Brazil
Egypt
France
Germany
Ghana
Iran
Italy
Japan
Jordan
Korea
Morocco
Saudi Arabia
South Africa
Spain
Sri Lanka
Turkey
USA
Vietnam
No.
0
3
41
44
16
28
44
1
1
1
1
2
10
1
2
1
1
1
2
1
1
1
1
1
7
7
1
44
12
%
0
7
93
100
36
64
100
2
2
2
2
6
23
2
6
2
2
2
5
2
2
2
2
2
16
16
2
100
Figure 1. Program Enrollment
11, 25%
11, 25%
BSM
MSIM
4, 9%
MBA
DBA
18, 41%
As shown, the majority of the current student population are day and evening students,
and male. MBA students comprise of 41% of the campus population. The percentage
distribution has been relatively consistent the past three years.
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IV. PROGRAM CHARACTERISTICS
CIBU PROGRAM CHARACTERISTICS
The CIBU curricula are grounded in international business and management theory and
practice. Graduate degree programs emphasize corporate experiences from perspectives
of case studies, presentations and visitations with executives and entrepreneurs. The
design of the programs reinforces its mission for inter-cultural sharing of perspectives
and learning among students, faculty, and visiting lecturers.
The students studying at CIBU, whether at the graduate or undergraduate level, follow a
rigorous course curriculum. The academic programs are designed to provide students
with the tools to be successful business leaders and entrepreneurs and exhibit strong
leadership qualities needed in the greater global business community. CIBU strives to
provide graduates of the Bachelor of Science, Master of Science in International
Management, Master of Business Administration, or Doctor of Business Administration
with the critical thinking skills to analyze business concepts, use problem-solving
techniques, and recommend technological solutions to meet the desired organizational
objectives. Each graduate will strive for excellent interpersonal skills and demonstrate
leadership qualities in a multicultural environment. Graduates will need skills to make
ethical business decisions and will need to recognize the global nature of organizational
and economic activities.
Although CIBU does not provide general education courses as a degree completion
program, enrollees are required to demonstrate the completion of 54 quarter hours of
general education coursework. This is completed prior to their enrollment into the
Bachelor Degree program. A transcript review process ensures that general education
courses conform to requirements. CIBU programs comprehend skill-based courses,
which include functional knowledge required for business degree graduates. The
Master’s and Doctoral programs follow a traditional curriculum.
Faculty have been encouraged to embed those themes in their courses, and Area Chairs
and Program Coordinators have been encouraged to embed them more broadly. Clearly,
the theme of “employability” is directly responsive to the “achievement of vocational
objectives,” though the institution certainly permits faculty to the academic freedom to
interpret and embed this theme in ways they deem appropriate for their specific courses.
CIBU and Niels Brock Copenhagen Business College have entered into a unique
educational partnership creating a Danish-American business educational institution in
San Diego. With plans to merge with Niels Brock Copenhagen Business College- the
most innovative and most international business college in Denmark- CIBU will offer a
truly contemporary and global foundation for practical learning. The merger will create
value for students and companies through combining the Scandinavian way of learningthat focuses on student involvement and independency- with the American way of
commercial thinking.
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GENERAL PROGRAM CHARACTERISTICS
A. BACHELOR OF SCIENCE IN MANAGEMENT
This program is ideally suited for transfer students who have completed two to three
years of college-level courses. CIBU offers only upper division courses. All students
enrolling into this program must have a minimum of 64 US credits or 120 ETCS or the
equivalent of transfer credits from an acceptable institution of higher education.
36 of the 64 US credit units must be in general education, including math, social sciences
and humanities.
To be eligible to graduate with a CIBU degree, students must complete 16 courses (4
credit units each), eight of which must have been taken on the CIBU campus
B. MASTER OF SCIENCE IN INTERNATIONAL MANAGEMENT
The MSIM program is a 12 course, 60-quarter unit study over approximately 12 months.
Students are required to complete a total of seven core academic area courses plus five
additional master’s level elective courses. A minimum of three courses per quarter are
required (except for the final quarter) for international students.
This program is designed for those interested in leadership roles in international
businesses and organizations. Global issues are integrated throughout the curriculum and
are examined in the course electives. Graduates will master the basic tools, and apply
cutting-edge business strategies that prepare students to thrive in diverse work
environments and face organizational challenges.
C. MASTER OF BUSINESS ADMINISTRATION
The MBA program prepares students for careers in business management and provides
them with the necessary skills and global orientation to succeed in the international
marketplace. The elective options focus students on the diverse and fast-changing global
environment and provide students with an understanding of the economic, social and
technological forces shaping global markets today.
The M.B.A. program is a 14 course, 70-quarter unit study that can be completed in 15 to
18 months. Students are required to complete nine core academic area courses plus five
additional master’s level elective courses. A minimum of three courses per quarter are
required (except for the final quarter) for international students.
D. DOCTOR OF BUSINESS ADMINISTRATION
A minimum of 80 quarter units (16 courses) must be completed at CIBU to qualify for
the doctoral degree. Of these, 70 quarter units must be in the doctoral level courses. A
total of 150 quarter-units (30 master’s level courses) after the bachelor’s degree plus
publishing of a dissertation must be completed for graduation.
Students who have completed their MBA at CIBU will take a total of 16 more courses
(80 quarter units) plus the dissertation.
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Students admitted into the DBA program must demonstrate evidence of their ability to
pursue graduate level work at the doctoral level. Thus, students are encouraged to possess
a master’s degree in the discipline of business Administration, Management or related
areas. If a deficiency exists in a student’s background preparation, CIBU will require
further preparatory coursework on a case-by-case basis, using credential evaluation
results and proficiency exams administered and graded by faculty within functional
discipline areas.
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V. RETENTION
CIBU, under the new change of control, is committed to providing a learning
environment and support system that encourages students to achieve their educational
goals of graduating and being hired in a position for which they were trained. Providing
this learning environment and support system requires student persistence—that is,
remaining enrolled and graduating. Achieving effective retention results requires the
commitment of the entire college community—students, faculty, and administration.
The campus will measure retention using the ACICS Campus Accountability Report
(CAR) formula: Retention Percentage Rate = (A – B) / A, where A = the Beginning
Enrollment plus Reentries plus New Starts and B = Withdrawals.
Retention Action Plan After the Change of Ownership
After the Change Ownership the following new initiatives will be undertaken in 2015:
1. All sections of introductory courses in the degree programs will be taught by an
experienced, senior CIBU professor, with industry experience. It is expected that
the teaching and industry experiences these instructors bring to the classes will
enhance student involvement and retention.
2. All Master’s classes will be required to schedule at least two guest speakers or
field trips directly relevant to the business management profession.
Again, the goal is to enhance student involvement and retention.
Retention: Background and Historical Trends
The data reported on the Campus Accountability Report (CAR) for the period beginning
July 31, 2005 and ended August 1, 2006 (Reporting Period) reveals that CIBU managed a
retention rate of 98% which will serve as the institution’s baseline.
Retention trends for the institution are:
2006 98%
2008 97.3%
2009 96.5%
2010 97.25
2011 98%
2012
96.8
2013 100%
2014 94%
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BASELINE DATA
The Baseline for retention is 98% of enrollment for each CEP reporting period. This
seems to be a rate which may be expected for an institution in which nearly all students
are international enrollees.
DATA USED/COLLECTED
The Dean of Academic Affairs is responsible for interviewing any student applying for
withdrawal.
Specific data for number of students who may withdraw from CIBU are gathered from
Director of Admissions and Registrar, who would be notified by students wishing a
withdrawl status because of student visa requirements. This data are collected and
recorded by Enrollment services.
Retention Percentage Rate = (A – B) / A
A = New Starts plus Beginning Enrollment and Reentries
B = Withdrawals
RATIONALE FOR THE DATA AND METHOD OF COLLECTION
Quantitative ratios are calculable from the data supplied by Director of Admissions and
Registrar using the ACICS Retention formula. This is the most logical source and required
method, and is recalculated each quarter and year to year to ensure accuracy.
The all important qualitative data as to why student(s) may withdraw are also captured by
administrative staff in an all important exit interview. Nearly all withdrawls in CIBU
history are due to accidents and medical causes, or due to the student and family
encountering financial hardship. In some few latter cases, the institution attempted to assist
the student in finding acceptable solutions including withdrawing and re-entering at a later
date for degree completion.
This data is important for the institution to capture to better understand the reasons why a
given student may be in need of requesting withdrawal status.
SUMMARY ANALYSIS
International students take very seriously the decision in their lives to come to the United
States, leave the comforts of home and home culture and make a new life for a period of
their lives in the United States and California as a student. The institution by its very
nature attracts such serious students and once they receive the student visa and are
properly oriented by CIBU staff about their rights and responsibilities as a foreign
student, they do take quite seriously their study program. CIBU staff are dedicated to
caring for such students as ambassadors of their countries and CIBU staff has made great
efforts to retain students and to assist in their choices where there is a possibility to do so.
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CIBU has remained close to its baseline retention rate for the past three years. It is
believed that the primary reason for maintaining the student retention rate is due to the
extensive admissions requirements. Other factors such as, direct student counseling and
monitoring of satisfactory academic performance are also contributing factors. The
student visa requirements are also a factor in CIBU’s retention rate. This requires
students to be extremely serious and fastidious in self monitoring the student visa and “in
status” rules and regulations.
When a foreign student makes a lifetime decision to study abroad, and/or to work toward
a foreign degree such as with CIBU, we have learned that this is a quite profound
decision in the life of a student, often requiring the student’s parents’ approval and
financial support. This helps commitment and retention in the program, both directly and
indirectly.
HOW USED TO IMPROVE THE EDUCATIONAL PROCESS
Retention rates are reviewed during and at the juncture of each CEP cycle to see if system
improvements could be identified. If there is a connection between a student withdrawal
and program satisfaction, it should be understood. This is where the qualitative data that
comes from the exit interview(s) is so very useful. For example, if a student’s
withdrawal were hypothetically, because of dissatisfaction about a course or a program,
then the staff would research why such a situation had occurred and if it could be
remedied.
The institution has learned from its very few cases where a student needed to withdraw
due to medical problems. The institution was able in these cases to enable the student to
take the appropriate coursework to fulfill degree requirements, and to enable the
student(s) to complete within a reasonable timeframe.
EXPECTED OUTCOMES: How CIBU Can Use this Data for Campus Effectiveness
and Improvement:
CIBU does monitor retention in an ongoing way and if a student does leave the program,
we make a serious professional effort to understand why. The student has an exit
interview and is asked for suggestions on how CIBU might have made a difference, or if
there are any solutions which might keep the student at CIBU. Suggestions for
improvement are asked for. This data is shared discretely within academic administration
and actions are triggered which may lead to improvements.
Other feedback regarding improvement of courses and instruction is discussed at exit
interviews.
GOALS: To Maintain this rate across all degree programs institution wide. We believe
this is a realistic goal given our student mix and the need for international students to
seriously commit to their program of study at CIBU, which in the vast majority of our
student cases, is a foreign study experience/or degree.
19
VI. PLACEMENT
The mission of CIBU is to advance the standards for evidence-based improvement of
student learning and practical educational experiences through critical thinking, cultural
intelligence and analytical competence in preparing graduates to excel in an
entrepreneurial environment and a maturing global market. Because our programs are
designed to lead to employment, successful placement is important to the new CIBU
administration.
The campus will measure placement using the ACICS CAR formula:
Placement Percentage Rate = (PF + PR / (G – U), where PF = Placed in Field, PR =
Placed in Related Field, G = Graduates and Completers, and U = Unavailable for
Placement.
Placement Action Plans
After the Change of Ownership the following new initiatives will be undertaken in 2015:
1. The Dean of Academic Affairs and the Dean of Student Affairs will be placed
in charge of developing an action plan to improve placement in the BSM, MSIM,
MBA, and DBA program with a report due for the Fall CEP meeting.
2. The Dean of Student Affairs will be in charge of attending each monthly
meeting of the San Diego Chamber of Commerce. If he is unable to attend a
meeting, another member of CIBU staff will attend. The objective is to network
more closely with potential employers.
Placement History and Statistics
Placement trends for the institution are:
2006
100%
2008
100%
2009
77%
2010
85.5%
2011
93.8%
2012
95.2
2013
100%
2014
100%
Placement statistics are compiled for annual CEP reporting based on CAR data,
supplemented and verified by Director of Admissions and Registrar.
20
DATA USED/COLLECTED
Statistical data is developed from statistics on enrollment and reported in the current
CAR for each year of reporting. Specific data includes career preparation in
undergraduate education through CIBU 480/680 Business Internship, an
internship/externship course, data specific to each student’s internship, contact hours in
externship, deliverable results expected by companies for each student externship,
supervisory evaluation, academic oversight and evaluation, OPT placement data, OPT
preparation data. Graduate degree alumni placement information, doctoral student
placement data.
RATIONALE FOR THE DATA AND METHODS
Placement data are gathered from students and their outcome placements during their
degree education at CIBU, as well as after their graduation from degree programs.
A. An Alumni Survey has been developed to assist data collection on job placement
information for CIBU graduates. CIBU has begun tracking student placement data
for students in their home country through an Alumni Survey. The Dean of
Student Affairs conducts placement tracking which includes company employed
at, size of the company, salary information, overall CIBU experience, experience
in living in San Diego, quality of the academic programs and quality of CIBU
services to students.
B. Placement activities and services are centered in Office of Student Affairs. Data
is provided through Director of Admissions and Registrar which has up to the
moment current information in a data base system written specifically for CIBU
and updated in 2014.
C. Dean of Student Affairs assists CIBU students with an array of career enhancing
skills and placement oriented preparation which includes:
- The creation of CIBU 480, a course that involves immersion in an externship
in the US industry, feedback and exposure to the workplace. The course also
cover:
o Resume writing
o Job interviewing skills
o Guest speakers on US employment practices
-
-
Optional Practical Training (OPT) one-year opportunities for international
graduates of degree programs
Curricular Practical Training (CPT) temporary employment authorization for
international students in the United States while enrolled in a college-level
degree program.
Assistance to students in the internship placement process
CIBU tracks the data for:
21
-
Placement within externships
Placement within OPT Program
Placement within CPT Program
The methods used embrace the best possible evolving year to year labor market issues for
foreign students seeking employment and valuable internship/externship experience in
the US employment system, as well as broadening the students’ internationsl skills to
become valuable to international and global firms. This notion of preparing students for
placement, by students own self initiated choices, by CIBU’s direct placement efforts and
programs and by home country assisting parties including the students’ own home
colleges and universities is central to CIBU’s mission. We are preparing students in
various ways to become future global and transnational leaders of business and
commerce.
SUMMARY, ANALYSIS, AND BASELINE DATA COLLECTED
The average of recent years’ placement rates is 98.4%, and this is a reasonable baseline
for the institution based on institutional programs and the nature of international students
and international relations among universities and global employers.
All reasonable efforts are being made and have been made to assist students in finding
job and career placement, whether in short term OPT positions in the United States
and/or longer term back in their home countries. The institution’s educational philosophy
is to prepare students with skills for the short term and perspectives for the longer term,
given the volatile nature of global economic and employment trends.
A 98.4% placement rate embraces what CIBU is doing while it can for students at CIBU
and immedialtely upon graduation or program completion. This means skill building for
the US employment system, in particular, and the perspective of career search for the
long term. CIBU faculty orient some content to connect with employability in US and
home country as a topic for exploration in class discussion.
These programs and efforst constitutes the institution’s best practice of orienting to each
student as a whole person, and as the CIBU classroom as an interactive place for career
exploration. The opportunity manifests in many students using the opportunity to explore
for the first time their entrepreneurial concepts, and CIBU actively promotes classroom
interactions with real world entrepreneurs, company founders and startup companies and
projects.
HOW USED TO IMPROVE THE EDUCATIONAL PROCESS
The treatment of the whole person as an educational philosophy and life long learning as
a career process give life and energy to many international students who may have
chosen CIBU instinctively or intuitively based on its being a high service, high standards
small college/university environment.
Placement results confirm the basic institutional process of assisting students with their
natural career evolution process. That it would be at a high level is confirming, yet it is
22
often the qualitative results which bring confirmation in a different and just as important
way.
This is measured and cross validated in the students’ high satisfaction with their overall
educational experience at CIBU and their high evaluation and that of
employers/supervisors of their global skills. Deans and Directors of schools abroad very
often tell our international teams how they see a direct positive change when students
return from their CIBU experience. This portrait is significant and has the following
themes which are discussed at staff and faculty meetings back home at CIBU:
Increased personal confidence and leadership
Increased cultural sensitivity and understanding
Increased need/desire for personal achievement
Increased team skills
A full circle of feedback is possible when these observations become the subject yearly
for deeper faculty discussion and curricular development.
EXPECTED OUTCOMES: HOW CIBU CAN USE THIS DATA FOR CAMPUS
EFFECTIVENESS AND IMPROVEMENT:
The placement qualitative data is most important in gauging how such results (both
quantitative and qualitative) may be utilized toward specific outcomes. A deeper and
broader database is gained each successive year for students to access in finding a match
for their placement personal goals. The institution expects this data base as an outcome
to grow and diversify.
What actual employers and supervisors are looking for in terms of CIBU graduates is
crucial for CIBU to understand more deeply each year because of labor market changes,
but also because with a deeper understanding of precise “hire and fire” standards, CIBU
staff can better prepare its students for the rigors of dealing with the US system, where in
many cases, their acculturation may be far off. Hygenic issues such as punctuality, office
protocol, communication skills, and proper attire must be part of the education and often
these are vital issues in the hire or fire decision.
Employers who are part of successful placement scenarios describe team skills as a make
or break” issue in hiring international students and CIBU uses this learning outcome to
deepen its added value to students in their OPT search.
GOALS
CIBU’s placement goal is realized through its placement rates for student
intern/externship, student work assignments. The placement goal is to provide preemployment work experience within local San Diego companies for all (100%)
23
undergraduate students. The student placement is realized through the course, CIBU
480/680: Business Internship. This placement goal was development by the Curriculum
Committee, using data and consultation from faculty and Dean of Student Affairs.
A goal is to improve CIBU’s outreach in the OPT environment especially with contacts
in the local San Diego labor market. Graduate students (MSIM, MBA, and DBA) may
choose the OPT option. It is a choice, and must be qualified for, though the qualification
rate is 100% in CIBU history. CIBU provides focused training sessions for such students
so they have the best tools possible for the US labor market. This training includes
practice interviewing, coaching and counseling, resume edit and review, and role playing.
It is a goal of the institution to listen to and stay close to each student nearing degree
completion who is approaching the US labor market for an OPT opportunity. The School
maintains an active list of job/internship placement listings based on data on companies
which have formerly employed or engaged CIBU students in the local San Diego area.
We learn constantly from students who are interviewing what barriers they face and we
assist students to realistically understand US employers hesitancy to offer regular, full
time salaries to graduates who have a limited term of service (one year). This involves a
two way learning process. CIBU learning from its students and CIBU providing contacts,
tips, and counseling assistance to graduates. Dean of Student Affairs plays a supportive
role to the many students who wish to land their own self-defined employment objective
as well as direct assistance where it is possible to place and match students to opportune
listings and openings.
CONTINUOUS IMPROVEMENTS
We, as an institution, have learned over the years to encourage students in this situation
to find something that is career relevant, but which may be uniquely possible only in
California, i.e., small companies which need an entrepreneurial team. Approximately one
third, we have learned, of our graduates find their own placements and assignments based
on a business which captures their career ideas and passions. These usually result in high
success for all concerned. We have learned that about one third need and benefit from
our direct placement and connections, and about one third need extraordinary assistance.
For a few students with extreme hardship, CIBU has provided on site team projects
which serve as work experience until the student may find with CIBU assistance or on
his/her own a more viable position.
The major lesson we have learned from our surveys and data, is to listen and stay close to
each student in their quest for placement while in the US. We are interested in career
fulfillment so we counsel the “whole person” and attempt to assist the student in finding a
great integration of the academic degree experience with real world work. As CIBU is a
learning organization, we continuously deepen our understanding of how to assist
students with traditional placement, and in assisting them to deepen their own career
aspirations as future and already accomplished young global business individuals.
DBA graduates have nearly always found their own employment and or consultancy back
in their home country within a short period of time. We track and assist them through
direct emails from DBA faculty and through CIBU’s Social Media Community websites.
24
VII. LEVEL OF GRADUATE SATISFACTION
ACICS requires measurement of graduate satisfaction after placement. To meet this
requirement and collect data and information to be used to continuously improve overall
campus and programmatic operations, CIBU will e-mail students a graduate satisfaction
survey form 30-60 days following graduation. The form will measure graduate
satisfaction with all aspects of the administration and educational activities, specific
preparation for employment, as well as miscellaneous factors since these aspects are
considered crucial to the campus being able to achieve its mission. A free-response
question, “What suggestions do you have for the university to better prepare graduates
from your program for employment?”
The survey form will be completed online, using Survey Monkey at various times during
the CAR period. If a response has not been received in two weeks, a follow-up phone call
will be made to the graduate, urging him or her to complete the survey form as a means
of improving campus operations for future students. If necessary, a second follow-up
phone call can be made two weeks later.
The baseline rate and goal is to achieve an overall average score of at least 4 (“Somewhat
Satisfied”). Any area with a score of less than 4 will require analysis and corrective steps
by CIBU, if deemed necessary. Responses to the general question are analyzed
separately.
Graduate Satisfaction
CIBU continuously assesses its school data in order to evaluate the level of graduate
satisfaction for campus effectiveness. The CEP identifies and describes how we collect
the data and the rationale for using the data, identify baseline data, summarize and
analyze the data collected, explain how the data have been used to improve and will be
used to continuously improve educational processes and outcomes, and identify expected
outcomes.
Collections and Use of Data
CIBU utilizes a variety of methods to collect data on the level of graduate satisfaction.
We survey students following graduation to collect data to asses CIBU program
Student graduates and alumni are surveyed following graduation to review CIBU
program effectiveness and utility in career and job search, and other perceptions of the
total CIBU experience. CIBU collects data from focus groups of students and alumni and
uses it for longer term tracking of alumni satisfaction and perceptions of CIBU’s value.
We survey graduates using a Google Forms survey located on the www.cibu.edu website.
A link to the survey is shared to alumni through e-mail and social media.
CIBU relies on a network of contacts to collect data on the status of graduates who have
left the country to search for employment in their home countries following graduation
due to visa restrictions. Our Alumni Survey captures the following information from
CIBU graduates who respond: Program Alumni Attended, Academic Experience, Quality
of Academic Program, Quality of University Services for Students, Quality of Teaching,
and Overall Experience.
25
At CIBU graduates are trained for entry-level, management, and professional positions in
their fields through curricula that emphasize the actual skills needed in the field. The
Alumni survey is Web-based and is sent to graduates 90 days after graduation.
The survey is administered, tabulated, and analyzed by the Student Affairs’ Office and is
reported to the CEP team, faculty, and advisory committees.
Rationale for Use of Data
CIBU’s rationale for using the data collected is that the survey responses are appropriate
and logical data sources for determining patterns calling for program improvements.
CIBU uses a Likert-rating type scale to survey students after program completion, and we
use the data to evaluate graduate satisfaction ratings. CIBU found that this survey
methodology provides the most user friendly and direct way to gather feedback from
alumni on key points.
Baseline Data
The baseline measure shows CIBU has achieved adequate satisfaction levels, and recent
survey results for the 2013-2014 academic year show that the average score was 2.5 or
higher. CIBU uses a 2.5 score as a baseline for Program Information segments. 1 = Very
Dissatisfied; 2 = Dissatisfied; 3 = Neutral; 4 = Satisfied; 5 = Very Satisfied
Summary and analysis of Data Collected
CIBU’s analysis of this academic year’s graduate satisfaction quantitative data suggests
that graduates are satisfied with the education received. This is true of the areas
surveyed, which include: Academic Experience (Table 2), Quality of Academic Program
(Table 3), Quality of University Services for Students (Table 4), Quality of Teaching
(Table 5), and Overall Experience (Table 6).
The data reflects that the most useful information comes in the form of suggestions and
qualitative data, such as comments students write on surveys and feedback from focus
groups. We review these comments and feedback closely to determine whether trends
are forming and problems may be identified. Surveys take the form of specific
suggestions for improved programming, course structure, teaching, and student activities.
The following tables are the results of our survey to evaluate level of graduate
satisfaction.
26
Table 1: Program Student Attended
6
5
4
3
2
1
0
Doctor of Business
Administration
Master of Business
Administration
Master of Science in Bachelor of Science in
International
Management
Management
Table 2: Academic Experience
10
9
8
7
6
5
4
3
2
1
0
Very Dissatisfied
Dissatisfied
Neutral
27
Satisfied
Very Satisfied
Table 3: Quality of Academic Program
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
0
2
4
6
8
Table 4: Quality of University Services to students
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very Dissatisfied
0
1
2
3
28
4
5
6
7
8
Table 5: Quality of Teaching
9
8
7
6
5
4
3
2
1
0
Very Dissatisfied
Dissatisfied
Neutral
Satisfied
Very Satisfied
Table 6: Overall Experience
4
8
Very Dissatisfied
Dissatisfied
Neutral
29
Satisfied
Very Satisfied
Use of Data to Improve Educational Processes and Outcomes
CIBU uses data it collects to continually improve our level of graduate satisfaction.
As a result of our survey data, we implemented improved CIBU student services. We
added more workshops and seminars offered by the Office of Student Affairs. Workshops
included information on Linkedin, Resume Building, Networking, etc.
Expected Outcomes
CIBU strives toward expected outcomes by seeking to increase survey return rates and by
carefully reviewing survey results and focus group feedback to attempt to identify trends
or problems. CIBU administrative staff review the data. In this way we can identify
themes for improvement and incorporate these into future Curriculum Committee
Meetings, Faculty Meetings, and Staff Meetings. As we implement measures to bring
real-world perspectives into the classroom, we expect the level of graduate satisfaction to
steadily rise.
Graduate Satisfaction Level Goals
CIBU’s goal is to realize graduate satisfaction levels of 2.5 or higher for Program
Information segments. CIBU’s goal is also to attain increased survey return rates for all
alumni, and to seek increased suggestions and feedback from graduates.
30
VIII. LEVEL OF EMPLOYER SATISFACTION
Under the new Change in Control, one of our ultimate goals is to provide a learning
environment and support system that encourages students to achieve their educational
goals of graduating and being hired in a position for which they were trained. We
therefore will survey employers 30-60 days after a graduate placement to determine
whether our graduates are meeting employer expectations. The feedback we receive is
critical for program assessment and is also a major agenda item at our advisory
committee meetings.
We will use a simple six-question survey form to encourage employer participation. The
areas measured incorporate the most important skills needed for employment. The form
is completed online, using Survey Monkey. If a response has not been received in two
weeks, a follow-up phone call is made to the employers, urging them to complete the
questionnaire as a means of improving the employment preparation of future graduates
they may hire. If necessary, a second follow-up phone call is made two weeks later.
Using a five-point scale, where 1 = Extremely Dissatisfied and 5 = Extremely Satisfied,
the base-line rate and goal is to achieve an overall average score of at least 4 (“Somewhat
Satisfied”). Any area achieving a score of less than 4 requires further analysis and
corrective steps by the appropriate department, if deemed appropriate. A free-response
question, “What recommendations do you have to improve the quality of our graduates
for employment at your firm?” will be included.
Employer Satisfaction Action Plan
After the Change Ownership the following new initiatives will be undertaken in 2015:
CIBU has been experiencing increasing difficulty in getting employers to respond to the
employer satisfaction survey. Many organizations have adopted policies that restrict the
type of information they are willing to divulge. Yet, valid data from a representative
sample of employers is needed for effective program development and also for
continuing accreditation.
Recognizing the preceding situation, the campus administration adopted the following
process for gathering employer satisfaction data, beginning with 2015 graduation class.
1. Just prior to e-mailing the employer instructions for accessing the online
questionnaire, the Dean of Student Affairs will telephone the placed graduate and
request that the graduate personally e-mail his or her immediate supervisor and
give written permission to complete the survey and urge him or her to do so.
2. If the questionnaire has not been completed in two weeks, the Dean of Student
Affairs will personally call the employer, remind her or him of the employee’s
written permission, and attempt to secure responses from the six questions over
the phone. The employer will also be asked if he or she has any additional
comments or recommendations to make.
3. To ensure the integrity of the process and to provide documentation, the call
will be recorded. The employer will be told that the call is being recorded but that
31
neither his or her name nor the organization’s name will be communicated during
the interview.
The Dean of Student Affairs will report on the success of this new process at the fall
meeting of the Campus Effectiveness Committee, and revisions will be made if
necessary.
CIBU continuously assesses its school data in order to evaluate level of employer
satisfaction to improve campus effectiveness. This section of the CEP identifies and
describes how we collect the data and the rationale for using the data, identify baseline
data, summarize and analyze the data collected, explain how the data have been used to
improve and will be used to continuously improve educational processes and outcomes,
and identify expected outcomes.
Collection and Use of Data
CIBU collects data on the level of employer satisfaction in a variety of ways. When
students complete their internships, CIBU surveys the internship employers/supervisors
for feedback both on student performance and on program quality, and specifically
asking concerning the student’s duties and responsibilities, satisfaction with the student
performance, suggested areas for improvement, and suggested changes to the placement
process. Students enrolled in CIBU 480/680 complete an internship/externship and
CIBU requests the student’s employer/supervisor complete a Likert-rating questionnaire
at the end of the course. In addition, CIBU staff communicates by phone with the
employer/supervisor to follow up on the survey. CIBU also sends a survey to employers
or supervisors of graduate students who are on OPT or of graduates who have been
employed/placed in their home countries. CIBU uses the data collected to determine
general patterns in satisfaction ratings and to determine measures needed to ensure each
student gets the most from their experience at and through CIBU.
Gathering employer information from overseas employers presents many challenges, as
described by CIBU in a meeting in Washington, D.C. on June 24, 2009 with ACICS
Executive Director Dr. Albert Gray, Dr. Gurubatham, and Mr. Anthony Beida.
Specifically, requesting information on the graduate’s job title, duties, salary and
performance would constitute an invasion of privacy by some in foreign countries and
such inquiries to in many cases would be considered legally and ethically questionable
under the cultural norms and laws of that country. Nonetheless, ACICS officials clarified
at the meeting that what is important is that CIBU make its best efforts to gather helpful
employer satisfaction data against this background of differing global and cultural norms.
Thus, CIBU collects data on employer satisfaction by concentration on what can be
learned from U.S. employers during the student’s stay in the United States, and, where
possible, using good judgment and sensitivity to make discreet inquiries abroad.
Rationale for Use of Data
CIBU’s rationale for the use of the data is that it enables us to assess patterns developing
and implement measures correcting any issue before it develops. By assessing the data
collected on creative approach, methods used, or work habits, we are able to implement
measures to adjust the educational programs to provide skills and abilities that more
closely meet employer’s needs, and at times to intervene.
32
Baseline Data
CIBU’s baseline acceptable graduate satisfaction level is a 3 on a 1 to 5 scale where 1 is
poor and 5 is excellent. Thus, the baseline suggests a minimum acceptable level of
“satisfactory performance.”
Summary and Analysis of Data Collected
CIBU’s data collected in the current period is displayed in summary form in the table
below.
Employer Evaluations of Interns:
Year
Number
of
Students
Adequate
Business
Skills for
the Job
Quality
of
Work
Willingness
and
Capacity to
Learn
Oral
Communication
Skills
Written
Communication
Skills
Overall
Work
attitude
Attendance
Work
Attitude
Overall
Grade
20132014
9
4.3
4.1
4.5
4.0
4.0
4.3
4.2
5
As is evident in the table above, the ratings the employers provided more than meets the
institution’s baseline. Student Affairs staff and the supervising academic instructor of the
student’s CIBU 480/680 class review this data, and follow up with the relevant company
official if problems are noted.
In the CIBU 480/680 course, a student’s internship employer’s feedback provides part of
the student’s grade. Internship employers evaluate students on a 1 to 5 scale in the
following areas: adequate business skills for the job; quality of work; willingness and
capacity to learn; oral communication skills; written communication skills; overall work
attitude, and attendance/punctuality. In addition, the internship employer provides
feedback on the student’s strengths as well as areas for development. On the average, the
employers’ satisfaction with the students’ performance has typically ranged from
extremely satisfied to very good. Frequent comments on the students’ strengths include
the students’ work attitude. Suggestions for continued development include
improvement of oral and written communication skills.
Each year new themes emerge from the data analysis. The themes this year include the
willingness to listen and learn by students. Employers obviously want to hire
professionals who have the skills necessary to do the job. However, that doesn’t mean
there will never be anything they need to learn.
CIBU’s analysis of the data has shown that the scaling methods of measuring satisfaction,
other questions in the survey and constant feedback and dialogue between the students
placed and the Student Affairs Staff at CIBU are crucial to picking up signals that can
lead CIBU to implement corrective actions and improvements. Through the process of
collecting and analyzing the data, CIBU officials strengthen the close relationships we
33
have with students and employers, one of our continuing goals and part of the philosophy
behind our method of tracking students’ progress.
Use of Data to Improve Educational Processes and Outcomes
CIBU has used the data to improve educational processes and employer satisfaction level
outcomes in a variety of ways. In the recent year, CIBU staff conducted a comprehensive
evaluation of employer satisfaction data at the end of the year. CIBU assessed the data to
extract new themes for improvement and these themes are implemented in next year’s
educational programs and processes. We analyzed outstanding projects to determine
what leads to heightened employer satisfaction and we also examined less than
satisfactory cases to determine where we can improve. We similarly evaluated the OPT
and long-range actual placement employer satisfaction information where we can obtain
it and use it to determine areas of deficiency. Thus CIBU is continually monitoring data
and implementing measures to improve our educational programs and enhance employer
satisfaction levels.
Expected Outcomes
CIBU achieves our expected outcomes by closely monitoring employer satisfaction levels
and carefully considering employer feedback. We use the data to assess the relevance
and continuing efficacy of our teaching methods and course content and use such
feedback in the development of the next year’s CIBU 480/680 course. Student learning
in the next year’s CIBU 480/680 course, in turn, affects the next years’ employer
satisfaction levels. This cyclical process brings vitality to the instruction and each year a
few new themes emerge from the data analysis.
CIBU has used the data collected to achieve our expected outcomes by choosing to steer
students away from focusing on a narrow career track model and instead explore a wide
variety of companies in choosing their internship/externship placement. Through our
analysis of the data collected, we have chosen to embrace the philosophy that this is the
place and time in one’s career for a student to explore his or her own interests. As a
result, many students have sought entrepreneurial and start-up company placements,
which the student may not have chosen if CIBU had encouraged them to pursue a narrow
career track. We have found through analysis of the data that students succeed the most
in placements they select with employers who match their interests. CIBU intends to
continue working to enhance our expected outcomes by encouraging such placements.
Employer Satisfaction Level Goals
CIBU’s goal is achievement of at least a “3” on the areas evaluated by employers on the
scale of 1 to 5, where “3” indicates “Average.”
34
IX. STUDENT LEARNING OUTCOMES
After the Change in Control, CIBU is aware that an important criterion, perhaps the
most important criterion, of the college’s success in fulfilling its goals is documenting
academic accomplishment—the competencies students gain through their college
experience that equip them to be successful on the job. Collecting, analyzing, and
using such evidence is a major part of the process of continuous improvement for the
campus.
To document student learning outcomes, CIBU assesses achievement, cumulative
GPAs for all students, and an additional measure of learning outcomes specific to
each program.
Business Administration Action Plan
There is no need for major change in this area at present May 2015. The average
grades have been relatively positive and stable for the programs. \
CIBU believes that student learning outcomes are of the utmost importance to the
institution because this is the key indicator of the quality and integrity of our
business. CIBU defines student learning as the knowledge, skills, and abilities
acquired as a result of involvement in a particular set of educational experiences,
practices, or training. CIBU uses multiple criteria methodology to assess student
learning outcomes. These include:







GPA by program
Cumulative GPA (CGPA) by program;
On-time Graduation
Capstone Course Grades
Satisfactory Academic Progress (SAP) reports
Internship/externship evaluations; and
Dissertation evaluations (doctorate program)
Preparing graduates for successful employment through the education they receive is
a key component throughout the curriculum. In addition to course and cumulative
GPA monitoring and other methods listed above, job-related competencies are
measured primarily through feedback compiled by the Student Affairs staff at the
completion of student intern/externships as well as performance in certain practical
courses. For example, course CIBU 480 Business Internship, assess the cumulative
results of prior learning in a business setting and measures the application of theories.
Each doctoral student must complete and defend a dissertation based on concepts,
theories and applications learning in graduate studies at the university. CIBU
continues to develop new and more scalable institutional models for qualitative issues
related to all areas of student performance.
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Baseline Student Learning Outcomes
GPA/CGPA
CIBU uses minimum degree program cumulative grade point average of 2.0 at the
undergraduate level, and 3.0 at the graduate level as a benchmark for quarterly and
overall yearly evaluation as the primary indicator. These are equivalent to the CIBU
graduation requirements and therefore serve as useful baseline for monitoring trends
going forward.
Capstone Course Grades
The baseline student learning outcomes for capstone course grades are for the
doctoral program. Students must take CIBU 792: Dissertation Completion and
Defense and pass the capstone course for partial fulfillment of the degree requirement
for Doctor of Business Administration. The baseline for the capstone course grades
are 3.0.
SAP Statistics
An essential element in providing appropriate instruction and support services to
students is monitoring their satisfactory academic progress (SAP).
Internship/externship Evaluation
Baseline data for Internship Evaluation is 2.0. 2.0 is the equivalent of letter grade
“C” and is the minimum graduation requirement and therefore serve as the baseline
for monitoring trends.
Doctoral Dissertations
Baseline data for Doctoral Dissertations is two published dissertations. In the CEP
evaluation period we had five students who were in their final phase of the Doctoral
program and as partial fulfillment of the requirements of the degree must submit
published dissertations that are approved by the students’ doctoral committee
including an outside member not affiliated with CIBU.
Data Collection Methods
GPA/CGPA
Data is collected from transcript records on file and updated quarterly in the
Registrar’s Office to track student GPA/CGPA. Each quarter, if students fall below
the minimum, initial warning notices are sent and the Director of Admissions and
Registrar is notified to follow up with the student, as well as the student is encouraged
to seek tutoring or corrective actions including his/her instructor and Academic
Support Services.
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Capstone Course Grades
Data is collected from the course Instructor and updated quarterly.
SAP Statistics
Standards of Academic Progress (SAP) statistics are monitored on an individual
student case basis, however infrequent, and such students are referred proactively to
Academic Support Services.
Internship/externship Evaluation
Data is collected from Instructor of CIBU 480/680 Business Internship. The
Instructor provided grades for the course.
Doctoral Dissertations
The doctoral dissertations of graduating doctoral candidates are reviewed by a
doctoral committee. Their specific views are highly valued because they represent
expertise in their field at large. Data on dissertations is collected from the Dean of
the Doctoral Program. The Dean of the Doctoral Program provided the CEP team
with two published dissertations by doctoral students.
Rationale for the Data and Methods
GPA/CGPA and Grade Distribution
Cumulative, classroom and course GPA are easy to track and provide a useful
comparison of progress for similarly circumstanced students. The grading scale is
uniform for all CIBU students and although the average may vary from class to class,
the application of that scale within each course is consistent. Although more
challenging, the GPA also provides a useful tool for alumni and employers to
compare institutions across institutions.
Capstone Course Grades
Capstone Course Grades data are good examples of individualized projects and/ or
assignment, criteria for completion of which, require the student to incorporate the
range of knowledge, skills, and abilities taught during an entire sequence of study in a
educational program. The Capstone course for the DBA program requires students to
present their findings culminating in an oral defense presentation of their dissertation
to the student’s doctoral committee.
SAP Statistics
The percentage of students was chosen as an informative tool to assess not only
student performance, but also CIBU’s ability to identify and support students
experiencing academic challenges. The percentage is easily calculated and
continuously tracked due to the small enrollment at school.
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Internship/externship Evaluation
Portfolio grades for CIBU 480/680 and the final course grades are great ways to
collect data needed to demonstrate student learning outcomes. According to ACICS
Accreditation Criteria 3-1-111, the data needed to demonstrate student learning
outcomes includes portfolios and course grades. The use of rubrics, a scoring guide
that identifies the standards and criteria for a given assignment, were used for the
internship portfolios. The rubrics helped to simplify grading and ensure consistency
and they helped to assess portfolios.
Doctoral Dissertations
Evaluation of the dissertation is an integral component of evaluating the student’s
contribution to the field of knowledge and research rigor. The assessment tool is a
logical choice for such students, as it serves as the culmination of one or more degree
programs at CIBU and, as a terminal degree, perhaps the culmination of all
postsecondary learning.
Summary, Analysis and Data Collected
GPA and Grade Distribution
The university reviews grades quarterly at mid-quarter and quarterly to identify any
possible students who may need to be on academic probation. If so, they are notified
and counseled, and given academic support services, (i.e. tutoring) if necessary.
Grading averages over the past three years of cumulative GPA data suggest similar
patterns, with no enrolled students failing to achieve the minimum 2.0 GPA at the
undergraduate level and 3.0 GPA at the graduate level.
CIBU’s data on Grade Point Average by quarter shows the quality of our student’s
performance for degree programs (See Table 1)
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Table 1: Grade Point Average by Quarter for Degree Programs
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Doctor of Business
Administration
Master of Business
Administration
Fall 2013
Master of Science in
International
Management
Winter 2014
Spring 2014
Bachelor of Science in
Management
Summer 2014
In this CEP reporting period, there were no cases of corrective actions needed
concerning instructors or grading. Further, mid-quarter reporting by instructors has
been implemented to set an “early warning” system in place to alert the student,
instructor, and administrative staff in the event that a student falls below the SAP
minimum level, or below a passing grade in a course, or violates the institution’s
attendance rules. This policy has functioned effectively.
Capstone Course Grades
CIBU’s data on Capstone Course Grades for the DBA Program shows the level of
student learning outcomes (See Table 2).
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Table 2: Capstone Course Grades for DBA Program
F
D
CC
C+
BB
B+
AA
0
1
2
3
4
5
6
SAP Statistics
All students maintained satisfactory progress at CIBU as determined by the
qualitative and quantitative standards established by the institution. According to
these standards, an undergraduate student remains in good standing if the student's
cumulative grade point average (GPA) is 2.0 or above; a graduate student remains in
good standing if he/she earns a cumulative G.P.A. of 3.0 or above; and all students
must progress toward the completion of their respective program within the
maximum program length established by CIBU.
Internship/externship Evaluation
CIBU’s data on Students Externship/Practicum Grades shows the quality of our
student’s learning outcomes (See Table 3)
Table 3: Student Internship Grades
10
9
8
7
6
5
4
3
2
1
0
A
A-
B+
B
B-
C+
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C
C-
D
F
Doctoral Dissertations
Dissertations are monitored in an ongoing way as a major outcome of doctoral
program learning. Five Doctoral Dissertations were completed and published within
the CEP reporting year. Students: Yang Li; Hayman Mirkhan; Min Duc Le;
Tzu Yin Chung; and Yun Ching Davis. All dissertations were presented to the
Graduate Faculty of CIBU. The dissertations were completed in partial fulfillment of
the requirements for the degree of Doctor of Business Administration at CIBU. The
published dissertations by doctoral students demonstrate student learning outcomes.
Evaluation of Data Analysis for Program Improvement
Each of the data areas for analysis of student learning outcomes is examined by the
Dean of Academic Affairs, Academic Advisory Committee, and the CEP team on an
ongoing basis and as improvements are identified. An example is how the Dean of
Academic Affairs closely reviews grades for each course. If there appears to be grade
inflation or abnormal patterns, follow-up is taken. The same is true if an abnormal
pattern would be seen in program GPA data; there would be follow on discussions to
explore this with the Dean of Academic Affairs and instructors.
Key student competencies are also identified and built into the following year cycle
of instruction. The class CIBU 480/680 Business Internship is a relevant case in such
program improvement. More rigid deadlines on student deliverables and more
disciplined treatment of resume formatting and interview skills are such competencies
treated in the teaching of the course.
At the DBA level, Students’ academic progress is assessed at various stages. When a
student’s overall performance in classwork, written work, and dissertation progress is
below the expectations of the student’s dissertation committee, the student may be
warned and put on academic probation. This data is used to measure the individual’s
performance and is discussed thoroughly for remedial actions at the level of the
degree program commit, in this case, the DBA Program Committee.
How Data are Used to Improve the Educational Process
Data from this year’s student learning outcomes will be used to improve the
educational process. Data patterns on key outcome areas listed above are continually
analyzed and reviewed. Salient, new themes are discussed and brought to actionable
new policy or experimentation in the context of CIBU as a learning organization.
One example is the mid-quarter academic review policy which acts as an early
warning system. This ensures an unqualified level of attention to individual student
outcomes which prevent students from unwittingly failing minimum standards. It is
an example of what small colleges/universities are capable of in terms of caring for
individual students.
Expected Outcomes: How CIBU Can use this Data for Campus Effectiveness and
Improvement:
Curricular and pedagogical innovations are the directions for campus improvement
and effectiveness. Institutional data analysis of student learning outcomes are
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oriented primarily toward curricular content and teaching methods which are ever
more creative and dynamic, and which bring real world, contemporary business to life
in the classroom through cases, speakers, excursions, simulations, and projects which
have direct company involvement.
Goals
-
Students demonstrate master of content. Demonstrated by specialized
knowledge and skills from within the business field.
Students advance intellectual skills. Demonstrated by ability to think
critically, formulate understanding, and effectively communicate ideas.
Maintain or improve on the baseline GPA/CGPA as indicated above for
individual performance at the undergraduate and graduate levels.
Continue to prepare students for career and beyond. Students set goals for
future work that are the result of realistic self-appraisal and reflection.
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X. GRADUATION RATES
Under the new Change in Control CIBU will track the percentage of students who
complete their program of study in the amount of time identified in the catalog. The data
will be extracted from student files. The baseline rates are the on-time graduation rates
achieved by the campus and each program for the previous year. The goal is to have at
least 65 percent of the graduates of each program finishing on time.
On-Time Graduation Action Plan
To address low on-time completion rates for students in the degree programs, all courses
will be taught by experienced business instructors with substantial industry experience
during the next year. It is expected that the strong teaching and industry experience
background these instructors bring to the classes will positively affect student
achievement in these beginning and foundation courses for students enrolled in programs.
After successfully completing beginning courses, students are more likely to persist to
graduation.
Additionally, the Dean of Academic Affairs will be placed in charge of instituting five
additional scheduled tutoring hours each week, and any student in any business course
whose current class average is 73 percent or lower will be encouraged personally and by
campus e-mail to seek help from these faculty tutors.
Collections and Use of Data
Statistical data is developed from statistics on enrollment and reported in the CAR for
each year of reporting.
Rationale for Use of Data
Quantitative ratios are calculable from the data supplied by the Director of Admissions
and Registrar using measures defined by the United States Department of Education. Ontime Graduation Rate is defined as percent of graduates who complete bachelor’s degrees
within 4 years and master’s degrees within 2 years. Rates calculated for 2013-14
graduates based on US Department of Education formula for required disclosures under
34 CFR §668.6.
Graduation rate calculation is used as defined by Integrated Postsecondary Education
Data System (IPEDS) (150% of normal program length as required by USDOE)
Baseline Data
The Baseline for Graduation rate is 98% for each CEP reporting period. The Baseline for
On-time Graduation rate is 95%.
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Summary and analysis of Data Collected
CIBU accomplished a graduation and an on-time graduation rate of 94% for the period
September 1, 2013 through August 31, 2014 according to data.
Program
Bachelor of Science in
Management
Master of Science in
International Management
Master of Business
Administration
Doctor of Business
Administration
Graduation Rate
100%
On-Time Graduation Rate
100%
100%
100%
88%
100%
95%
100%
CIBU attributes our high student graduation rates in part to the seriousness of an
international student’s decision to leave home and undertake study at CIBU.
Use of Data to Improve Educational Processes and Outcomes
CIBU continually monitors graduation data as it is a good measure of campus
effectiveness and student achievement. Graduation rates will be used to hold CIBU
accountable for its educational processes and outcomes.
Expected Outcomes
CIBU believes that by continually monitoring graduation data that we can continue at
high graduation rates. Furthermore, continuing to offer strong support services (i.e.
tutoring and academic advising) will contribute to high graduation rates.
Graduation Rate Goals
CIBU’s graduation rate goal is to achieve the baseline graduation rate of 98% and 95%
for on-time graduation rates. We will continue to support our achievement of graduation
rate goals by continuing to offer direct student counseling and monitor satisfactory
academic progress.
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XI. EVALUATION OF THE CEP
The ACICS publication Institutional Effectiveness: A Guide to Implementation was the
primary resource for development of the CEP, which was accomplished through a series
of meetings and working sessions where all required data were compiled and assembled
into the appropriate categories. CIBU’s CEP was constructed over several months with
the Director of Institutional Development and Compliance overseeing the assembly of the
CEP. The CEP team is responsible for its implementation and oversight by conducting a
twice-yearly review and updating the CEP’s content to reflect current data and
modifications to CIBU goals and objectives as needed. Institutional Effectiveness
Planning: best
XII. THE CAMPUS EFFECTIVENESS TEAM
The CEP team of senior staff comprised of the President, Dr. Phillip Babb, the Vice
President of Administration, Mrs. Lauren Woo, the Director of Institutional Compliance
and Development, Dr. Marcus Benniefield and the Dean of Academic Affairs, Dr.
William Howe.
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