QA REPORT for ACBSP

UNIVERSITY OF PUERTO RICO IN PONCEOFFICE SYSTEMS PROGRAMBUSINESS ADMINISTRATION DEPARTMENT

UNIVERSIDAD DE PUERTO RICO

PONCE

QUALITYASSURANCE REPORT

Prepared forThe Accreditation Council for Business Schools and ProgramsFebruary 2012

TABLE OF CONTENTS

Page

Executive Summary ....................................................................................................................................................... 1

Overview ........................................................................................................................................................................ 2

Standard 1 – Leadership ............................................................................................................................................... 4

Standard 3 – Student and Stakeholder Focus Results.................................................................................................... 5

Standard 4 – Measurement and Analysis of Student Learning and Performance ....................................................... 12

Standard 5 – Faculty and Staff Focus Results ............................................................................................................. 18

Standard 6 – Educational and Business Process Management .................................................................................... 28

Appendixes

Appendix A- Note Standard #4, Measurement and Analysis of Student Learning and Performance.................. 40

Appendix B - Note Standard #5, Faculty and Staff Focus .................................................................................... 41

Appendix C- Condition on Standard #6, Educational and Business Process Monitoring .................................... 41

1

EXECUTIVE SUMMARY

The Bachelor’s Degree in Office Systems of the University of Puerto Rico in Ponce (UPR-Ponce), established in 1982 as a

Bachelor in Secretarial Sciences, is a business related program. Its curriculum was revised in 1994 and approved by the

Board of Trustees of the University of Puerto Rico through Certification 107-1994-95, as amended. The current curriculum

focuses in the development of highly qualified administrative assistants, skilled in technology and procedures for the office

administration, as required by the business community. The name of the Program was changed to Bachelor’s Degree in

Office Systems. The Program responds to the UPR-Ponce mission and goals; its primary purpose is to satisfy the needs of

stakeholders such as employers and students of the southern region of Puerto Rico. The Program is continuously updated in

response to the changing business environment and job market. The Program was revised and will be implemented in

August 2012.

The Office Systems Program (OSP) Faculty is a highly qualified one based on its valuable teaching and business

professional experience. The OSP Faculty is constituted by eight professors who hold a master’s or doctorate degree. They

recognize the importance of continuous participation in professional development activities, which renew their knowledge

and skills to enrich the teaching and learning processes. This enables the integration of new education delivery technologies

and teaching strategies. Their commitment is also evidenced through their leadership in the design of a curriculum that

satisfies its constituents’ needs and expectations. The Faculty has also demonstrated its leadership by holding different

administrative positions in the UPR-Ponce and in the institution’s governing bodies.

In the process of teaching over 235 students enrolled in the Program, the OSP faculty is engaged with the achievement of the

learning outcome expectations. The Program fosters the knowledge acquisition as well as attitudes and skills development

necessary to perform effectively as office professionals. This is attained through the curriculum integration of business

content areas as information systems, office procedures, office administration, accounting, marketing, business law, global

dimensions, policies, statistics, and interpersonal relations. The curriculum also integrates general education areas as

communication; ethics, civic values; teamwork; critical thinking; decision making and problem solving skills. The OSP

promotes students’ social responsibility through their participation in community service projects. The curriculum provides

the senior students an internship course as the comprehensive experience in a real work environment. The quality of the

OSP has been evidenced through its accreditation by ACBSP in May 2010.

2

Accreditation Council for Business Schools and Programs (ACBSP) Quality Assurance (QA) Report

for

Baccalaureate/Graduate Degree Programs

Current as of February 2011

Overview (O)1. Complete all information requested.

Submit your report as an attachment to [email protected] on or before February 27th or September 30th.

This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page numbers you can

remove the ACBSP examples used in this report template to help you complete the report.

O2. Institution Name: University of Puerto Rico in Ponce Date February 2012

Address: PO Box 7186; Ponce, PR 00732

O3. Year Accredited/Reaffirmed: 2010 / This Report Covers Years: 2010-2012

O4. List All Accredited Programs (as they appear in your catalog):

Office Systems Bachelor Program

Business Administration Bachelor Program. Majors: Accounting, Management, Marketing, and Finance

O5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have

achieved accredited status and those that have not.

The business and business-related programs are accredited.

O6. List all campuses that a student can earn a business degree from your institution:

Students can earn a business and business-related degree from UPR-Ponce campus.

O7. Person completing report Name: Dr. Doris S. Torres

Phone: (787) 844-8181, Extension 2441

E-mail address: [email protected]

ACBSP Champion name: Dr. Doris S. Torres

ACBSP Co-Champion name: Prof. Carmen Bracero

3

O8. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed

Please explain and provide the necessary documentation/evidence for addressing each condition/note/OFI since your last report.

Remove Note: Note on Standard 4 – UPRP has an outcomes assessment program with trend data dating back to 2004. The MFT was given in the fall of 2009 to 14

students; this assessment will need to be tracked. See Appendix A.

Remove Note: Note on Standard 5 – UPRP has policies and plans to ensure an excellent faculty but will need to provide evidence of student learning outcomes and

student and stakeholder satisfaction to support rationale for not adhering to historical criteria and/or show results of plan to increase doctorally qualified faculty. See

Appendix B.

Remove Condition: Condition on Standard 6 – UPRP needs to demonstrate improvement in the following areas: 1) assessment of the new curriculum for

OSP after full implementation, 2) deployment of quantitative data to analyze the effectiveness of program improvement measures and assessment, and

3) analysis of retention rate with plan to continually monitor for improvement. See Appendix C.

O9. The business unit must routinely provide reliable information to the public on their performance, including student achievement.

As shown in Table O-1, using various mechanisms, the OSP provides reliable information and makes data accessible to the stakeholders as students,

alumni, administrators, faculty, and non-faculty personnel.

Table O-1: Mechanisms to Make OSP Information and Data Accessible to Stakeholders

Mechanisms Purpose

Dialogues between students and faculty

Request students’ recommendations about program, services, courses, and faculty performance Share actions taken regarding students’ recommendations

Newsletters (Faculty, students, non-faculty, and administrators)

Share data about the assessment process and results Share data about accreditation process

Assessment reports (Faculty, students, non-faculty, and administrators)

Share data about the assessment process and its results

OSD annual reports (Faculty, students, non-faculty, and administrators)

Provide a summary of assessment activities and changes resulting from this process

Faculty meetings

Discuss the assessment procedures to be followed Explore strategies for the student learning improvement Refine the program and its curriculum

Assessment dialogues

Share information about the program assessment with faculty, deans, and department heads

OSP Web Page

Present the OSP vision, mission, goals, values, student profile, curricular sequence, faculty profile, and office hours

Share information about the Office Systems Association Provide information about the accreditation process and the OSP Advisory Board

4

Standard #1 Leadership

Organization

a. List any organizational or administrative personnel changes within the business unit since your last report.

The Office Systems Department has experienced the following changes in terms of faculty and non-faculty members since the report submitted in January 2010.

Table 1.1: Changes in Faculty and Non-Faculty Personnel

Faculty Member Type of Contract Change Prof. Ruth Calzada Tenure Retired – December 2009

Prof. Angelita Guzmán Tenure Retired – June 2010

Dr. Lourdes Torres Tenure Transfer from UPR-Ponce Education Department – August 2010

Part-time professor at OSP during the self-study period

Dr. Rosa Del Valle Service Contract No service contract for 2011-2012 academic year

Prof. Sonia Negrón Service Contract No service contract for 2011-2012 academic year

Non-Faculty Member Type of Contract Change Mrs. Cecill Cuevas Service Contract No service contract for 2010-2011 academic year

b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since

your last report?

There is no new site where students can earn an accredited business degree that has been added since the report submitted in January 2010.

Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other standards to be addressed in

the QA report and keep the numbering system consistent with self-studies and QA reports.

5

Standard #3 Student and Stakeholder Focus Results

Student- and Stakeholder-Focused Results Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key

needs and expectations.

Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived

value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship

feedback, etc.

Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and

significant, including an advisory board.

Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data

on the success of business programs in preparing students to compete successfully for entry-level positions.

Std. 3 Students and Stakeholders Focus Analysis of Results

Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken

Insert Graphs or Tables of Resulting Trends for 3-5 Years (please graph all

available data up to five years)

Eighty-five percent

(85%) of Internship

students of the Office

Systems Program will

assess as excellent or

good the attainment of

the OSP learning goals

Graduating

Students

Survey,

2009-2010,

2010-2011,

and 2011-2012

(first semester)

Internship students

assess as excellent

or good the

attainment of the

OSP learning goals

as follows

2009-2010 –

97% or more

2010-2011 –

93% or more

2011-2012 –

92% or more

The OSP will

sustain promoting

academic

excellence

through

continuous

improvement.

The

Internship

students

continue

assessing

as excellent

or good the

attainment

of learning

goals.

Table 3.1: OSP Learning Goals Attainment According to Active Students

Competency

2009-2010 2010-2011 2011-2012

(First semester)

Excellent Good Excellent Good Excellent Good

Communication 83.0% 15.3% 75.9% 20.9% 80.8% 17.3%

Teamwork 93.2% 6.8% 69.0% 24.1% 92.3% 7.7%

Decision making

and problem

solving

93.0% 6.8% 82.8% 13.8% 92.3% 7.7%

Interpersonal relationships

90.9% 6.8% 86.2% 10.3% 92.3% 7.7%

Technology 81.8% 14.8% 86.3% 10.4% 92.3% 7.7%

Knowledge in

office procedures 93.2% 6.8% 86.2% 10.3% 84.6% 15.4%

Civic, ethical, and

aesthetical values 90.9% 6.8% 82.8% 10.3% 84.6% 15.4%

Logical and

critical thinking 68.2% 29.5% 72.4% 24.1% 92.3% 7.7%

Knowledge of

basic business

principles

84.1% 15.9% 82.8% 13.8% 84.6% 7.7%

6


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken



Eighty percent (80%) of

Internship’s supervisors

will assess as excellent

or good interns’

attainment of the OSP

learning goals

Internship

Supervisors

Survey

2009-2010,

2010-2011,

and 2011-2012

(first semester)

During 2009-2010

academic year,

Internship’s

supervisors totally

agreed or agreed

that interns possess

the nine learning

goals as follows:

communication;

teamwork;

interpersonal

relationships;

technology; office

procedures; civic,

ethical, and

aesthetical values;

and logical and

critical thinking -

86% or more

decision-making

and problem

solving skills -

79%

knowledge of

basic business

principles in a

global

environment -

64%

During 2010-2011

academic year,

Internship’s

supervisors totally

agreed or agreed

that interns’ possess

the nine learning

goals as follows:

The OSP

curricular

sequence was

revised. The

reviewed

curriculum

includes four one-

credit hour

courses in the

following areas:

marketing,

economics,

statistics, and

finance. The

purpose of adding

these courses is to

strengthen

students’

knowledge in

business. The

credit hours for

accounting course

were increased

from 45 hours to

60.

The curricular

revision proposal

was submitted to

the Vice

Presidency of

Academic

Affairs (VPAA)

at the systemic

level in August

2010. In

February 2011,

the OS

Department Head

received the

VPAA feedback

The OS

Department

goal is to

implement

the

reviewed

curriculum

in August

2012.

Table 3.2: OSP Learning Goals Attainment According to Internship Supervisors

Competency

2009-2010 2010-2011 2011-2012

(First Semester)

Totally

Agree Agree

Totally

Agree Agree

Totally

Agree Agree

Communication 82.2% 10.7% 66.7% 33.3% 91.7%

Teamwork 100.0% 100.0% 91.7% 8.3%

Decision making

and problem

solving

50.0% 28.6% 61.1% 33.3% 41.7% 50.0%

Interpersonal

relationships 100.0% 100.0% 83.3% 16.7%

Technology 92.9% 7.1% 94.4% 5.6% 83.3% 8.3%

Performance in office procedures

85.7% 14.3% 83.3% 16.7% 75% 16.7%

Civic, ethical, and

aesthetical values 81.0% 9.5% 98.0% 88.9% 8.3%

Logical and critical thinking

64.3% 21.4% 61.1% 27.8% 66.7% 33.3%

Knowledge of

basic business

principles

35.7% 28.6% 27.8% 38.9% 41.7% 33.3%

7


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken



communication;

teamwork;

interpersonal

relationships;

technology; office

procedures; civic,

ethical, and

aesthetical values;

decision-making

and problem

solving skills; and

logical and

critical thinking -

89% or more

the knowledge of

basic business

principles in a

global

environment-

67%

During the first

semester of 2011-

2012, Internship’s

supervisors totally

agreed or agreed

that interns’ possess

the nine learning

goals as follows:

communication;

teamwork;

interpersonal

relationships;

technology; office

procedures; civic,

ethical, and

aesthetical values;

decision-making

and problem

solving skills; and

recognizing it as

a curricular

revision with

minor changes.

The Dean of

Academic Affairs

submitted it to the

UPR-Ponce

Academic Senate

for its

recommendations

before

implementation.

In November

2011, the UPR-

Ponce Academic

Senate issued the

Certification

2011-2012-28 to

allow its

implementation.

The OSP

Accreditation

Committee in

collaboration

with the

Curriculum

Committee began

the new

curriculum

disclosure among

students as well

as other

implementation

processes.

The OSP

Advisory Board’s

recommendations

to strengthen

8


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken



logical and

critical thinking -

92% or more

knowledge of

basic business

principles in a

global

environment, 75%

students’

relationship with

business

community were

taken into

consideration.

Students continue

involved in

learning activities

in which they

collaborate with

business

community. For

example, students

enrolled in SOFI

4505, Training

Techniques for

In-service

Personnel, visited

the Banco

Popular

Development and

Training Center

for an orientation

about the

institution’s

procedures for in

service personnel

training.

9


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken




Internship’s supervisors

will assess as excellent

or good interns’

performance

Internship

Supervisors

Survey

2009-2010,

2010-2011,

and 2011-2012

(first semester)

During 2009-2010,

2010-2011, and

2011-2012 first

semester, 92% of

Internship’s

supervisors assessed

as excellent or good

the academic

preparation received

by OSP interns

regarding their job.

Also, 92% of

supervisors assessed


interns performance

during the

internship.

The OSP will

sustain promoting

the academic

excellence

through

continuous

improvement.

The

Internship

supervisors

continue

assessing

as excellent

or good

interns’

perfor-

mance.

Table 3.3: Internship Students’ Performance According to Internship Supervisors

Assessment Area

2009-2010 2010-2011 2011-2012

(First Semester)

Excellent Good Excellent Good Excellent Good

OSP internship students’ academic preparation received regarding their work at the internship

78.5% 14.3% 100% - 91.7% 0.0%

OSP internship students’ performance regarding their work at the internship

86.7% 7.1% 100% - 83.3% 8.3%


internship students will


good the academic

preparation received

through OSP

Graduating

Students

Survey,

2009-2010,

2010-2011,

and 2011-2012

(first semester)

Internship students assessed their

academic

preparation as

excellent or good as

follows:

2009-2010 - 96%

2010-2011 - 100%

2011-2012 - 100%

The OSP will

sustain promoting

the academic

preparation

excellence

through

continuous

improvement.

The

internship

students

continue

assessing

as excellent

or good the

academic

preparation

received.

0%

20%

40%

60%

80%

100%

2009-2010 2010-2011 2011-2012

75% 86% 77%

21% 14% 23%

Figure 3.1: Internship Students' Perception of Academic Preparation Received at OSP

Excellent

Good

10


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken





be very satisfied or

satisfied with the OSP

Graduating

Students

Survey,

2009-2010,

2010-2011,

and 2011-2012

(first semester)

Internship students

assess their level of

satisfaction with the

OSP as very

satisfied or satisfied

as follows:

2009-2010 - 96%

2010-2011 - 93%

2011-2012 - 100%

The OSP will

sustain promoting

the academic

excellence

through

continuous

improvement.

The

internship

students

continue

being very

satisfied or

satisfied

with the

OSP.

0%

20%

40%

60%

80%

100%

2009-2010 2010-2011 2011-2012

82% 86%76%

14%6%

24%

Figure 3.2: Internship Students' Level ofSatisfaction with OSP

Very Satisfied

Satisfied

11


Performance Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success

(results)

Analysis and

Action Taken

(Improvement)

Results of

Action

Taken





be satisfied with the

OSP

Graduating

Students

Survey,

2009-2010,

2010-2011 and

first semester of

2011-2012

During 2009-2010,

2010-2011, and the

first semester of

2011-2012, 93% or

more of internship

students considered

that the OSP has

satisfied their needs

and educational

expectations.

Ninety percent

(90%) or more of

internships students

considers that the

OSP is updated

according to new

trends in the office

systems area.

Ninety-three percent

(93%) or more of

internship students

considers that they

possess the

competencies

necessary to

perform effectively

in office systems

area and would

recommend the

Program.

The OSP will

sustain promoting

the academic

excellence

through

continuous

improvement.

The

internship

students

continue

being very

satisfied or

satisfied

with the

OSP.

Table 3.4: Active Student Satisfaction with OSP

Area Assessed

Answered Yes Answered No No Answer

2009-

2010

2010-

2011

2011-

2012

2009-

2010

2010-

2011

2011-

2012

2009-

2010

2010-

2011

2011-

2012

Do you consider

that the OSP has

satisfied the

needs and educational

expectations that

you had when

enrolled in the

Program?

100% 93% 100%

-

- - - 7% -

Do you consider

that the OSP is

updated

according to new trends in the

office systems

area?

96% 90% 100% 2% 3% - 2% 7% -

As a graduate, do

you consider that

you possess the

competencies

necessary to

perform effectively in

office systems

area?

100% 93% 100% - - - - 7% -

Would you

recommend the

Bachelor’s

Degree in Office

Systems to

another person?

93% 93% 100% - - - 7% 7% -

Eighty five percent

(85%) of alumni will


good the attainment of


Alumni Survey Survey will be

conducted during

2012-2013

academic year.

N/A N/A


employers will assess


alumni attainment of


Employers

Survey,

2011-2012

Survey results will

be available in May

2012.

N/A N/A

12

Standard #4 Measurement and Analysis of Student Learning and Performance

a. Program Outcomes

List outcomes, by accredited program. Many of the program outcomes should be used as part of a student learning assessment plan and be measurable.

The Office Systems Program’s graduate will demonstrate effectively the following competencies:

b, Performance Results

Student Learning Results (Required for each accredited program, doctorate, masters, and baccalaureate)

Performance Indicator Definition

1. Student Learning Results

(Required for each accredited program)

A student learning outcome is one that measures a specific competency attainment.

Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone

performance, third-party examination, faculty-designed examination, professional performance, licensure examination).

Add these to the description of the measurement instrument in column two:

Direct - Assessing student performance by examining samples of student work.

Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may

provide relevant information.

Formative – An assessment conducted during the student’s education.

Summative – An assessment conducted at the end of the student’s education.

Internal – An assessment instrument that was developed within the business unit.

External – An assessment instrument that was developed outside the business unit.

Comparative – Compare results between classes, between online and on ground classes, between professors, between

programs, between campuses, or compare to external results such as results from the U.S. Department of Education

Research and Statistics, or results from a vendor providing comparable data.

1. Communication skills

2. Teamwork skills

3. Problem solving and decision making skills

4. Interpersonal relationships skills

5. Technological skills

6. Knowledge and skills in office procedures

7. Civic, ethical, and aesthetical values

8. Logical and critical thinking skills

9. Knowledge of basic business principles in a global environment (marketing, finance, management, economics, statistics, accounting, and legal environment

of business)

13

Std. 4 - Student Learning Results Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action

Taken

Insert Graphs or Tables of Resulting Trends for 3-5 Years (please

graph all available data up to five years)

Seventy percent

(70%) of students

will obtain 70% or

more in oral

communication

skills assessment

Direct,

formative,

internal,

assessment

rubric used in

SOFI 3355

During 2009-

2010 academic

year, 100% of

students

obtained 70%

or more.

Continue oral

communication

skills

reinforcement in

SOFI 3017 and

SOFI 3355

courses through

a workshop

about effective

oral

presentations.

For the second

semester of

2012-2013

academic year,

increase success

indicator to 75%

of students will

obtain 70% or

more for the

competency

assessment.

During

2010-2011

academic

year, 100%

of students

obtained

70% or

more.

0%

20%

40%

60%

80%

100%

2009-2010 2010-2011

100% 100%

Figure 4.1: Oral Communication Skills Assessment

Eighty five percent

(85%) of students

will obtain 90% or

more in

communication

skills assessment

Indirect,

summative,

internal,

capstone

course SOFI

4985,

(Internship

Performance

Evaluation

Instrument).

During 2009-

2010 academic

year, 71% of

students

obtained 90%

or more.

Revise the

Internship

Evaluation

Instrument to

assess

individually the

oral and writing

competency to

determine which

of the two areas

students need to

reinforce.

During

2011-201

academic

year 2, 82%

of students

obtained

90% or

more.

14


Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action

Taken



Coordinate,

through the

UPR-Ponce

Academic

Learning and

Support Center

for Students and

Faculty, writing

workshops for

students

enrolled in SOFI

3215 and SOFI

3327 courses.

Continue

reinforcing the

writing skills in

SOFI 3215 and

SOFI 3327

through

reviewing

language and

grammatical

rules usage and

writing

exercises.

65%

70%

75%

80%

85%

2009-2010 2010-2011 2011-2012

71%

81% 82%

Figure 4.2: Oral Communication Skills Assessment

Seventy five percent

(75%) of students

will obtain 75% or

more in

technological skills

assessment

Direct,

formative,

internal,

course

embedded

tests used in

SOFI 4005

During 2009-

2010 academic

year, 85% of

students

obtained 75%

or more.

After analyzing

the assessment

results, it was

found that the

major difficulty

in SOFI 4005,

was the

preparation of

the Excel

exercises in

which students

need to perform

During

2011-2012

academic

year, 75%

of students

obtained

75% or

more.

Faculty

continues

reinforcing

15


Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action

Taken



mathematical

operations. The

Faculty in

charge of the

course has

determined that

it is necessary to

increase the

hours assigned

in the course to

the development

of this skill.

Continue

reinforcing the

technological

skills in SOFI

3005, SOFI

3105, SOFI

3125, SOFI

3218, SOFI

3305 and SOFI

4005 through

work on

practical

exercises.

the technol-

ogical skills

in the OSP

courses.

Eighty five percent

(85%) of students

will obtain 90% or

more in

technological skills

assessment

Indirect,

summative,

internal,

capstone

course SOFI

4985

(Internship

Performance

Evaluation

Instrument).

During 2009-

2010 academic

year, 96% of

students

obtained 90%

or more.

Continue

reinforcing the

technological

skills in SOFI

3005, SOFI

3105, SOFI

3125, SOFI

3218, SOFI

3305 and SOFI

4005 through

work on

practical

During

2011-2012

academic

year, 93%

of students

obtained

90% or

more.

65%70%75%80%85%90%

2009-2010 2010-2011 2011-2012

85% 89%

75%

Figure 4.3: Technological Skills Assessment

16


Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action

Taken



exercises.

Eighty five percent

(85%) of students

will obtain 90% or

more in civic values

assessment

Indirect,

summative,

internal,

capstone

course SOFI

4985, rubric

for civic

values

assessment

through a

community

service project.

During 2009-

2010 academic

year, 83% of

students

obtained 90%

or more.

Continue

reinforcing the

civic values in

SOFI 3017,

SOFI 3355, and

SOFI 4985

through

community

service projects.

During

2011-2012

academic

year, 100%

of students

obtained

90% or

more.

0%

20%

40%

60%

80%

100%

2009-2010 2010-2011 2011-2012

83%

97% 100%

Figure 4.5: Civic Values Assessment

Eighty five percent

(85%) of students

Indirect,

summative,

During 2009-

2010 academic

Continue

reinforcing the

During

2011-2012

85%

90%

95%

100%

2009-2010 2010-2011 2011-2012

96%

100%

93%

Figure 4.4: Technological Skills Assessment

17


Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action

Taken



will obtain 90% or

more in ethical

values assessment

Internal,

capstone

course SOFI

4985

(Internship

Performance

Evaluation

Instrument).

year, 96% of

students

obtained 90%

or more.

ethical values in

SOFI 3015,

SOFI 3017,

SOFI 3210,

SOFI 3355,

SOFI 4038 and

SOFI 4985

through

community

service projects

and case studies.

academic

year, 100%

of students

obtained

90% or

more.

85%

90%

95%

100%

2009-2010 2010-2011 2011-2012

96%

100% 100%

Figure 4.6: Ethical Values Assessment

Sixty five percent

(65%) of students

will obtain 70% or

more in the

assessment of basic

business principles

knowledge in global

environment

Direct,

formative

internal,

course

embedded

comprehensive

test used in

SOFI 4038

During 2009-

2010 academic

year, 91% of

students

obtained 70%

or more.

Continue

reinforcing the

knowledge

acquisition of

basic business

principles in

global

environment in

SOFI 3357 and

SOFI 4038

through quizzes,

critical analysis,

research

projects, and

case studies.

During

2011-2012

academic

year, 89%

of students

obtained

70% or

more.

80%

85%

90%

95%

2009-2010 2010-2011 2011-2012

91%

85%

89%

Figure 4.7: Basic Business Principles Knowledge in Global Environment Assessment

18

Standard #5 Faculty and Staff Focus

Complete the following table. Use a maximum of three or four examples, reporting what you consider to be the most important data. It is not necessary to

provide results for every process.

Standard 5 - Faculty- and Staff-Focused Results

4. Faculty and Staff Focused

Results

Faculty and staff-focused results examine how well the organization create and maintains a positive, productive,

learning-centered work environment for business faculty and staff.

Key indicators may include: professional development, scholarly activities, community service, administrative duties,

business and industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction

or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism,

turnover, or complaints.

Std. 5 - Faculty and Staff Focused

Results Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

Insert Graphs or Tables of Resulting Trends for 3-5 Years

(please graph all available data up to five years)

Assess Faculty job

satisfaction in

various aspects

Opportunities

for Faculty

professional

development

offered by the

Office Systems

Department

2008-2009 and

2010-2011

OSD

Leadership

Survey

During 2008-

2009 and

2010-2011

academic

years, 100% of

OSP Faculty

was very

satisfied or

satisfied with

the

opportunities

for

professional

development

offered by the

Office

Systems

Department.

When

comparing

2008-2009 and

2010-2011 OSP

Faculty level of

satisfaction

regarding the

professional

development

opportunities

offered by the

Department, an

increase of 24%

was observed in

the very

satisfied option.

One hundred

percent (100%)

of OSP Faculty

was very

satisfied or

satisfied with

the following

professional

activities

coordinated by

the OSP

Professional

Development

Committee:

Workshop:

Using the

Grade Center

in Blackboard

0%

20%

40%

60%

80%

100%

Very Satisfied Satisfied

46% 54%70%

30%

Figure 5.1: OSP Faculty Professional Development

2008

2010

19



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Ethical values

disclosure and

procedures to

address ethical

issues in OS

Department

The OSP

Faculty was

very satisfied

or satisfied

with the

disclosure of

the ethical

values of the

OSP and with

the procedures

to address

ethical issues

as follows:

The OSP

Professional

Development

Committee has

continued the

coordination of

professional

activities

according to the

needs

assessment

completed by

the OSP

Faculty.

When

comparing

2008-2009 and

2010-2011 OSP

Faculty level of

satisfaction

regarding the

disclosure of

the ethical

values of the

OSP and

procedures to

address ethical

issues, an

increase of 8%

was observed in

Workshop:

Information

Skills

Workshop:

Teaching

Strategies for

Office

Systems

Courses

Workshop:

Meaningful

Learning for

New

Generations

Workshop:

Faculty Role

in Students

Retention

The OSP ethical

values

statement is

included in the

syllabi and

disclosed

through

different means.

0%

20%

40%

60%

80%

100%


82%

9%

90%

10%

Figure 5.2: OSP Ethical Values Disclosure

2008

2010

20



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Faculty

participation in

the planning

process that is

conducted in

the OS

Department

2008-2009 -

91%

2010-2011 -

100%

The OSP

Faculty

expressed to

be very

satisfied or

satisfied with

their

participation in

the planning

process

conducted in

the OSD as

follows:

the very

satisfied option.

The OSP

Department

Head has

continued with

the disclosure

of the ethical

values and

procedures to

address ethical

issues in OS

Department.

When

comparing

2008-2009 and

2010-2011,

OSP Faculty

level of

satisfaction

regarding their

participation in

the planning

process

conducted in

the OSD, an

increase of 34%

was observed.in

the very

satisfied

alternative.

The OSP Faculty has participated actively in the development of the following plans: OSD Operational Plans and OSD Assessment Plans for the academic years 2010-2011 and 2011-2012.

The OSD committees for Faculty Professional Development, Orientation and

0%

20%

40%

60%

80%

100%


46% 36%

80%

20%

Figure 5.3: OSP Faculty Participation in thePlanning Process

2008

2010

21



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Faculty

participation in

the OS

Department

decision-

making

process

2008-2009 -

82%

2010-2011 -

100%

The OSP

Faculty was

very satisfied

or satisfied

with their

participation in

the decision

making

process that is

conducted in

the OSD, as

follows:

2008-2009 -

100%

2010-2011 -

100%

The OSP

Department

Head has

continued

promoting

Faculty

participation in

the planning

process.

When

comparing

2008-2009 and

2010-2011,

OSP Faculty

level of

satisfaction

regarding their

participation in

the decision

making process

conducted in

the OSD, an

increase of 24%

was observed in

the very

satisfied option.

The OSP

Department

Head has

continued

promoting

Faculty

participation in

the decision-

making process.

Promotion, and Students Retention are revising their working plans for August 2012. OSP Faculty

has participated

in decision-

making

processes as:

Approving

syllabi for

twelve OSP

new courses

during 2010-

2011 and

2011-2012

academic

years

Recommen-

dations for

the OSP

students

quota and

general

entrance

index for

admission

Recommen-

dations for

academic

matters

discussed in

the UPR-

Ponce

0%

20%

40%

60%

80%

100%


46% 54%

70%

30%

Figure 5.4: OSP Faculty Participation in the Decision Making Process

2008

2010

22



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Availability of

technology for

Faculty work

The OSP

Faculty was

satisfied or

very satisfied

with the

availability of

technology for

their work in

the OSD, as

follows:

2008-2009 -

91%

2010-2011 -

90%

When

comparing

2008-2009 and

2010-2011,

OSP Faculty

level of

satisfaction

regarding the

availability of

technology for

their work in

the OSD, the

results were

similar,

although there

is a significant

difference in the

percentages

distribution.

The OSP

Department

Head has

continued

working on the

availability of

OSD

equipment,

software, and

Academic

Senate as

policy for

general

education

components

The OSD

acquired the

MedOne and

IMClaim

software

licenses for

billing and

medical records

courses.

Microsoft

Office 2010 and

Windows 7

were installed

in five

computer

laboratories.

The memory

(RAM) was

upgraded in a

computer lab.

The OSD

requested the

acquisition of

26 computers

for a lab for

August 2012.

0%

20%

40%

60%

80%

100%


73%

18%

40% 50%

Figure 5.5: Availability of Technology at OSP

2008

2010

23



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Availability of

financial

resources for

Faculty work

The OSP

Faculty was

very satisfied

with the

availability of

financial

resources for

their work in

the OSD as

follows

2008-2009 -

64%

2010-2011 -

40%

Internet

connection.

When

comparing

2008-2009 and

2010-2011,

OSP Faculty

level of

satisfaction

regarding the

availability of

financial

resources, a

decrease of

24% was

observed in the

level of

satisfaction.

The UPRP has

experienced a

decrease in the

budget. This

resulted in a

decrease in the

department

budget for

materials

acquisition,

travel

arrangements,

and

professional

development.

The OS

The OSD has

been updating

the equipment

and software

necessary to

comply with the

attainment of

the OSP

competencies.

0%

20%

40%

60%

80%

100%


0%

64%

0%

40%

Figure 5.6: Availability of Financial Resources

2008

2010

24



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Department

Head has made

necessary

adjustments in

the use of

operational

budget to assure

academic

excellence and

quality service.

Assess Faculty

participation in the

academic advising

process

Log of students

advised

The number of

students per

advisor is at

manageable

levels.

The OSP

Faculty is

involved in the

students’

academic

advising each

semester.

From First

Semester to

Second

Semester of

academic year

2010-2011,

there was an

increase of

36% of students

advised by

Faculty. From

Second

Semester

2010 -2011 to

First Semester

2011-2012,

there was an

additional

increase of 4%.

All full-time

professors

continue

participating as

academic

advisors.

Table 5.1: OSP Students Advised by Faculty

Professor I Semester

2010-2011

II Semester

2010-2011

I Semester

2011-2012

Bracero, Carmen Acting

Chancellor - 13

Del Valle, Rosa 11 11 **

Fournier, Ada I. 2 12 6

Mercado, Rosa 6 18 18

Negrón, Sonia 7 20 **

Rodríguez, Aida - 14 6

Rodríguez, Yannira 8 * 9

Román, Marilyn - 17 5

Torres, Doris*** 82 90 118

Torres, Lourdes - - 24

Total 116 182 199

Total Enrollment 255 225 235

% Students Advised 45% 81% 85%

*Maternity leave.

**No service contract for 2011-2012 academic year.

***Dr. Doris Torres is the OSD Department Head.

25



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



The OSP

Department

Head has

continued

promoting OSP

Faculty

participation in

students’

academic*Dr.

Rosa del Valle

and Prof. Sonia

Negrón were not

contracted for

2011-2012

academic year.

*Dr. Rosa del

Valle and Prof.

Sonia Negrón

were not

contracted for

2011-2012

academic year.

advising.

26



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



Faculty

involvement with

the community

Number of

community

organizations to

which Faculty

offered services

The OSP

Faculty is

actively

involved with

the business

and non-

business

community

organizations.

The OSP

Faculty

participates in

business and

non-business

community

service

activities as:

helping less

advantage

people in

nonprofit

organizations;

coordinating

workshops,

professional

development

activities, and

trainings for in-

service

personnel at

public and

private business

organizations;

holding

leadership

positions in

boards of

nonprofit

organizations;

and

participating as

evaluators in

ACBSP

accreditation

Continue

promoting OSP

Faculty

participation in

business and

non-business

community

services

projects.

Table 5.2: OSP Faculty Participation in the Business Community

and Community Service Organizations

Professor 2009-2010 2010-2011

2011-2012

(First

Semester)

Bracero, Carmen 5 7 4

Calzada, Ruth 2 * *

Del Valle, Rosa*** 0 5 **


Guzmán, Angelita 2 * *

Mercado, Rosa*** 0 2 0

Negrón, Sonia 0 2 **

Rodríguez, Aida 1 1 1

Rodríguez, Yannira 0 1 2

Román, Marilyn 0 1 0

Torres, Doris 6 17 4

Torres, Lourdes 8 6 3

Total 24 43 14

*Retired.

**No service contract for 2011-2012 academic year.

***Dr. Rosa Del Valle and Prof. Rosa Mercado were actively

involved in the collection of food and personal hygiene articles

to be donated to community organizations, mainly to help

children and elderly people.

27



Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken



process mock

visits.

When

comparing

2009-2010 and

2010-2011,

there is an

increase of 44%

in Faculty

participation in

community

services

projects.

Faculty

participation in

OSD committees

Number of

committees in

which OSP

Faculty serves

on

The OSP

Faculty is

dynamically

involved in

various

departmental

committees.

When

comparing the

the last two

academic years,

it is observed

that Faculty has

been actively

involved in

more OSD

committees.

The OSD

Faculty

participation in

committees has

been essential

in the

attainment of

the OSD

objectives as

stated in the

Annual

Operational

Plans.

Table 5.3: OSP Faculty Participation in Departmental

Committees

Professor 2009-2010 2010-2011

2011-2012

(First

Semester)

Bracero, Carmen 2 4 4

Del Valle, Rosa* 1 4 N/A


Mercado, Rosa 3 3 4

Negrón, Sonia* 1 4 N/A

Rodríguez, Aida 5 2 3

Rodríguez, Yannira 4 5 6

Román, Marilyn 2 4 4

Torres, Doris 3 5 5

Torres, Lourdes 2 6 7

*No service contract for 2011-2012 academic year.

28

Standard 6 -Budgetary, Financial, and Market Results

a. Describe how you routinely provide reliable information to the public on your performance, including student achievement.

See Overview O9, Page 3.

b. Curriculum

1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach a Table - Standard 6, Criterion

6.1.3 – Undergraduate CPC Coverage for each program. The OSP was revised in 2009. In February 2011, the Vice Presidency of Academic Affairs (VPAA) at the systemic level recognized it as a curricular revision with minor

changes. The Undergraduate CPC Compliance through the Office Systems new curricular sequence was revised. It is included as Table – Standard 6, Criterion 6.9 at

Page 37.

2. List any new degree programs that have been developed and attach a Table - Standard 6, Criterion 6.1.3 – Undergraduate CPC Coverage for each new

program since your last report.

Any new degree programs have been developed.

3. List any accredited programs that have been terminated since your last report.

None accredited programs have been terminated.

29

Budgetary, Financial, and

Market Performance Results

Budgetary, financial, and market performance results examine (1) management and use of financial resources and (2) market

challenges and opportunities.

Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted

for and allocated to business units should be adequate to fund the necessary technology and training to allow students to

develop the requisite competencies for business environments.

Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual

business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business

students, student credit hour production, or comparative data.

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of Success Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)



Availability of

financial

resources to

meet OSP

needs

Approved OSP

budget for

2009-2010,

2010-2011,

and 2011-2012

academic years

The budget

assigned to OSP

for 2010-2011

increased in 12%,

when comparing

to 2009-20l0

budget.

The percentage of

UPR-Ponce

budget assigned

to OSP has

increased by

0.19% from

2009-2010 to

2011-2012

academic years.

The OSP

Department Head

used allocated

funds to acquire

the necessary

resources to

comply with the

Program’s goals.

The OSP Faculty

has available the

necessary

equipment and

updated software

to deliver courses.

The OSP

Department Head

has requested

additional funds

to meet other

needs.

The OSP

requested

budget increase

for 2012-2013

academic year

according to

enrollment and

Program’s

needs as

computers,

educational

materials, and

office supplies,

traveling, and

Faculty and

staff

professional

development.

$751,294

$853,064

$767,235

Figure 6.1: OSP Budget

2009-2010

2010-2011

2011-2012

Table 6.1: Expenditures per OSP Student

Academic Year Expenditures

2009-2010 $2,889.59

2010-2011 $3,345.35

2011-2012 $3,264.83

Table 6.2: OSP Expenditures as a Percentage of

UPR-Ponce Budget

Academic Year Percentage

2009-2010 3.15%

2010-2011 3.21%

2011-2012 3.34%

30

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument


Action Taken

Results of

Action Taken

(occurs in the

following year)



Admission

quota

established by

the UPR-Ponce

Administrative

Board

Institutional

Annual Data

Profile

prepared by

UPR-Ponce

Office of

Planning and

Institutional

Research

(OPIR)

During 2010-

2011 and 2011-

2012 academic

years, the

admission quota

for freshman

students was

exceeded by 5%

and 6%

respectively.

The total

enrollment in

OSP decreased by

2% during 2010-

2011, when

comparing to

2009-2010

academic year.

The total

enrollment in

OSP decreased by

8% during 2011-

2012 when

comparing to

2010-2011

academic year.

The OSP

Department Head

has appointed the

Orientation and

Promotion

Committee who

has developed

activities to

promote the

Program as open

houses,

occupational

fairs, and high

school visits. The

members of the

Committee

coordinate the

preparation of the

OSP academic

offerings

brochures and

promotional

recruiting

materials with the

collaboration of

the non-faculty

personnel and

students enrolled

in SOFI 4030 -

Desktop

Publishing

course.

The Orientation

and Promotion

Committee

continues

developing

activities to

promote the

Program to

increase

enrollment.

During 2009-

2010 academic

year, the

Committee

visited three

high schools

and participated

in the UPR-

Ponce Open

House.

During 2010-

2011 academic

year, the

Committee

visited six high

schools offering

orientation to

199 students.

Also, the

committee

participated in

the UPR-Ponce

Open House.

The

Table 6.3:Freshman OSP Admission Quota and

Students Enrolled

Academic Year Quota

Freshman

Students

Enrolled

2009-2010 75 73

2010-2011 75 79

2011-2012 75 80

260

255

235

Figure 6.2: Total OSP Enrollment

2009-2010

2010-2011

2011-2012

31

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument


Action Taken

Results of

Action Taken

(occurs in the

following year)



Committee’s

members

coordinated a

departmental

Open House.

These activities

impacted high

schools

students, and

based on the

enrolled

freshman

students, the

Committee is

complying with

its purpose.

Compliance

with Student-

Credit Hour

Production of

an average of

15 credits per

semester

Institutional

Annual Data

Profile

The student-credit

hour production

was almost the

same for the past

three years:

2009-2010 –

15 credits

2010-2011 –

15 credits

2011-2012 –

15 credits

When comparing the average per year, it remained almost the same. The Faculty

advised students

to enroll in the

courses following

the curricular

sequence.

The Faculty

encourages

students to

follow the

curricular

sequence as an

approach to

complete the

OSP

requirements in

a six-year

period or less

and to increase

the graduation

rate.

Table 6.4: Student-Credit Hour Production

Academic Year First

Semester

Second

Semester

Average

per Year

2009-2010 15.47 14.57 15.02

2010-2011 15.48 14.52 15.00

2011-2012 15.40 14.50 14.95

Average per Semester 15.45 14.53 14.99

32

Standard 6 - Organizational Performance Results

5. Organizational Effectiveness Results Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a

systematic reporting mechanism for each business program that charts enrollment patterns, student rete ntion,

student academic success, and other characteristics reflecting students' performance.

Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-

based technologies, use of facilities by community organizations, contributions to the community, or partnerships,

retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)

Insert Graphs or Tales of Resulting Trends for 3-5 Years (please

graph all available data up to five years))

Increase the

OSP graduation

rate at least 38%

over the next

five years

Data from the

Integrated

Postsecondary

Education

Data System

(IPEDS)

Institutional

Annual Data

Profile

During 2009-

2010 academic

year (2003

Cohort), the OSP

graduation rate

was 32%.

During the last

three years, the

average time to

degree has been

five years.

During 2010-2011

academic year

(Cohort 2004), the

OSP graduation

rate was 42%

exceeding the

projection of 38%

over the next five

years.

The OSP’s

graduation rate for

2010-2011

(Cohort 2004) had

increased a 10%,

when comparing

to 2009-2010

(Cohort 2003).

The degrees

granted in 2010-

2011 (Cohort

2004) increased

by 20% when

comparing to

2009-2010

(Cohort 2003).

The OSP

continues

developing

strategies to

increase the

graduation rate

as the academic

counseling by

appointment.

This allows

students to

comply with the

curricular

sequence in a

six-year period

or less and with

the credit-hour

production.

Table 6.5: OSP and UPR-Ponce Graduation Rates

Academic Year OSP

Graduation Rate

UPR-Ponce

Graduation Rate

2009-2010

(Cohort 2003) 32% 42%

2010-2011

(Cohort 2004) 42% 45%

2011-2012

(Cohort 2005) 34% *

Average 37% 44%

*Data not available.

Table 6.6: Time to Degree

Academic

Year

Total

Degrees

Granted

Four

Years

Five

Years

Six

Years

2009-2010

(Cohort 2003) 22 2 12 8

2010-2011

(Cohort 2004) 28 7 20 1

2011-2012

(Cohort 2005) 20 6 11 3

33

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)



The current OSP

requires 132

semester credit

hours. To

complete a

bachelor’s degree

on a traditional

four year

academic

schedule, a

student must

complete from 14

to 19 credits per

semester for eight

semesters (four

years).

Improve OSP

freshman to

sophomore

retention rate by

at least 5% over

the next five

years

Institutional

Annual Data

Profile

The OSP

retention rate for

the past three

years was

2009-2010 - 81%

2010-2011 - 65%

2011-2012 - 58%

The OSP’s

retention rate for

2010-2011

(Cohort 2009-

2010) had

decreased a 16%,

when comparing

to 2009-2010

(Cohort 2008-

2009).

The OSP’s

retention rate for

2011-2011

(Cohort 2010-

2011) had

decreased a 7%,

when comparing

to 2010-2011

The OSP

continues

developing

proactive

strategies to

increase the

retention rate

as:

promote

students’

development

of strong ties

with the

University

promote

students’

participation

in OSP

Table 6.7: Freshman to Sophomore Retention Rate

Academic Year

OSP

Retention

Rate

UPR-Ponce

Retention

Rate

2009-2010

(Cohort 2008-2009) 81% 83%

2010-2011

(Cohort 2009-2010) 65%

74%

2011-2012

(Cohort 2010-2011) 58%

77%

Average 73% 79%

34

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)



(Cohort 2009-

2010).

The OSP

Retention

Committee was

appointed to

strengthen the

students’

retention. The

Committee

approaches are

focused on

freshman and

sophomore

students through

the collaboration

of alumni,

Counseling and

Guidance

Department,

senior students,

Office Systems

Students’

Association, and

OSP Faculty.

extracurr-

icular

activities

identify on

time students

who need

support and

intervene

with them

improve

students’

experience in

the

university

ensure

academic

advising’s

quality

monitor

students’

progress

encourage

students’

participation

in tutoring

and

mentoring

services.

With the

implementation

of the new

curricular

sequence, the

professors

encourage

35

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)



students,

through the

academic

advising

process, to

continue in the

Program.

Students’

participation in

community

service projects

Number of

community

organizations

that students

impact with

their projects

Rubric to

assess level of

satisfaction of

the impacted

community

organizations

OSP students

participate in

community

service projects

mainly with

marginalized

communities.

One hundred

percent (100%)

of community

organizations

impacted with

students’

projects is very

satisfied with the

contribution of

the students.

The OSP students

are involved in

diverse projects

as:

train

community

groups through

workshops

support

community

and university

projects,

especially

those aimed at

the rescue of

marginalized

and vulnerable

communities.

The OSP

curriculum

provides

opportunities for

students’

participation in

community

service projects in

courses as SOFI

The OSP fosters

students’ social

responsibility

through their

participation in

community

service projects

as in-service

training;

collection of

food, clothes

and personal

hygiene articles

for children and

elderly; and

activities that

aimed to at

caring for the

environment,

among others.

The OSP

students

continue

participating in

community

service projects

to reinforce the

social

responsibility

Table 6.8: Community Organizations Impacted by

Students

Academic

Year

Course

ASOFI SOFI

4985

SOFI

3017

SOFI

4505

2009-2010 4 0 2 2

2010-2011 5 1 2 2

2011-2012

(First semester) 3 0 1 2

36

Analysis of Results

Performance

Measure

(Competency)

Description of

Measurement

Instrument

Areas of

Success

Analysis and

Action Taken

Results of

Action Taken

(occurs in the

following year)



3017, SOFI 4505,

and SOFI 4985.

The Office

Systems

Association

(ASOFI, for its

Spanish acronym)

also develops

these activities.

skills.

The community

service project is

integrated as an

enriching

activity in other

OSP courses.

Course

availability

through

several formats

for

instructional

delivery

Courses

available

through

independent

study format

and

BlackBoard

educational

platform

The OSP has

identified four

(4) courses that

students can

enroll as

independent

study format.

The use of the

BlackBoard

educational

platform has

been

incorporated in

60% of OSP

courses.

The OSD

Committee for

Courses Design in

BlackBoard and

Elluminate was

appointed to

promote faculty

participation and

training in

designing courses

through these

educational

platforms.

According to a

survey

administered in

May 2010, 96%

of students is very

satisfied or

satisfied with the

use of BlackBoard

in OSP courses.

The OSP

continues with

instructional

delivery

through several

formats to meet

the needs and

preferences of

the OSP

students.

The OSD plans

to survey the

students’

preference for

the offering of

hybrid and

online courses.

37

Standard 6, Criterion 6.1.3

Table 6.9 presents the Common Professional Components for the OSP as the new curricular sequence.

Table 6.9: Common Professional Components Compliance through the OSP New Curricular Sequence

Core Courses

Hour Class Sessions by Common Professional Component

a1

MKT

a2

FIN

a3

ACC

a4

MGT

b1

LAW

b2

ECO

b3

ETH

b4

GLO

c1

IS

c2

STAT/

QUANT

d

POL/

COMP

Total

SOFI XXXX – Document

Production Basic Level 3 60 63

SOFI XXXX –

Document Production

Intermediate Level

3 60 63

SOFI 3327 –

Spanish Transcription 2 2 30 34

SOFI XXXX –Document

Production Advanced Level 7 7 6 6 6 2 55 1 90

SOFI 3305-3306 – Information

Processing

Information Processing Lab

6 8 60 10 84

SOFI 3017 –

Interpersonal Relations in the

Office

7 3 6 6 22

SOFI 3015 –

Office Systems Concepts and

Technologies

3 6 10 45 64

SOFI 4005 –Programs Integration

for Electronic Processing of

Information

6 8 60 10 84

SOFI XXXX – Administrative

Procedures for Office

Professionals

3 24 2 5 6 4 44

SOFI 3210 –

Records Management 4 3 6 13

SOFI XXXX –Accounting

Procedures for Office

Professionals

3 60 2 1 3 20 3 5 96

SOFI 4038 –

Office Administration 45 6 6 4 3 64

SOFI 4030 – Desktop Publishing 45 45

SOFI 4985 –

Internship and Seminar 4 2 2 15 6 8 84 200 321

38

Table 6.9: Common Professional Components Compliance through the OSP New Curricular Sequence

Core Courses

Hour Class Sessions by Common Professional Component

a1

MKT

a2

FIN

a3

ACC

a4

MGT

b1

LAW

b2

ECO

b3

ETH

b4

GLO

c1

IS

c2

STAT/

QUANT

d

POL/

COMP

Total

SOFI 4040 – Planning and

Implementation of Office Systems 4 10 2 3 3 1 45 68

SOFI 4505 – Training Techniques

for In-service Personnel 2 2 4 2 2 3 20 3 26 64

MATE 3041 – Introductory

Mathematics 45 45

MERC XXXX –Basic Principles

of Marketing for Office

Professionals 18 4 2 2 2 2 30

ECON XXXX –Basic Principles

of Economics for Office

Professionals 20 20

ESTA XXXX –Basic Principles of

Statistics for Office Professionals 15 15

FINA XXXX –Basic Principles of

Finance for Office Professionals 15 15

Totals 31 36 80 117 30 31 70 35 590 89 234 1,343

Table 6.10: Bachelor’s Degree Credits for the OSP New Curricular Sequence

Major General

Education

Business

(Office System) General

Electives

Total Credit

Hours Required

for Graduation Core Requirements

Requirements

Beyond Core

Business

Courses

Office

Systems

33 credit

hours 61 credit hours 20 credit hours 4 credit hours

12 credit

hours 130

39

APPENDIX A: NOTE STANDARD #4, MEASUREMENT AND ANALYSIS OF STUDENT LEARNING AND PERFORMANCE, CRITERION 4.2

The ACBSP evaluation team that evaluated the Office System Bachelor Program included a note in the Evaluation Report indicating that the Major Field

Test was given during the fall of 2009 to 14 students and recommending that the assessment be tracked.

The OSP Accreditation Committee continued administering the MFT to graduating students enrolled in the capstone course SOFI 4985 – Internship and

Seminar. Table A-1 shows the results obtained from 2009-2010 academic year to 2011-2012.

Table A-1: Associate Degree Business Major Field Test Results of UPR-Ponce OS Program

Semester

Academic Year

Number of

Students Accounting Marketing Management Economics

Semester

Average

Annual

Average

August – Dec 2009 13 27% 28% 32% 36% 31%

30% January-May 2010 15 26% 25% 29% 36% 29%

Average 14 27% 27% 31% 36% 30%

August – Dec 2010 13 30% 31% 34% 35% 33%

33% January – May 2011 18 32% 33% 27% 35% 32%

Average 16 31% 32% 31% 35% 33%

August – Dec 2011 14 25% 27% 32% 33% 29% 29%

The OSP current curriculum includes two courses in the area of administration and one course in accounting. In the revised OSP, the credit hours for the

accounting course were increased from 45 to 60 hours. It also includes a one-credit hour course for each of the following areas: marketing, economics,

finance, and statistics.

Based on the 2009-2010 Business MFT results, the OSP Accreditation Committee has been coordinating coaching workshops in the areas of accounting,

marketing, and economics since 2010-2011 academic year. Students assessed the workshops regarding its usefulness while answering the Business MFT.

Results revealed that 73% of students was very satisfied or satisfied with the workshops. Other results showed that 65% of students stated that the

workshops were helpful when answering the MFT, and 84% of students recommended continuing offering the workshops. The 2010-2011 Business MFT

results revealed an increase in the average percentage for accounting and marketing, when compared to 2009-2010 percentages. When comparing first

semester of 2011-2012 to each semester of 2009-2010 and 2010-2011 academic years, the results were similar to one of the semesters, but lower than the

other three semesters. The OSP Curriculum and Accreditation Committees are in the process of implementing the new curricular sequence in August 2012.

The one-credit courses in the areas of economics, marketing and finance will allow students to strengthen their knowledge in those areas. The OSP Faculty

continues reinforcing management concepts in OSP courses.

The OSP has been complying with the administration of the Business MFT and maintaining a tracking of the results. Therefore, we request the removal of

the Note for Standard #4, Measurement and Analysis of Student Learning and Performance, Criterion 4.2.

40

APPENDIX B: NOTE STANDARD #5, FACULTY AND STAFF FOCUS, CRITERIONS 5.3 AND 5.4

The ACBSP Office System Bachelor Program evaluation team included a note in the Evaluation Report indicating that UPRP will need to provide evidence

of student learning outcomes and student and stakeholder satisfaction to support rationale for not adhering to historical criteria and/or show results of plan

to increase doctorally qualified faculty.

Information included in Standards 3 and 4 provides sufficient evidence of stakeholder’s and students’ satisfaction with OSP and student learning outcomes

that support the rationale for not adhering to historical criteria. Program’s Faculty reflects an adequate mix of professionally and doctorally qualified

faculty and their qualifications are appropriate for meeting program’s mission and goals. Faculty credentials respond to the OSP’s mission which is to

deliver a curriculum at the undergraduate level, theoretically sound and directly pertinent, that facilitates and promotes the students’ integral development.

Since 2006-2007 academic year, Article 42 (as amended) of the UPR General By-Laws established that for a faculty position the candidate should have

obtained a doctorate degree or an equivalent terminal title in the discipline to be taught, from an accredited institution of higher education. According to

this institutional law, and to comply with ACBSP requirements, the OSP Human Resource Plan states that the candidate for a faculty position should have

obtained a doctorate degree. Currently a full-time professor is in the process of completing the doctoral degree. Therefore, we request the removal of the

Note for Standard #5, Faculty and Staff Focus, Criterions 5.3 and 5.4.

APPENDIX C: CONDITION ON STANDARD #6, EDUCATIONAL AND BUSINESS PROCESS MONITORING

The ACBSP Office System Bachelor Program evaluation team included a condition in the Evaluation Report indicating that UPR-Ponce needs to

demonstrate improvement in the following areas: 1) assessment of the new curriculum for OSP after full implementation, 2) deployment of quantitative

data to analyze the effectiveness of program improvement measures and assessment, and 3) analysis of retention rate with plan to continually monitor for

improvement.

Assessment of the new curriculum for OSP after full implementation

The OSP curricular sequence was revised. It was submitted in August 2010 to the UPR Vice Presidency of Academic Affairs (VPAA) at the systemic

level. In February 2011, the OSP Department Head received the VPAA feedback recognizing it as a curricular revision with minor changes. The UPR-

Ponce Dean of Academic Affairs submitted it to the UPR-Ponce Academic Senate for its recommendations before implementation. The UPR-Ponce

Academic Senate reviewed the curricular sequence and in November 2011issued Certification 2011-2012-28 to allow its implementation.

The OSP Accreditation Committee in collaboration with the Curriculum Committee coordinated the new curricular sequence disclosure among students

and of other implementation processes. On February 8, 2012, the OSP Department Head called to a student’s assembly to inform about the new curricular

sequence. The students have had a reflection period to decide to stay in the current curriculum or change. The Committees developed an adjusted curricular

sequence for sophomore and junior students that decided to change from the current curriculum to the new one. During the academic counseling process for

the first semester of 2012-2013 academic year, the students will sign an agreement to establish their selection of the two options: to stay in the current

curriculum or change to the new curricular sequence.

41

The new curricular sequence will begin in August 2012. After five years, the OSD will assess the effectiveness of the curriculum implemented, as stated in

Certification No. 43 (2006-2007) of the UPR Board of Trustees.

Deployment of quantitative data to analyze the effectiveness of program improvement measures and assessment

The OSP Faculty is committed to comply with the assessment activities until closing the loop. At the end of each academic year, the OSP Faculty meets to

evaluate and review the assessment results and identify actions to be taken when the success indicator is not accomplished, when the data reflects a

decrease in the percentage of students who attains the performance measure or when Faculty’s target is to increase the percentage of students who

accomplish the performance measure. Those actions are evaluated to determine their effectiveness. If the actions are not effective, the Faculty develops

other strategies for students learning improvement. Table XX presents some examples of competencies assessment activities, results, actions taken, and

analysis of those actions.

Table C-1: Competencies Assessment Activities, Results, Actions Taken, and Analysis of Actions Taken

Competency Result Action Taken Analysis of Action Taken

Technological Skills

Course: SOFI 4005

Performance measure:

Seventy five percent (75%) of

students will obtain 75% or

more in technological skills

assessment

The performance measure was

attained, as stated in the assessment

plan.

The technological skills were

reinforced in SOFI 3305 through

more practical exercises.

Although the success indicator was

attained in 2011-2012 academic

year, the percentage of students who

attained the success indicator

decreased. After analyzing the

assessment results, it was found that

the major difficulty in SOFI 4005

was the preparation of the Excel

exercises in which students need to

perform mathematical operations.

The Faculty in charge of the course

has determined that it is necessary to

increase the hours assigned in the

course to the development of this

skill.

Basic Business Principles

Knowledge in Global

Environment

Course: SOFI 4038




plan.

The course content of basic business

principles in global environment was

reinforced through the use of

strategies as quizzes, oral

presentations, research papers, case

studies, teamwork, and providing

students written material.

Although the performance measure

was attained, the percentage of

students who attained the success

indicator showed a slight decrease

during 2010-2011 academic year.

The strategies integrated to the

learning and teaching process

42

Table C-1: Competencies Assessment Activities, Results, Actions Taken, and Analysis of Actions Taken

Competency Result Action Taken Analysis of Action Taken

Sixty five percent (65%) of


more in the assessment of basic

business principles knowledge

in global environment

demonstrated to be effective. During

2011-2012 academic year, the

percentage of students who attained

the performance measure increased

by 4% in comparison to 2010-2011

academic year.

Civic Values

Course: SOFI 4985 (Capstone

Course)


Eighty five percent (85%) of


more in civic values

assessment



plan.

The civic values were reinforced in

SOFI 4985 through the use of

strategies as the presentation of

community service projects

completed by students enrolled in

the course during the previous

semester, and the orientation of

persons with experience in

community service projects.

The strategies integrated to the

learning and teaching process

demonstrated to be effective. During

2011-2012 academic year, the

percentage of students who attained

the performance measure increased

by 17% in comparison to 2009-2010

academic year.

Comparative information and data analysis are continuously reviewed by OSP Faculty to improve its deployment and the effectiveness in promoting

program mission, goals, and objectives attainment. Periodically, the Program conducts surveys to identify program strengths and weaknesses and to

determine performance improvements needed to achieve program’s targets. The OSP receives feedback from graduating students, alumni, employers,

external reviewers, and interns’ supervisors. The comparative information and data are obtained from measurement instruments as:

Business Major Field Test developed by ETS (BMFT)

Internship performance assessment

Employers’ evaluation of OSP alumni competencies

Alumni evaluation of OSP competencies attainment

Retention rates

Graduation rates

The OSP Faculty meets periodically to evaluate and review comparative information and data used by the Program to improve its effectiveness. A result

sustained from the analysis of comparative data serves as a framework for revising program targets and benchmarks and for developing strategies and

improvements required to achieve the goals.

The OSP Assessment Plan was implemented during 2009-2010 academic year. Assessment activities have been completed as stated in the Plan. This

provides the opportunity to accumulate comparable historical data assessment results for a three-year period. The OSP Faculty has decided to revise the

43

plan and the instruments designed after a cycle of three years. The OSP Faculty has submitted recommendations for the revision of some instruments:

comprehensive tests, rubrics, and case studies, among others. After an analysis of the process of gathering data, the OSP Faculty identified the need of

developing a system to securely maintain the assessment information. A template was designed in Excel to compile assessment data. At the end of each

academic semester, the OSP Faculty completes the template according to the competency assessed and provides the data with the evidence to the OSP

Assessment Committee.

Analysis of retention rate with plan to continually monitor for improvement

The OSD Faculty is aware of continually to monitor its retention rate for improvement and has developed a plan. Figure C-1 presents the stages included

in the plan.

Figure C-1: Retention Rate Plan to Continually Monitor for Improvement

Request retention data from UPR-Ponce Office

of Planning and Institutional Research

(OPIR)

Identify students on probation through the

Counseling and Guidance Department

Organize the data in comparative tables in

Excel

Meet with UPR-Ponce professional counselor assigned to advice the students on probation

Discuss retention data with OSP Faculty at

departmental meetings

Provide recommendations to

OSP Students Retention Committee

Develop a students retention plan

Implement retention strategies

Assess retention plan's effectiveness

44

The OSP Faculty annually gathers retention rate data from the Office of Planning and Institutional Research (OPIR) and analyzes it. Based on the data, the

Retention Committee determines specific actions with the purpose of improving the rates.

Some of the strategies developed to impact freshmen to increase the retention rates are:

conduct workshops for adjusting to university life

provide mentoring and tutoring programs on basic skills

have dialogues to know their experiences within the Institution and the Program and to identify areas that need to be improved or need to be taken

into consideration for student retention

organize motivational orientations provided by alumni

promote students’ participation in OSP extracurricular activities

identify on time students who need support and intervene with them

ensure academic advising’s quality

encourage students’ participation in tutoring/mentoring services

Other strategies that the OSP Retention Committee is considering are:

promote students’ development of strong ties with the UPR-Ponce

improve students’ experience in the university

monitor students’ progress

During the academic advising process, the OSP Faculty encourages students to maintain in the Program, asks about their experience in the Program, and

shares with them information about the support services available in the institution. Also, students that need help are referred to the Counseling and

Guidance Department where professional counselors and psychologists are available to advise them.

The OSP Faculty is committed to explore the reasons for the decrease of the OSP retention rates for the past two years. The Retention Committee is

conducting a study to determine the reasons for leaving and will use the results to develop strategies to address the reasons presented by students. The

Committee is currently revising the OSP Retention Plan developed in 2009-2010 academic year.

The OSP has been very proactive in analyzing its retention rates and has a formal plan for its monitoring and improvement.

After explaining and providing the necessary documentation for addressing the condition placed for Standard 6-Educational and Business Process

Management, we request the removal of the condition.

Documents

QA REPORT for ACBSP