MDCOB Strategic Plan Scorecard

2018-2023

STRATEGIC PLAN SCORECARD 0. Mission Outcomes Reality-based Education for Student Success

STATUS

0.1

Reality-Based Education and Intellectual Advancement Provides reality-based education that enables a diverse student body to advance intellectually.

MET

0.2

Reality-Based Education and Professional Advancement Provides reality-based education that enables a diverse student body to advance professionally.

MET

0.3

Reality-based Education and Financial Advancement Provides reality-based education that enables a diverse student body to advance financially.

Student-focused Learning Environment

NOT MEASURED

STATUS

0.4

Learning Environments and Educational Excellence We create student-focused learning environments that contribute to educational excellence.

MET

0.5

Student-Focused Learning Environments & Business and Industry Practices We create student-focused learning environments that contribute to business and industry practices.

MET

Predominantly Applied Research

STATUS

0.6

Predominately Applied Research and Educational Excellence We engage in predominately applied research that contributes to educational excellence.

MET

0.7

Predominately Applied Research and Business and Industry Practices We engage in predominately applied research that contributes to business and industry practices.

MET

APPE ND IX

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Goals and Objectives Outcomes 1. STUDENT SUCCESS Increase student success in their academic and professional lives by 2022.

MISSION

OBJECTIVES

Reality-based Education

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

Student-focused Learning Environment

1.2. Professional or Financial Advancement for Undergraduate and

Predominantly Applied Research

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

STATUS CHANGE TO MEASUREMENT

MET

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

MET

1.4. Effectiveness Outcomes for Operational and Support Programs At least 70% of effectiveness outcomes established by the MDCOB for operational and support programs will be achieved

MET

2. ENROLLMENT, RETENTION, AND GRADUATION Increase student enrollment, retention, and graduation in MDCOB program by 2022.

MISSION Reality-based Education

OBJECTIVES

STATUS

2.1. Graduate Student Enrollment Maintain graduate student enrollment close to 1000 students.

NOT MET

2.2. Undergraduate Student Enrollment Achieve and maintain the increase in undergraduate student enrollment at 2% annually.

NOT MET

Student-focused Learning Environment Predominantly Applied Research

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

CHANGE TO MEASUREMENT

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

CHANGE TO MEASUREMENT

2.5. Instructor Responsiveness to Student Needs By 2021, at least 80% of undergraduate students and 80% of graduate students will agree that their instructors were responsive to student needs.

NOT MEASURED

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Goals and Objectives Outcomes 3. FACULTY/STAFF RECRUITMENT,PERFORMANCE, RETENTION Improve faculty and staff recruitment, performance, and retention by 2022.

MISSION Reality-based Education

Student-focused Learning Environment Predominantly Applied Research

OBJECTIVES

STATUS

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

MET

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

4. ENROLLMENT, RETENTION, AND GRADUATION Increase student enrollment, retention, and graduation in MDCOB program by 2022.

MISSION Reality-based Education

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

STATUS

NOT MET

Student-focused Learning Environment Predominantly Applied Research

4.2. Donations to MDCOB Increase donations to the COB by 50%.

4.3. Annual Gross Income from Continuing Education Courses Achieve and maintain an annual gross income of at least $1,500,000 coming from continuing education courses.

MET

Discontinued

See the corresponding Executive Summary for recommendations

APPE ND IX

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APPE N D I X H Strategic Planning Evaluation Report AY 2023

0. Mission Outcomes Reality-based Education for Student Success

OBJECTIVE STATUS:

0.1. Reality-Based Education and Intellectual Advancement

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

ME T

SUPPORTING EVIDENCE:

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

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

Undergraduate Enrollment, MDCOB (includes pre-business majors)

Ethnicity

% Fa 2019

% Fa 2020

% Fa 2021

% Fa 2022

American Indian

0.26%

0.13%

0.14%

0.12%

Asian

12.53%

11.74%

10.95%

10.16%

Black

13.08%

13.93%

14.54%

15.01%

Ethnicity/Race Unknown

0.63%

0.86%

0.58%

0.37%

Hispanic

50.93%

51.24%

53.61%

57.63%

International

3.34%

3.66%

3.46%

2.79%

Pacific Islander

0.19%

0.06%

0.03%

0.07%

Two Or More Races

1.85%

2.04%

2.47%

2.39%

White

17.20%

16.35%

14.23%

11.45%

Total

100%

100%

100%

100%

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

Ethnicity

% Fa 2019

% Fa 2020

% Fa 2021

% Fa 2022

American Indian

0.09%

0.00%

0.00%

0.00%

Asian

10.05%

10.82%

10.53%

9.42%

Black

37.77%

35.48%

35.23%

33.67%

Ethnicity/Race Unknown

0.91%

0.43%

0.47%

0.72%

Hispanic

28.71%

32.82%

34.58%

37.97%

International

3.26%

2.58%

2.89%

2.76%

Pacific Islander

0.27%

0.09%

0.09%

0.10%

Two Or More Races

2.17%

2.75%

3.73%

2.66%

White

16.76%

15.03%

12.49%

12.69%

Total

100%

100%

100%

100%

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

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BBA Degrees Awarded, by ethnicity

Ethnicity

2019-20

2020-21

Asian

85

118

Black

146

175

Hispanic

383

446

Other

62

74

White

132

194

808

1007

Total

2017-18

2018-19

827

890

Data source: DAIR Degrees Awarded by Academic Year - Report Builder

Data source: Narrative review:

Reality-based Education for Student Success 0.2. Reality-Based Education and Professional Advancement

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

OBJECTIVE STATUS:

ME T

SUPPORTING EVIDENCE:

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

NACE’s First-Destination Survey captures information regarding how new college graduates fare in their careers within six months of graduation.

The annual initiative provides clear, concise, and consistent data on the outcomes associated with a college education on a national scale.

Outcomes include 1) types of employment—full or part time, contract, freelance, and so forth; 2) additional education, e.g., accepted to graduate or professional school; 3) still seeking either employment or further education; 4) and starting salary for those employed full time.

Survey Response Rate

Employment Rate

Class of 2021*

85%

70%

Class of 2020

58%

67%

Class of 2019

34%

48%

*Only measured at graduation and 6 months out

Data source: Narrative review:

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Reality-based Education for Student Success

OBJECTIVE STATUS:

0.3. Reality-based Education and Financial Advancement

NOT MEASURED

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

SUPPORTING EVIDENCE:

In process.

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

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

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

Data source: Narrative review:

Student-focused Learning Environment

OBJECTIVE STATUS:

0.4. Learning Environments and Educational Excellence

ME T

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

SUPPORTING EVIDENCE:

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

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

I utilized HIPs through Undergraduate (or Graduate) Research.

•

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

•

I utilized HIPs through Service Learning/Community Engagement.

•

I utilized HIPs through Learning Communities.

•

I utilized HIPs through Collaborative Projects.

•

I utilized HIPs through Capstone Projects.

•

I utilized HIPs through Establishing Internships.

•

I utilized HIPs through Global Education.

•

I utilized HIPs through some Other mechanism, described below.

2019

2020

2021

Full-Time Ten/TT, VAP Faculty

51 of 65

57 of 67

48 of 58

Lecturers

12 of 16

16 of 17

11 of 12

2022 (due Jan 30)

Data source: Narrative review:

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

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

OBJECTIVE STATUS:

ME T

SUPPORTING EVIDENCE:

Beginning in Spring 2019, students were asked to assign a value to their skill level relative to the language of the program LO, selecting from the following options (in order): Novice, Advanced Beginner, Competent, Proficient, or Expert.

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

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

Data source: Narrative review:

Predominantly Applied Research 0.6. Predominately Applied Research and Educational Excellence

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

OBJECTIVE STATUS:

ME T

SUPPORTING EVIDENCE:

Update in January 2023 According to AACSB Table 8-1, 22% (120 out of 553) of Intellectual Contributions were classified as Teaching and Learning Scholarship.

Data source: Narrative review:

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Predominantly Applied Research

OBJECTIVE STATUS:

0.7. Predominately Applied Research and Business and Industry Practices

ME T

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

SUPPORTING EVIDENCE:

Update in January 2023 According to AACSB Table 8-1, 47% (261 out of 553) of Intellectual Contributions were classified as Applied or Integration/Application Scholarship.

Data source: Narrative review:

1. Student Success OBJECTIVE STATUS: 1.1. Learning Outcomes for Undergraduate and Graduate Programs

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

Change To Measurement

SUPPORTING EVIDENCE:

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

MBA Core - Direct Measures for LOs

Success Criteria: The average score on the assessment will be 2% higher than the trailing three-year average.

LO

LO1 LO2 LO3

AY19-N

180 180 180

AY19

80.80% 73.20% 64.40%

AY20-N

323 323 323

AY20

Met-AY20

79.60% NotMet 75.20% Met 64.40% NotMet

AY21-N

245 245 245

AY21

Met-AY21 (>60% OR 2% imp.)

77.40% Met 76.40% Met 63.80% Met

3-Year Wgt. Avg.

79.10% 75.10% 64.20%

Target For AY22

80.70% 76.60% 65.50%

AY22-N

169 168 169

AY22

Met-AY22 (>60% OR 2% imp.)

3-Year Wgt. Avg. Target For (AY20-22) AY23

71.40% Met 70.80% Met 62.00% Met

77.00% 74.60% 63.70%

78.50% 76.10% 64.90%

BBA Core - Direct Measures for LOs

Success Criteria: The average score on the assessment will be 2% higher than the trailing three-year average OR be a minimum of 60%.

LO

LO1 LO2 LO3 LO4

AY19-N

443 443 443 439

AY19

86.60% 58.30% 63.90% 69.20%

AY20-N

789 789 789 789

AY20

88.10% 69.10% 64.30% 69.50%

Met-AY20

NotMet Met NotMet NotMet

AY21-N

641 641 641 641

AY21

87.10% 71.90% 64.20% 66.10%

Met-AY21 (>60% OR 2% imp.)

Met Met Met Met

3-Year Wgt. Avg. (AY19-21)

87.40% 67.50% 64.20% 68.30%

Target For AY22

89.10% 68.90% 65.50% 69.60%

AY22-N

550 550 550 550

AY22

87.90% 69.90% 67.20% 64.60%

Met-AY22 (>60% OR 2% imp.)

Met Met Met Met

3-Year Wgt. Avg. Target For (AY20-22) AY23

87.70% 70.20% 65.10% 67.00%

89.50% 71.60% 66.40% 68.40%

Data source: Narrative review:

APPE ND IX

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OBJECTIVE STATUS: 1.2. Professional or Financial Advancement for Undergraduate and Graduate Students

ME T

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

SUPPORTING EVIDENCE:

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

NACE’s First-Destination Survey captures information regarding how new college graduates fare in their careers within six months of graduation.

The annual initiative provides clear, concise, and consistent data on the outcomes associated with a college education on a national scale.

Outcomes include 1) types of employment—full or part time, contract, freelance, and so forth; 2) additional education, e.g., accepted to graduate or professional school; 3) still seeking either employment or further education; 4) and starting salary for those employed full time.

Survey Response Rate

Employment Rate

Class of 2021*

85%

70%

Class of 2020

58%

67%

Class of 2019

34%

48%

*Only measured at graduation and 6 months out

Data source: NACE First-Destination Survey Narrative review:

OBJECTIVE STATUS: 1.3. Satisfaction of Graduates

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

ME T

SUPPORTING EVIDENCE:

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

Term

N

Satisfaction Rate

Fall 2020

48

98%

Spring 2021

62

97%

Summer 2021

26

100%

Fall 2021

48

94%

1,153

39.7% Satisfied (n=282) or Very Satisfied (n=176)

Spring 2022 (via FDS)

Data source: NACE First-Destination Survey Narrative review: Brett Hobby

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OBJECTIVE STATUS: 1.4. Effectiveness Outcomes for Operational and Support Programs

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

ME T

SUPPORTING EVIDENCE:

Since the last report, the following centers have closed: •

Center for Entrepreneurship

•

Center for Retail Management

•

Institute for Business, Ethics, and Public Issues

•

Insurance and Risk Management Center

The Office of Instructional Excellence was also dissolved.

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

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

The college is also developing an ACTION plan for undergraduate student success: A – Advising C – Career Services T – Tutoring I – Internship O – Organizations (Student Organizations) N – Networking Narrative in process.

Data source: Narrative review:

APPE ND IX 10

2. ENROLLMENT, RETENTION, AND GRADUATION OBJECTIVE STATUS: 2.1. Graduate Student Enrollment

Maintain graduate student enrollment close to 1,000 students.

NOT MET

SUPPORTING EVIDENCE:

Narrative

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

Data source: Narrative review:

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OBJECTIVE STATUS: 2.2. Undergraduate Student Enrollment

NOT MET

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

SUPPORTING EVIDENCE:

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

In addition, the methodology of pre-major inclusion has been retroactively changed in historic data back to Fall 2019 for comparison purposes.

The university transitioned from the Banner student information system to PeopleSoft Campus Solutions in Fall 2019, so the retroactive change was only made in PeopleSoft Campus solutions. Data in this AACSB report goes back to Fall 2018 as that is the first fall term after our last accreditation cycle.

Program

19-20 % Chg

20-21 % Chg

21-22 % Chg

19-22 % Chg

Accounting

3.7%

-10.4%

-1.1%

-8.1%

Finance

13.4%

-3.8%

1.5%

10.7%

General Business

23.5%

-5.0%

2.1%

19.9%

Insurance and Risk Mgmt

52.5%

-21.3%

29.2%

55.0%

International Business

3.1%

-4.5%

-10.2%

-11.6%

Management

45.7%

-10.7%

-5.6%

22.9%

Marketing

21.1%

6.1%

0.4%

29.1%

Mgmt Information Systems

25.5%

-14.5%

0.0%

7.3%

Supply Chain Mgmt

20.7%

-11.1%

-8.0%

-1.3%

Degree-Seeking Pre-Majors

-6.0%

18.1%

-5.2%

5.3%

Total

10.0%

-0.5%

-2.4%

6.9%

Human Resource Mgmt

(continued next page)

APPE ND IX 12

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

Data source: Fall Certified Fact Sheets, UHD Office of Data Analytics and Institutional Research Narrative review: APPE ND IX 13

OBJECTIVE STATUS: 2.3. Retention and Graduation

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

CHANGE TO MEASUREMENT

SUPPORTING EVIDENCE:

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

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

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

Some examples of revised goal recommendations include: Keep the proportion of full-time students at 55% or higher to maintain the desired Semester Credit Hour totals for the college.

Undergraduate Enrollment

Fall 2019

Fall 2020

Fall 2021

Fall 2022

Full-Time

50.91%

55.82%

53.84%

54.03%

Part-Time

49.09%

44.18%

46.16%

45.97%

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

Undergraduate Enrollment

Fall 2019

Fall 2020

Fall 2021

Fall 2022

Pre-Majors

32.43%

28.02%

32.27%

28.60%

Declared Majors

67.57%

71.98%

67.73%

71.40%

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

APPE ND IX 14

OBJECTIVE STATUS: 2.4. Graduation Rate within 3 years of entering the program

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

CHANGE TO MEASUREMENT

SUPPORTING EVIDENCE:

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

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

Sample snapshot from November 8, 2022:

Data source: Continuing Re-Enrollment Dashboard Narrative review:

APPE ND IX 15

OBJECTIVE STATUS: 2.5. Instructor Responsiveness to Student Needs

By 2021, at least 80% of undergraduate students and 80% of graduate students will agree that their instructors were responsive to student needs.

NOT MEASURED

SUPPORTING EVIDENCE:

From IDEA Student Opinion Surveys “The instructor provided meaningful feedback on students/ academic performance.”

In process.

Data source: Narrative review:

3. FACULTY/STAFF RECRUITMENT,PERFORMANCE, RETENTION OBJECTIVE STATUS: 3.1. Faculty Recruitment

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

ME T

SUPPORTING EVIDENCE:

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

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

APPE ND IX 16

OBJECTIVE STATUS: 3.2. Salary Distribution and Professional Development and Research

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

SUPPORTING EVIDENCE:

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

Data source: Narrative review:

4. ENROLLMENT, RETENTION, AND GRADUATION

OBJECTIVE STATUS: 4.1. Student Scholarships

NOT MET

Double the number of students receiving scholarships.

SUPPORTING EVIDENCE:

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

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

Aid Year 2019-20 Number of Students (business majors) Total Award $$* Average Scholarship per year**

Aid Year 2020-21

Aid Year 2021-22

Aid Year 2022-23

442

310

348

511

$902,147

$1,143,118

$1,099,981

$1,413,134

$2,041

$3,687

$3,161

$2,765

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

APPE ND IX 17

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

Data source: PS Query UHD_STRM_ENRL_AID_PKG_DET2 Narrative Review: Justo Manrique, Assoc Dean; Xinxin Hu, Scholarship Committee Chair; Jameshia Granberry, College Business Administrator

OBJECTIVE STATUS: 4.2. Donations to MDCOB

ME T

Increase donations to the College of Business by 50%.

SUPPORTING EVIDENCE:

In Process. Narrative FY19 – first Ted Bauer Scholars gift Marilyn Davies gift is restricted to endowment BSQ Financials Survey - Sources of Operating Funds

FY2019

FY2018

5. f. 1. Private gifts and grants - Capital Purposes

$

5. f. 2. Private gifts and grants - Current Operations: Restricted 5. f. 3. Private gifts and grants - Current Operations: Unrestricted

-

FY2020

FY2021

$ 1,007,364

$

$ 227,229

$

611,590

$ 584,244

$ 420,621

$

$

-

$

$

-

-

-

$

-

-

Data source: University Advancement; AACSB Business School Questionnaire (Financials) Narrative Review: University Advancement; Jameshia Granberry, College Business Administrator

APPE ND IX 18

OBJECTIVE STATUS: 4.3. Annual Gross Income f rom Continuing Education Courses

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

Discontinued

SUPPORTING EVIDENCE:

Continuing Education courses were discontinued.

Data source: n/a Narrative Review: Acting Dean Jonathan Davis, Associate Dean Justo Manrique

APPE ND IX 19