APPENDIX H Strategic Planning Evaluation Report AY 2023

0. Mission Outcomes

Reality-based Education for Student Success OBJECTIVE STATUS:

0.1. Reality-Based Education and Intellectual Advancement

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

SUPPORTING EVIDENCE:

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

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

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

Reality-based Education for Student Success OBJECTIVE STATUS:

0.2. Reality-Based Education and Professional Advancement

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

SUPPORTING EVIDENCE:

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

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

*Only measured at graduation and 6 months out

Data source:

Narrative review:

Reality-based Education for Student Success

0.3.

Reality-based Education

and Financial Advancement

OBJECTIVE STATUS:

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

SUPPORTING EVIDENCE:

In process.

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

UHD mission

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

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

Data source:

Narrative review:

Student-focused Learning Environment OBJECTIVE STATUS:

0.4. Learning Environments and Educational Excellence

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

SUPPORTING EVIDENCE:

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

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

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

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

• I utilized HIPs through Service Learning/Community Engagement.

• I utilized HIPs through Learning Communities.

• I utilized HIPs through Collaborative Projects.

• I utilized HIPs through Capstone Projects.

• I utilized HIPs through Establishing Internships.

• I utilized HIPs through Global Education.

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

Student-focused Learning Environment

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

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

SUPPORTING EVIDENCE:

OBJECTIVE STATUS:

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

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

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

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

Data source:

Narrative review:

Predominantly Applied Research

0.6.

Predominately Applied Research and Educational Excellence

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

SUPPORTING EVIDENCE:

Update in January 2023

OBJECTIVE STATUS:

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

Data source:

Narrative review:

Predominantly Applied Research

0.7. Predominately Applied Research and Business and Industry Practices

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

SUPPORTING EVIDENCE:

Update in January 2023

OBJECTIVE STATUS:

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

Data source:

Narrative review:

1. Student Success

OBJECTIVE STATUS:

1.1. Learning Outcomes for Undergraduate and Graduate Programs

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

SUPPORTING EVIDENCE:

Change To Measurement

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

for LOs

OBJECTIVE STATUS:

1.2. Professional or Financial Advancement for Undergraduate and Graduate Students

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

SUPPORTING EVIDENCE:

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

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

Data source: NACE First-Destination Survey

OBJECTIVE STATUS:

1.3. Satisfaction of Graduates

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

Development Office.

SUPPORTING EVIDENCE:

MDCOB Career

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

Data source: NACE First-Destination Survey

Narrative review: Brett Hobby

OBJECTIVE STATUS:

1.4. Effectiveness Outcomes for Operational and Support Programs

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

SUPPORTING EVIDENCE:

Since the last report, the following centers have closed:

• Center for Entrepreneurship

• Center for Retail Management

• Institute for Business, Ethics, and Public Issues

• Insurance and Risk Management Center

The Office of Instructional Excellence was also dissolved.

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

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

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

A – Advising

C – Career Services

T – Tutoring

I – Internship

O – Organizations (Student Organizations)

N – Networking

Narrative in process.

Data source:

Narrative review: