Fifth Year Continuous Improvement Review Report* (2010-‐2015) Submitted To AACSB International September 15th, 2015 University of Hawaiʻi at Mānoa Shidler College of Business Address Questions and Inquiries to: V. Vance Roley, Dean First Hawaiian Bank Chair of Leadership and Management Shidler College of Business University of Hawaiʻi at Mānoa Honolulu, HI 96822 Phone: (808) 956-‐8377 *This report is being submitted in compliance with the 2013 AACSB Standards.
UHM Shidler College of Business Fifth Year Continuous Improvement Report Table of Contents 1. Executive Summary . ........................................................................................................................ 1 2. Situational Analysis . ........................................................................................................................ 3 2.1 Factors that shape the College’s mission and operations . ................................................................................ 3 2.2 Advantages and disadvantages in reputation, resources, sponsors, and supporters . .......................... 4 2.3 Forces that challenge the College’s future . .............................................................................................................. 6 2.4 Opportunities for enhancing degree offerings ...................................................................................................... 7 2.5 Degree programs included in the accreditation review . ................................................................................... 9 3. Progress Update on Concerns from Previous Review . ........................................................ 9 3.1 Continue to Strengthen Research Faculty ............................................................................................................... 9 3.2 Growth of Tenure/Tenure-‐Track Faculty . ............................................................................................................ 1 0 3.3 The Establishment of Productivity Standards . ................................................................................................... 1 0 3.4 Capacity to Manage Fundraising and Events . ...................................................................................................... 1 1 3.5 Professionally Qualified Faculty Minimum Standard . ..................................................................................... 1 1 4. Strategic Management and Innovation . ................................................................................. 11 4.1 Mission Statement and Summary of Strategic Framework . .......................................................................... 1 1 4.2 Implementation of the Strategic Plan and Outcomes . ..................................................................................... 1 3 4.3 Sample Mission-‐lined Innovation, Engagement and Impact Initiatives and Outcomes ................... 1 5 4.4 Intellectual Contributions . ........................................................................................................................................... 1 6 4.5 Financial Strategies and Allocation of Resources . ............................................................................................. 1 7 4.6 New Degree Programs .................................................................................................................................................. 2 2 5. Participants –Students, Faculty, and Professional Staff . .................................................. 24 5.1 Students . .............................................................................................................................................................................. 2 4 5.2 Faculty . ................................................................................................................................................................................. 2 5 5.3 Professional Staff . ............................................................................................................................................................ 2 6 6. Learning and Teaching . ............................................................................................................... 28 6.1 Curricula Management and Development . ........................................................................................................... 2 8 6.2 Major curricula revisions since last review: . ....................................................................................................... 2 9 6.3 Assurance of Learning . .................................................................................................................................................. 3 2 6.4 Partnership Degree Programs . .................................................................................................................................. 3 5 7. Academic and Professional Engagement . ............................................................................. 36 7.1 Student Academic and Professional Engagement . ............................................................................................ 3 6 7.2 Executive Education (Non-‐Degree Programs) . ................................................................................................... 3 9 7.3 Faculty Qualifications and Engagement ................................................................................................................ 4 0 8. Other Material . ............................................................................................................................... 44 9. Optional Consultative Review .................................................................................................. 45 Other Material – Engagement, Innovation, Impact ................................................................ 47 Appendices -‐ AACSB Tables . ........................................................................................................... 53 Appendices -‐ Shidler Materials . .................................................................................................... 83 SHIDLER | ii
UHM Shidler College of Business Fifth Year Continuous Improvement Report 1. Executive Summary The University of Hawaiʻi at Mānoa was founded in 1907 under the Morrill Act as a land-‐grant college of agriculture and mechanic arts (later adding designations as both a sea-‐ and space-‐grant institution). Regular classes began the following year. In 1949, the College of Business Administration began offering undergraduate coursework; graduate programs have been added regularly in the intervening years. The University is highly ranked in several fields of natural science, such as tropical agriculture, ocean science and astronomy, as well as in international business education and Asian languages. In 2006, alumnus and local business entrepreneur Jay Shidler donated $25 million to the college, and at that time the regents of the University voted to rename the institution the Shidler College of Business. Since then, Mr. Shidler’s financial commitment to the College has grown to a total of $100 million. Since its establishment, the Shidler College of Business has been a leader in international business education for more than six decades. During the past year, over 100 Shidler students have visited Japan, Taiwan, South Korea, Hong Kong, Thailand, Germany, Singapore, Denmark, France, Australia, China, Vietnam, Malaysia, Indonesia, Chile, New Zealand, India, and Bangladesh on College-‐sponsored study tours or independent study abroad (See Figure 1). Approximately 35 percent of our faculty members are from the Asia-‐Pacific region, and about 21 percent of our faculty holds undergraduate degrees from top Chinese universities, such as Tsinghua University, Beijing University, Nanjing University and others. Virtually all of our faculty members have international expertise and incorporate a global perspective in their courses and academic activities. Our partner universities include top ranked universities strategically located in the Asia-‐Pacific region, including CEIBS, Fudan University, International University of Japan, Nagoya University of Commerce & Business and Sun Yat Sen University. Figure 1: Shidler’s Asian Field Study 1 (Summer 2015) SHIDLER | 1
UHM Shidler College of Business Fifth Year Continuous Improvement Report Innovation, Engagement, Impact The focus of the 2013 AACSB standards on innovation, engagement and impact are well aligned with the mission and activities of the Shidler College. Engagement and Impact are conveyed directly by our mission statement, while innovation is the engine that drives us to that mission and is demonstrated in our activities. As we describe the past five years’ activities in this continuous improvement report, we intend to demonstrate this alignment. The Shidler College of Business mission statement is as follows: We are an academic community achieving international excellence in business education, research, and practice utilizing Hawai‘i’s unique multicultural and geographical advantages. Engagement encompasses our internal and external relationships. From faculty, staff and student engagement, to the local, national and international business community, our alumni network and other institutions of higher learning, our goal is to add value to the communities we serve to positively impact our stakeholders and the scope of business-‐centered knowledge. Shidler’s initiatives in support of our mission to demonstrate engagement during the review period include: 1. Development of faculty research and teaching excellence 2. Establishment of 11 additional endowed professorships 3. Adoption of a new faculty qualification policy 4. Adoption of a formal procedure to implement workload policy 5. Recruitment from top Ph.D. programs 6. The improvement of the Shidler Target Journal list to closely align with our mission 7. Implementation of an online learning environment 8. Implementation of many free accounting training/tutorials to engage the community To stay on the leading edge of engagement and impact, the Shidler College of Business tirelessly innovates. In the years that have passed since our last review, we have initiated several new programs, refocused the energy of others, and improved the resources where success merits it. While these programs and initiatives will be mentioned throughout the report, here is a list of examples: • The Direct Admit Program for high-‐performing high school seniors • Growth of our scholarship-‐supported study abroad programs • The Distance-‐Learning Executive MBA to engage the potential of our neighbor islands • The Global MBA. A rebranding of our Full Time program to allow more focused international study • To support the Global MBA, we developed several new partnerships with various international, world class universities • Added components of conflict resolution and team building for our MBA students • Stabilized graduate recruitment and placement staff • Developed a healthcare management track to our executive MBA • Growth in the scope and reach of the Pacific Asian Center for Entrepreneurship (PACE) • Focus on being an employer of choice for highly credentialed faculty • Creating an environment of increased faculty leadership on academic and organizational issues • Creating our own admissions program for our master’s programs to increase the selectivity and speed of the process SHIDLER | 2
UHM Shidler College of Business Fifth Year Continuous Improvement Report All of these engagement initiatives and innovative activities have transformed to a profound impact. Here is a list of examples to showcase Shidler’s commitment to excellence. • During the review period, Shidler’s 52 full time faculty published approximately 300 peer review journal papers and produced 1402 intellectual contributions. This translates to an average of 5.87 journal papers and 29.30 intellectual contributions per faculty member. • Shidler’s faculty publishes high impact research, gleaning a total of 19,024 citations from the most cited papers gathered from 20 Shidler faculty members. • Shidler has the highest student enrollment per faculty at 24.6 (compared to the Mānoa average of 13.3) and awards the most degrees per faculty at 13.7 (compared to the Mānoa average of 3.1) among all Mānoa units. • Shidler continues to improve the quality of its incoming MBA cohort. In the last three cohorts, Shidler has seen an improvement of GMAT scores by 3.4%, undergrad GPA by 7%, and work experience by 7.4%. All of this progress has been achieved while growing the class size by 53% over these three cohorts. • The Shidler student team consistently finishes in the final four since the 2012 CFA Institute Research Challenge, surpassing teams from the University of Southern California (2011 Americas Region Champion), Massachusetts Institute of Technology, Northwestern University, University of Chicago and University of Pennsylvania. • Shidler has the largest and most active alumni chapter at the University of Hawaiʻi. • The Vietnam Executive MBA (VEMBA) program graduated 37 students from its Ho Chi Minh City (HCMC) campus and 13 graduates from its Hanoi Campus. The VEMBA program is a two-‐year, executive format program for working professionals living in Vietnam. Since 2001, the VEMBA program has proven to be immensely successful in advancing many graduates’ careers and is the only AACSB accredited program in Vietnam. US Secretary of State John Kerry’s recent remarks on Shidler’s VEMBA Shidler runs two Executive Masters in Business Administration programs with the Foreign Trade University in Hanoi and with Ho Chi Minh City International University in Saigon. In his Aug. 7 speech in Hanoi, marking the 20th anniversary of normalized diplomatic relations between the two countries, Kerry commended the Shidler College of Business program for strengthening ties between the two countries. “To succeed in today’s global economy, graduates must know more than what to think,” Kerry said. “They must also know how to think and they must have the incentive to innovate and to pursue new ideas. One way to ensure that is to create partnerships between top academic institutions, which is exactly the course that we are on.” 2. Situational Analysis 2.1 Factors that shape the College’s mission and operations The Shidler College of Business is part of the University of Hawai‘i at Mānoa, which is the flagship campus of the University of Hawai‘i system. The UH system consists of three four-‐year institutions and seven community colleges. As the sole public university in the state, the University of Hawai‘i’s primary responsibility is to serve the population of the State of Hawai‘i. Classified by the Carnegie Foundation as having a “very high research activity,” UH Mānoa has a strong research focus. One of only 32 institutions nationwide to hold the distinction of being a land, sea, and space-‐grant research institution, UH Mānoa is ranked in the top 30 public universities in SHIDLER | 3
UHM Shidler College of Business Fifth Year Continuous Improvement Reportfederal research funding for engineering and science and 49th overall by the National Science Foundation. All of the units on campus, including the Shidler College of Business, are expected to contribute to the UH Mānoa research mission. Its mid-‐Pacific location provides the University of Hawai‘i with a unique opportunity to serve as a bridge between East and West. Accordingly, UH Mānoa and the Shidler College of Business have a strong focus on Asia and the Pacific. In the mid-‐'70s to the early '90s, the College matured and gained worldwide recognition for its international business focus. Faculty members with expertise in Asian business were heavily recruited; foreign and United States mainland students with an interest in international studies were applying in greater numbers, and exchange opportunities with international universities were created. Small businesses dominate the business community in the State of Hawaii, and there are relatively few large corporate headquarters. The larger firms, medium sized by most standards, are primarily in the health care, tourism, real estate and banking sectors. Over time, the College has formed strong ties with the local business community. As a result, the local market for executive programs and faculty access to large firms for research are limited. In response, the College has been building ties with Asian organizations, which fits with the strategic focus of the College. 2.2 Advantages and disadvantages in reputation, resources, sponsors, and supporters Shidler’s major advantages come from the strong support of its alumni, donors, the Hawai‘i business community, and the UH administration. The College also benefits from its longstanding international reputation and cooperation with partners in Asia. In 2006, the University of University of Hawaiʻi at Mānoa Board of Regents voted to accept a $25 million donation from alumnus and founder of The Shidler Group, Jay H. Shidler, naming the College after him as the Shidler College of Business. In 2014, Jay H. Shidler extended his commitment to the College to $100 million, making it the largest donation to the University of Hawaiʻi from a private donor (See Figure 2). Mr. Shidler’s unique gift of ownership interests (leased-‐fees) in various land parcels across the U.S., as well as cash gifts, in-‐kind gifts and marketable securities, will generate income in perpetuity to meet the College’s long-‐term financial needs. The bulk of these funds have been designated to support faculty through endowed professorships and fellowships, and research support; students through scholarships; and programs through additional services and staff. The initial transformational gift and the subsequent visionary gift provide the College with the resources needed to experiment with programs that are innovative, engaging and impactful. This includes the full-‐time Global MBA program and the Distance Learning Executive MBA Program, Healthcare Management Track. The latter marks the College’s new strategic focus, which resonates with increased faculty research interest and expertise in this area. For instance, faculty members consistently produce top tier research in areas that include healthcare information systems, patient empowerment and medical shared decision-‐making. The Shidler College of Business has received strong support from all its stakeholder groups. The dean holds regular meetings with the College’s advisory board of top local C-‐level executives, engaging them to support many activities that are in line with the College’s strategic vision (please see Appendix C for a list of advisory board members). SHIDLER | 4
UHM Shidler College of Business Fifth Year Continuous Improvement Report Figure 2: The Visionary Gift Press Release (Fall 2014) Shidler has an active alumni association that is eager to work to improve the College. Many alumni remain in Hawai‘i and have assumed influential roles in the local business community. Additionally, the alumni have formed strong support organizations along the West Coast of the United States and international associations in Asia and the Pacific region, including China, Hong Kong, Japan, Singapore and Vietnam (please see Appendix E for a sample Alumni event). Shidler has strong support from and ties with other units on campus, particularly the other professional schools—architecture, engineering, law, medicine and nursing. Joint programs have been developed with each of these schools (such as the JD/MBA program) and more are being planned. There is particular interest in programs related to innovation and sustainability. Shidler has a long-‐standing, strong reputation in the area of international business, with a particular focus on Asia and the Pacific. Shidler and its faculty work closely with the Center for Chinese Studies and the Confucius Institute, and we also actively host visiting scholars from reputable universities in Asia and the Pacific region. The U.S. News and World Report consistently ranks the College in the top 25 for graduate and top 20 undergraduate programs for international business. In the most recent ranking, Shidler’s undergraduate program has increased its position to no. 15 (from no. 18 last year) for international business. Shidler has a strong presence in Asia with several MBA programs. In 2001 the College initiated a Vietnam Executive MBA program targeted to Vietnamese executives and offered it in Hanoi in cooperation with the Hanoi School of Business of the Vietnam National University and later with the Foreign Trade University (Hanoi). In 2007 the program expanded to Ho Chi Minh City in cooperation with International University of the Vietnam National University (Ho Chi Minh City). The Vietnam Executive MBA program has been very successful, with close to 500 graduates from most of the leading corporations and government agencies in Vietnam (see other materials for a recent news release on VEMBA). A strategic thrust of Shidler has been the management of information technology, and the faculty has achieved a strong national reputation for research. The Hawai‘i International Conference on Systems Sciences (HICSS) is one of the top three conferences in information systems and will hold its 49th annual conference in January 2016. Shidler hosted 956 attendees in the HICSS 48th SHIDLER | 5
UHM Shidler College of Business Fifth Year Continuous Improvement Report conference in January 2015, and the number of attendees is projected to exceed 1,000 for the upcoming conference. In addition, Shidler, for the first time, will collaborate with the Fox School of Business, Temple University to integrate Fox’s Global Center for Big Data in Mobile Analytics Conference to HICSS as the preconference program. This initiative will further increase the attendees by about 100 and increase the exposure of HICSS to world-‐renowned scholars. Hawai‘i’s reputation as a beautiful location has been both a disadvantage and an advantage to Shidler. The reputation as a vacation and surfing destination sometimes negatively impacts parents’ willingness to send their children to school in Hawai‘i and organizations’ willingness to send employees to conferences and programs in Hawai‘i. However, once these biases are addressed, Hawai‘i’s wonderful environment is a major asset in attracting participants to the College’s programs. The ethnic diversity of Hawai‘i’s population has a strong positive influence on Shidler’s programs. With a large majority of its population being of Japanese, Chinese, and other Asian descent, Honolulu is virtually an Asian city. The University of Hawai‘i at Mānoa is among the most ethnically diverse campuses in the country. This makes it much easier for the College to attract Asian students and business people to its programs. 2.3 Forces that challenge the College’s future Internal • Decreased level of State funding. In fiscal years 2008 to 2010, the College received significant cuts in its allocation of State funds, and this cut continued beyond 2010. Increases in State funds are not expected in the near future. The College has responded with an increased emphasis on executive education, tuition returns from graduate programs, and development. • Lack of physical space to accommodate growth. Shidler has used all of its available space. Additional space will be needed for executive classrooms, larger classrooms, and office space. The College will need a plan to expand its operations beyond the current building. Parking for programs during both the day and evening is very challenging. Environmental • Relatively high cost of living. Hawai‘i’s high cost of living, especially housing, presents a challenge to recruiting new faculty members, staff, and students. • Geographic isolation. Hawaii is the most geographically isolated land on the planet. This constrains the options for executive programs, particularly those of short duration. This isolation also adds to the cost of travel for faculty to attend conferences and participate in other professional activities. Competitive • Shidler College of Business has the only AACSB accredited MBA program and is home to only one of two AACSB accredited undergraduate programs in the State of Hawaii; as such, Shidler has strong competitive advantages in the local market. Starting in 2012, Shidler, previously a two-‐year college with junior admission only, began admitting freshmen. This Direct Admit Program for freshman (D.A.P.) has steadily grown, enrolling 89 freshmen in Fall 2015. The success of this program has brought Shidler to the West Coast market, where SHIDLER | 6
UHM Shidler College of Business Fifth Year Continuous Improvement Report Shidler is competing with universities such as UC Santa Barbara and the University of Oregon for applicants. • Shidler’s successful VEMBA program also meets new challenges in Vietnam. The College runs two Executive Masters in Business Administration programs with the Foreign Trade University in Hanoi and with Ho Chi Minh City International University in Saigon. Although Shidler has enjoyed the first-‐mover advantage for years as the first and only AACSB accredited EMBA program in Vietnam, the recent planned entry of other schools such as Harvard University will likely exert competitive pressure in our global market. 2.4 Opportunities for enhancing degree offerings Global Partners. Shidler offers MBA programs in cooperation with the Hanoi School of Business, the International University in Ho Chi Minh City, and Sun Yat Sen University in China. Shidler also has partnerships with other Asian universities, such as the Shanghai University of Finance & Economics, China Europe International Business School (CEIBS), Shanghai Jiao Tong University, the International University of Japan, and the Nagoya University of Commerce & Business. Shidler has ongoing conversations with many more universities overseas to investigate potential joint programs and partnerships. All these outreach efforts can offer clear advantages to the students and to the universities Multicultural environment. Shidler’s very culturally diverse environment is ideal for international programs, both from the perspective of giving students firsthand experience in a diverse environment and in attracting international students to our programs. Asian students often find supportive communities, familiar languages and food that represents home and increases their comfort level in Hawai`i. Asia-‐Pacific languages. UHM also offers instruction in more Asia-‐Pacific languages than any other U.S. institution of higher learning. As a result, students are provided special opportunities for research, service learning, and co-‐curricular activities in Asian, Pacific, and Hawaiian studies. Undergraduate course offering with School of Engineering. In response to growing demand from students, Shidler is planning to offer a freshman BBA elective with the School of Engineering to enable business students to work in a technology-‐focused environment and engineering students to expand their sphere of knowledge from the purely technology arena to the business and innovation and entrepreneurship (I&E) arenas. Students will learn how to collaborate with other disciplines and will be provided a solid introduction to design thinking, rapid prototyping, customer discovery and validation. Distance Learning EMBA (DLEMBA) Healthcare Management Track. Responding to feedback from the local health care community in Honolulu, the Shidler College of Business initiated development in the Fall of 2014 of a specialized track of health care management courses within the Distance Learning Executive MBA Program. This program features five core elective courses and recruited its first cohort last fall. SHIDLER | 7
UHM Shidler College of Business Fifth Year Continuous Improvement Report Cooperative degree programs in sustainability. Hawaii’s reputation of emphasizing clean water, clean air and clean energy have presented a unique opportunity for the College to pursue this growing strategic thrust. This is greatly aligned with the State of Hawai‘i’s critical interest in environmental sustainability. A number of colleges at UHM have strong programs related to sustainability, covering alternative energy, sustainable agriculture, aquaculture, and ecotourism. The College has been exploring possible joint degree programs with other units on green development and sustainable innovation. For example, in October 2013, the Shidler College of Business and the School of Architecture developed a program for employees of the China State Construction Engineering Corporation Limited, the largest construction and real estate company in China. Twenty-‐two employees from the company participated in the intensive five-‐day program that focused on sustainable development. Pacific Asian Center for Entrepreneurship (PACE): Shidler’s PACE center is the home of an integrated set of leading-‐edge entrepreneurship programs dedicated to fostering the entrepreneurial spirit among all members of the University and local community. It offers an innovative graduate and undergraduate curriculum, reflecting an Asian Pacific theme; engages in projects such as the Breakthrough Innovation Challenge that facilitate entrepreneurial practice and the advancement of understanding of entrepreneurship in the Pacific Rim; provides invaluable, hands-‐on entrepreneurial experiences to students and faculty with its Professional-‐in-‐Residence (PIR) program; and actively involves the business community locally and globally in programs such as the annual UH Business Plan Competition (see Figure 3 for the PACE Winner’s Circle). Figure 3: Shidler’s PACE Business Plan Competition Winners SHIDLER | 8
UHM Shidler College of Business F ifth Year Continuous Improvement Report 2.5 Degree programs included in the accreditation review Below is the list of Shidler degree programs that are included in this fifth year continuous improvement review. Degree Level Location Date # of Cr. Hrs. Average # Students Graduated in Program program Required Time to Previous Academic Years for Degree Complete was Degree 201 201 201 201 established Completion 0-‐11 1-‐12 2-‐13 3-‐14 BBA U UH Mānoa 1949 60 2 years 421 416 41 43 0 2 MBA – Part time M UH Mānoa 1949 48 3 years 35 35 30 32 MBA – Full time M UH Mānoa 2007 48 2 years 43 33 29 18 (includes previous China, Japan (1989 for Japan and China Japan/ChinFocused MBA a programs) focused MBA) Distance Learning M Maui, Kauai, 2012 48 2 years 0 0 0 30 EMBA Hilo, Kona (1st graduates 2014) Executive MBA M UH Mānoa 1977 48 2 years 41 0 31 0 Vietnam Executive M Vietnam 2001 48 2 years 37 39 59 55 MBA Masters of M UH Mānoa 1970 30 1.5 years 32 26 9 34 Accounting Masters of Human M UH Mānoa 2003 30 1.5 years 59 0 49 1 Resource Maui, Kauai, Management Hilo, Kona PhD in International D UH Mānoa 1998 30 plus 4 years 3 9 2 7 Management Websites for information on listed programs • BBA program: http://www.shidler.hawaii.edu/Default.aspx?tabid=168 • Masters programs: http://www.shidler.hawaii.edu/Default.aspx?tabid=196 • Executive programs: http://www.shidler.hawaii.edu/Default.aspx?tabid=273 • PhD in International Management: http://www.shidler.hawaii.edu/Default.aspx?tabid=382 Catalog information, including courses: http://www.catalog.hawaii.edu/schoolscolleges/business 3. Progress Update on Concerns from Previous Review 3.1 Continue to Strengthen Research Faculty Comments: The distinction between quality of research and academic qualification of faculty allowed to teach at the Ph.D., masters, and bachelors levels respectively should correspond to objectively differing levels of research performance. Progress: The Shidler College of Business, together with the faculty, has completed the process of revising its standards for Academically Qualified and Professionally Qualified faculty. The College has made the requirements for AQ status more specific and more focused on doing high quality research. Under the new AACSB standards, approved in Chicago in 2013, there are four new SHIDLER | 9
UHM Shidler College of Business F ifth Year Continuous Improvement Report categories replacing the two categories of academically qualified and professionally qualified. This results in two categories that encompass scholarly activity and two that encompass professional qualifications. One of the new professional qualification categories includes adjunct faculty who are engaged in scholarly activity. The College has several faculty members who fall into this new category. The College monitors teaching assignments to ensure that only faculty with an SA designation teach doctoral dissertations or chair dissertation committees. The College will continue to encourage faculty who are not academically qualified to take the steps needed to become academically qualified. We have also made progress on increasing the number of SA faculty through our success in recruiting high quality junior faculty and in incentivizing existing faculty to maintain or regain their SA qualification. We have also taken steps to encourage research publications in the top journals by linking summer funding and faculty fellowships and professorships to publications in journals on the College’s target journal list. We have also incorporated this into our recruitment criteria and have informed all new hires and faculty candidates that publishing in the top journals is recommended for tenure and promotion in the College. The doctoral committee chairs and department chairs have a process in place to ensure that doctoral seminars are only taught by SA faculty, and together with the graduate division, they have informed a number of faculty that they are no longer eligible to serve as chairs on doctoral dissertations. 3.2 Growth of Tenure/Tenure-‐Track Faculty Comments: The Chancellor and Vice Chancellor both acknowledge the Shidler School needs to grow its tenure/tenure track faculty to at least 60 and probably by an additional 10 faculty (to 63). Progress: The College agrees with this recommendation, given the large number of degree, certificate and non-‐degree programs that we are offering. The College has been able to fund many of its operation needs and strategic goals through our fundraising efforts. However, adding these additional positions will require an infusion of additional funds from the central administration. We recognize that this is probably not possible in the near term but believe it should be a priority if additional funds become available from the University at some future date. Since the last AACSB visit, Shidler has added 11 new faculty members including the two new hires who are joining us this fall. With this effort, coupling with faculty retirements and turnovers, we have netted one additional faculty since the last review. Shidler is unlikely to reach the goal of raising the number of faculty to 60 in the near future without a substantial infusion of funds from the central administration. 3.3 The Establishment of Productivity Standards Comments: It is important the Shidler School use the combination of new hires and retirements to establish a productivity standard, supported by policy, that aligns the School’s research performance with its strategy for succeeding as a research faculty with a significant doctoral program. Progress: The Shidler College of Business has a policy in place that is designed to ensure that we continue to recruit new faculty with the teaching and research capabilities needed to support our SHIDLER | 10
UHM Shidler College of Business F ifth Year Continuous Improvement Report strategic mission. In cases where faculty members retire, the College attempts to move quickly to ensure that new faculty are recruited to help meet our teaching commitments at all levels. As of this fall, we have successfully recruited well qualified tenure track faculty over the past five academic years and have also brought two academically qualified visiting faculty to teach during the past two academic years using salary savings from faculty leaves of absence. These new 11 faculty members come from some of the best schools of business (such as Foster, Haas, Kellogg, Kenan-‐Flagler, Krannert, Sauder, etc.) and have the capability to do high level research as well as excel in the classroom. Shidler gives new hires a course reduction to help jumpstart their scholarly contributions. The College’s target journal list continues to serve as a productivity standard. In addition, the Shidler faculty senate passed a workload policy in Spring 2015 to further align the College’s mission with AACSB standards. Shidler’s faculty senate executive committee is currently working on revising and updating the College’s tenure and promotion criteria to further formalize the productivity standards. 3.4 Capacity to Manage Fundraising and Events Comments: The School’s capacity to manage fundraising and events, which should possibly be separated and assigned to other staff, is going to constrain their ability to hit their strategic fundraising goal. We shared this concern with the Dean and suggested it as an area where there are strategic issues that are linked to staffing. Progress: The College has separated event planning from fundraising and has added additional staff for both functions. The College believes that we have sufficient staff in this area in the short term, although this is an area that will be monitored to ensure that we have sufficient staff to effectively manage both fundraising and events. As we have achieved a level of stability in the events we produce, and due to the highly professional events staff and cross trained external relations employees, this concern has been fully addressed. 3.5 Professionally Qualified Faculty Minimum Standard Comments: We suggest the School have a specifically articulated minimum standard [for maintaining professional qualifications] and that it be integrated with the performance review process. Progress: Along with the new AACSB 2013 standards and the quadrant model for faculty qualification, we have developed specific standards for the both of the “Practitioner” designations. We have also started to use it as part of the contract renewal process for instructors and as part of the post-‐tenure review process for faculty categorized as professionally qualified under the AACSB standards for professionally qualified faculty. 4. Strategic Management and Innovation 4.1 Mission Statement and Summary of Strategic Framework Mission We are an academic community achieving international excellence in business education, research, and practice utilizing Hawai’i’s unique multicultural and geographical advantages. SHIDLER | 11
UHM Shidler College of Business F ifth Year Continuous Improvement Report Measures of Success Excellence: Rankings of undergraduate and MBA programs in international business and overall Education: Quality of undergraduate, Masters, and Ph.D. students; Quality of our graduates Research: Top-‐tier business publications Practice: Executive education programs; Practitioners engaged in our undergraduate and masters programs Academic Community Support: Funding for people and programs Mission Strategic Concepts Academic community – We are a community of scholars, learners, and practitioners. We value each other, our different cultures, our interactions, the knowledge we exchange, and a sense of belonging and mutual commitment. We create knowledge that informs our teaching and improves practice. International excellence – Our striving for excellence has propelled us to be a business school of choice with an Asia-‐Pacific focus. Knowledge seekers come to learn; employers seek our graduates; academics come to join in our research and training initiatives; and the broader community values our counsel. Hawai’i’s unique multicultural and geographical advantages – We leverage Hawai’i’s environment for creating and disseminating knowledge. Our environment reflects not only the Hawaiian culture, but also the cultures of our Asian and Pacific neighbors and is therefore inviting to them. Our location provides convenient access. Our location also enables us to see the importance of sustainability, and offers a laboratory to work towards it. We leverage the University’s linguistic and scientific competencies, and the expertise of our Asia-‐Pacific colleagues in other Hawai’i-‐based organizations. Shared Values: Excellence, Community and Entrepreneurial Spirit Research Excellence -‐ We measure our progress by the reach of our dissemination of new knowledge and how it informs the practice of business. We publish high quality academic, policy influencing, discovery, and application findings in a wide ranging set of outlets. We are a learning organization. Behaviors that reflect this value: • Make resources available for the improvement of research outcomes • Share our research and building on the research of others • Foster collaboration with colleagues from other high-‐quality research institutions • Reward research results Teaching Excellence -‐ We take teaching our students seriously. Pedagogical improvement is a major professional commitment of our faculty at all stages of their careers. We encourage scholar-‐teachers to be explicit on their teaching goals and pursue pedagogical innovations. We consider teaching and pedagogical commitment in decisions about hiring and promotion. Our end result is effective learning, and employers seek to hire our students. Behaviors that reflect this value: • Make resources available for improvement in learning outcomes • Routinely innovate to make learning enjoyable and effective • Foster collegial teaching groups and mentoring relationships • Ensure that our students receive our best efforts • Recognize and reward those who improve learning outcomes SHIDLER | 12
UHM Shidler College of Business F ifth Year Continuous Improvement Report Excellence in Service -‐ We strive to fulfill the requirements, needs and desires to our internal and external stakeholders. Our goal is to exceed their expectations. Recognizing that exceptional quality begins with people, individuals use their capabilities to the fullest to satisfy their stakeholders. Behaviors that reflect this value: • Continuously selecting “moments of opportunity” where we can exceed our stakeholders’ expectations. • Promoting continuous and measurable improvement. • Building responsibility for quality into every function in our organization and its outreach to the community. • Recognize and reward service to the College, University, Community and Academia. Community with Cooperation and Respect -‐ We treat each other with respect and dignity, valuing individual and cultural differences. We communicate frequently and with candor, listening to each other regardless of level or position. We freely join with colleagues across organizational and disciplinary boundaries to advance the interests of our stakeholders. Our team spirit extends to being responsible, caring partners in our multicultural community. Behaviors that reflect this value: • Treating each other with respect • Communicating in an open, honest, factual and accurate manner • Understanding that through differing points of view we can achieve innovation • Working with others on multidisciplinary projects • Sharing research and pedagogy with each other Entrepreneurial Spirit -‐ Our culture embraces creativity, seeks different perspectives and pursues new opportunities. We constantly challenge the status quo and are willing to experiment. We recognize that change and risk are inherent in achieving competitive advantage. Behaviors that reflect the values: • Rewarding successful experimentation, while not penalizing an innovative idea that did not work. • Contribute to the local entrepreneurial community. • Implementing the new ideas through practical, concrete actions. • Sharing the entrepreneurial spirit and its associated knowledge with our community 4.2 Implementation of the Strategic Plan and Outcomes Forty-‐three Shidler faculty, staff, community members and administrators formed seven task forces governing purpose & values; travel industry, internal operations, external relations, education, scholarship, and people (see Table 1). Each task force met regularly to discuss the implementation of the strategic plan. The strategic plan specifies about 75 action steps to be taken and 75 specific measures of success. Shidler successfully implemented its strategic plan, as evidenced in the attached report and the initiatives/activities that based on our strategic thrusts. The existing plan has performed as a roadmap in guiding Shidler through the past five years since its implementation. Shidler utilized the operational specifics (e.g. number of research seminars, number of new faculty endowment, number of alumni events and attendance etc.) proposed by each task force to direct its resources and efforts and keep on the path to the College’s strategic goals. Looking forward, Shidler is planning to have its next strategic planning initiative in Fall 2016. SHIDLER | 13
UHM Shidler College of Business F ifth Year Continuous Improvement Report Table 1: Shidler Strategic Plan Task Force Assignment NAME TITLE People Task Force Victor Huang (co-‐chair) Distinguished Associate Professor, Finance Elizabeth Davidson (co-‐chair) Dept. Chair and Distinguished Professor, Information Technology Management Shannon Oshiro Admistrative Officer, Fiscal Office Xin Zhao Assistant Professor, Marketing Manu Ka'iama Instructor, School of Accountancy Sonia Ghumman Assistant Professor, Management & Industrial Relations Scholarship Task Force S. Ghon Rhee (co-‐chair) Distinguished Professor of International Banking & Finance Tung Bui (co-‐chair) Distinguished Professor of Global Business Jing Ai Assistant Professor, Financial Economics & Institutions Qimei Chen Dept. Chair and Distinguished Professor, Marketing Erica Okada Distinguished Associate Professor, Marketing Director, PhD Program Roger Debreceny Distinguished Professor, School of Accountancy Steve Vargo Distinguished Professor, Marketing Education Task Force David Bess (co-‐chair) Professor, Management & Industrial Relations President, Shidler Faculty Senate Ellen Vinson (co-‐chair) Assistant Dean, Student Services Kenny Lee MBA Student and President, Graduate Business Student Association Jack Suyderhoud Professor, Financial Economics & Institutions Bob Clarke Executive-‐In-‐Residence, Shidler College of Business Chair, Shidler Advisory Council David Yang Professor, School of Accountancy Eric Mais Dept. Chair and Professor, Financial Economics & Institutions Dan Port Associate Professor, Information Technology Management Alice Li Assistant Director, Non-‐Degree Programs External Relations Task Force Jenny Teruya (co-‐chair) Associate Professor, School of Accountancy Unyong Nakata (co-‐chair) Director of Development, Shidler College of Business Kayla Samascott Board Director, Shidler College of Business Alumni & Friends Dolly Omiya Information & Publications Manager, External Relations Office Jean Rolles Shidler Advisory Council Maile Au Director of Alumni Engagement, Shidler College of Business Rosita Chang Professor, Financial Economics & Institutions Jennifer Chandler Assistant Professor, Marketing Internal Operations Task Force John Butler (co-‐chair) Associate Dean for Academic Affairs and Distinguished Chair in Entrepreneurship Ray Panko (co-‐chair) Professor and Faculty Fellow, Information Technology Management Kirk Horiuchi Board Director, Shidler Alumni & Friends Thomas Pearson Professor, School of Accountancy Jon Fujiwara Director, Computer Resources & Telecommunications SHIDLER | 14
UHM Shidler College of Business F ifth Year Continuous Improvement Report Cheri Honda Master Programs Coordinator James Richardson Associate Professor, Management & Industrial Relations David Hunter Assistant Professor, Financial Economics & Institutions Travel Industry Professionals Bruce Schneider VO Ops, Outrigger Hotels Kelly Hoen General Manager, The Royal Hawaiian Frank Haas Dean, Hospitality, Business and Legal Education Programs, Kapiolani Community College Purpose & Values Task Force Vance Roley (chair) Dean, Shidler College of Business Distinguished Professor of Leadership & Management David McClain Professor, Financial Economics & Institutions, President Emeritus 4.3 Sample Mission-‐lined Innovation, Engagement and Impact Initiatives and Outcomes 1. Research: Top-‐tier business and international business publications Improving the research environment and output of the faculty has been a very high priority of the College. The following have been the key initiatives to promote quality research: • Continue the establishment of more endowed faculty positions • Maintain sufficient levels of funds for research support • Maintain sufficient funds for a Shidler Distinguished Seminar series and Shidler Workshops. • Maintain and update the target journal list Over the past 8 years, the number of endowed faculty positions increased from 6 in 2007 to 27 in 2010 to 38 in 2015; and an endowed account has been maintained to distribute $50,000 annually to support a Shidler Seminar series, which brings in distinguished scholars globally from our aspirant schools, as well as Shidler Workshops, which allow our faculty to exchange research ideas and collaborate with scholars from our peer schools. In 2008, the College’s faculty and deans created a list of target journals for the faculty. The list specifies both ‘A’ and ‘B’ level target journals. In addition to being a list for faculty members to target for publications, the list serves as a basis for comparing the research output of Shidler against other schools. This comparison is now part of Shidler’s regular review of its progress on strategic objectives. Revisions to the list are considered by the Dean’s Advisory Committee on an annual basis. (Please see Appendix A for our Target Journal List that was updated in February 2015.) Between 2005-‐2010, the College’s faculty had 25 and 46 articles published or accepted for publication in the targeted “A” and “B” journals, respectively. These numbers increase to 37, 10 and 60 (Note: not adjusted for multiple authors) in the “A,” “A-‐/B+” and “B” journals, representing a steady increase from the last AACSB visit, which represents the success of aligning with Shidler’s mission of producing top-‐tier business publications. 2. Building and retaining a strong student body and faculty: Endowment support for programs and people The generation of endowments for faculty positions and program support in the form of scholarships has been the top priority for development. In the 2004-‐2005 academic year there were 6 endowed faculty positions and 14 endowed scholarships. In the 2009-‐2010 academic SHIDLER | 15
UHM Shidler College of Business F ifth Year Continuous Improvement Report year the numbers increased to 27 endowed faculty positions and 39 endowed scholarships. In the 2014-‐2015 academic year the numbers further increased to 38 endowed faculty positions and 67 endowed scholarships. In 2005, 170 student scholarships, valued at $375,795, were awarded. That number increased to 333, valued at $1,581,341 in 2010 and further increased to 370 student scholarships, valued at $1,128,033 in 2015. One of the main purposes of this endowment and scholarship support is to attract and retain both the best students and the best faculty. 4.4 Intellectual Contributions The Shidler College of Business faculty is a diverse group of internationally accomplished researchers, teachers, and consultants. They play an active role in local, national, and international business communities, serving as board members, editors, speakers, and administrators to top educational business organizations. Most hold doctoral degrees, many from prestigious universities such as Carnegie-‐Mellon, Colorado, Columbia, Harvard, Minnesota, Michigan, MIT, Northwestern, NYU, Purdue, Stanford, Texas, UC Berkley, UCLA, UPenn and UW. The intellectual contributions of the faculty cover a broad range of scholarly activities, with a primary focus on doing high quality and meaningful research that will be published in top academic journals. AACSB Tables 2-‐1a and 2-‐1b are provided in Appendices-‐AACSB Tables. These tables outline the intellectual contributions of individual faculty, as well as serving as a summary of the overall intellectual contributions of the college. These data indicate an ongoing record of success in publishing in a broad range of outlets. Table 2 below summarizes the intellectual contributions by units based on research productivity. Table 2. Number of Peer Reviewed Journals and Total Intellectual Contributions (Aug. 1, 2010-‐July 31, 2015) Discipline # of # of Peer-‐ Total of all types Average # Average # of Accounting Tenure/Tenure-‐ Reviewed of Intellectual PRJ Per IC per Track Faculty Journals Contributions Faculty in Faculty in 2015 (PRJ) (IC) Discipline Discipline 11 90 305 8.18 27.73 Finance 13 47 197 3.62 15.15 Information 8 44 436 5.50 54.50 Technology Management Management 11 30 121 2.73 11.00 Marketing 9 84 343 9.33 38.11 Shidler College 52 295 1402 5.87 29.30 of Business SHIDLER | 16
UHM Shidler College of Business F ifth Year Continuous Improvement Report A complete list of journals in which our faculty published during the past 5 years is provided in the Appendix as Table A1.1, which includes well-‐known journals such as: Academy of Management Journal Academy of Management Review Accounting, Organizations and Society Contemporary Accounting Research Information Systems Research Journal of Accounting and Economics Journal of Consumer Research Journal of Finance Journal of Financial and Quantitative Analysis Journal of Financial Economics Journal of International Business Studies Journal of Management Information Systems Journal of Product Innovation Management Journal of the Academy of Marketing Science MIS Quarterly Management Science Marketing Science Organization Science Organizational Behavior and Human Decision Processes Review of Financial Studies Social Science and Medicine Strategic Management Journal Shidler faculty not only publish in A level journals, their research is also highly ranked. For example, our faculty has won best paper of the year awards and best paper of the decade award from A level journals such as Academy of Management Review, Journal of Consumer Research, Journal of Marketing, and MIS Quarterly. Many faculty members have become leaders in their own area of academic research, and their research is of high impact. In the Appendix, under Table 2-‐1a, Part D, we compile a list of 20 faculty members and the number of Google Scholar Citations of their most cited paper. These 20 academic research papers have generated 19,024 citations over the years. This list also shows that 38% of our faculty have published at least one significant peer-‐reviewed journal article (i.e. having more than 200 Google Scholar Citations) during their career. In a recent Australia research study (Soutar et al. 2015), gauging the world’s top 500 marketing departments based on the hg-‐index of the full professors, Shidler (Hawaii) ranked as No. 36, ahead of elite schools such as Texas, Wisconsin, NYU and Harvard (see Table for Part D: Universities ranked by hg-‐index of full marketing professors: top 100 in top 500 Universities in ANZ, Canada, USA and UK with 4 or more Full Professors). This ranking echoes the University of Minnesota’s 2013 Study which ranked Shidler No. 37 among the world’s 50 most impactful Marketing Departments. According to another study published in the Academy of Management Journal, Shidler was ranked 22nd for research productivity in International Business and 26th for research productivity in Management Information Systems. 4.5 Financial Strategies and Allocation of Resources Shidler is supported by multiple sources of funds, ranging from state allocations, college generated tuition and fees from tuition differential (i.e. MACC, MBA-‐Part Time), self-‐sufficient programs (i.e. SHIDLER | 17
UHM Shidler College of Business F ifth Year Continuous Improvement Report MBA-‐Full Time) and summer program, income from Executive Education (i.e. MHRM, EMBA, DLEMBA, VEMBA and other non-‐degree executive programs), private gifts and grants, income from endowments and government grants and contracts. The State allocation includes general funds, fringe benefits, and tuition from the undergraduate program. For the undergraduate program, there is no direct formula determining the amount of tuition funds allocated to the college, based on the number of students enrolled in the college. For the full-‐time MBA programs, the College receives 85% of the generated tuition. For the Part-‐time MBA and the MACC programs, the College receives a small tuition differential. Table 3 below provides a quick breakdown comparing the percentage of total income from each category of sources for the 2009-‐2010 fiscal year (included in our last AACSB report) and for the 2014-‐2015 fiscal year (A more detailed Sources of Funds is included in Appendix D). The comparison shows that Shidler has been doing a great job raising funding from executive education and endowments, maintaining its own income sources against the recent state budget constraints. Shidler continues to re-‐invest these funds into mission-‐linked college expenditures. Table 3: Percent of Funds from Each Category of Sources Source Percentage Percentage 2009-‐2010 2014-‐2015 State Allocation 53% 30% College generated tuition & fees 13% 15% Executive education 15% 17% Private gifts and grants 13% 30% Income from endowments 4% 6% Government grants and contracts 2% 2% Total 100% 100% Working from the Shidler strategic plan, funding priority over the past several years has been given to the activities that focus on engagement, innovation and impact: For Fiscal Year 2015, our overall operating budget allocated by the State was US$12.3 million. Coupling with income from other sources, these funds are managed centrally to be deployed to strategically allocate to fund specific mission-‐related activities and initiatives that promote engagement, innovation and impact. Samples of the funds allocation include: Annual Research Support: To increase the quality and impact of faculty research, Shidler has developed a Target Journal list covering all the quality journals in business and in fields that support Shidler’s strategic focus (such as healthcare, e.g. Social Science & Medicine). Please see Appendix A for the complete target journal list updated in February 2015. Based on this list, faculty members who publish two B (B+/A-‐) level or one A level journal paper(s) during the previous three years automatically qualify for summer support in the amount of $15,000. For FY 2015, Shidler allocated $285,000 to support 37% of Shidler faculty that qualified. This allocation is funded by the Executive Education generated tuition and fees. SHIDLER | 18
UHM Shidler College of Business F ifth Year Continuous Improvement Report Research database/hardware/service: Starting in 2010, Shidler became one of the first academic institutions to allocate $5000/year for the subscription of an advanced online survey provider, Qualtrics, to support our faculty to conduct behavior research. Shidler allocates over $200,000 annually to subscribe to databases such as CRSP, WRDS, Datastream, as well as Bloomberg Terminals to support financial research and MBA student training(see Figure 4). Shidler also provides computer support, as well as technical assistance with an active policy to replace and upgrade faculty’s computing systems to ensure productivity. All these allocations are funded from a mix of college generated and Executive Education generated tuition and fees. Figure 4: One of Shidler’s Bloomberg Terminals at the Graduate Student Lab Research seminar series: The initial endowed account established in 2006 continues to provide resources to bring faculty to Hawaii to participate in a research seminar series. Each year, each academic department is allocated $5500 and arranges to normally bring in two speakers. This allocation will increase to $10,000 per department/school reflecting the growth in the underlying endowment. Existing faculty development: Faculty members are encouraged to deepen and broaden their scholarly interests by attending academic conferences. Their travel expenses are funded by the College in the form of $2,500 development grants awarded to each tenure and tenure-‐track faculty member annually and $1,500 to each non-‐tenure track faculty member annually. Approximately $130,000 is budgeted to support this allocation. New faculty recruitment: This year, Shidler raised two endowed professorship positions, i.e. the First Hawaiian Bank Endowed Professor and the Family Business Endowed Professor and the SHIDLER | 19
UHM Shidler College of Business F ifth Year Continuous Improvement Report College has successfully recruited two assistant professors from UC Berkeley and University of British Columbia, respectively, to be groomed into the endowed positions. PhD Student GA Support: Shidler’s PhD program admits every year and fully funds around 5-‐8 newly-‐admitted students for 4 years. The total funding commitment per student is $84,000. Shidler allocates approximately $300,000 annually to support the PhD program, including the existing students and new admits, using a mix of college generated and Executive Education generated tuition and fees. Student Program Support: Shidler funds mission related activities that will nurture our students and prepare them for the workforce. Examples of such programs are the Asian Field Studies, Business Night (see Figure 5), Scholarship Luncheon, tutorials, and the team building activities for full-‐time MBAs. This allocation is usually fund by scholarship endowment and private grants. Figure 5: 2014 Business Night Community Support: As described earlier, Shidler has initiated many community engagement activities, such as the PACE Entrepreneurs’ Bootcamp and the School of Accountancy’s free Governmental Accounting courses and free CPA Review sessions, that have had a profound impact on local businesses. The majority of our community support activities are funded by our endowment fund, raised by the units that sponsor the activity. For example, PACE has been using their endowment fund to support activities such as the Business Plan Competition, and their recent renovation to convert PACE into an accelerator is funded by the PACE Pitch Fund that was raised by the center. SHIDLER | 20
UHM Shidler College of Business F ifth Year Continuous Improvement Report The most significant financial factor in the past five years has remained the Shidler Gift. As described earlier, the Shidler visionary gift has allowed the College to aggressively pursue its strategic goals. The additional $64 million gift included two main elements: new faculty endowment and new scholarships. Faculty endowments. Between 2006 to 2010, the number of endowed faculty positions rose from 6 to 27, and this number has further increased to 38 in 2015, with endowed positions awarding faculty based primarily on quality research output. Each year nominations for professorships and fellowships are reviewed and the existing endowed professorship expires every 3 years. Currently, 21 of the 38 endowed positions are filled as in Table 4 below. Table 4: Endowed Professorship Holders Professor Endowment Jing Ai First Insurance Company Distinguished Professorship Dana Alden William R. Johnson, Jr. Distinguished Professor Tung Bui Matson Navigation Company Chair of Global Business John Butler Harold & Sandy Noborikawa Endowed Chair in Entrepreneurship Qimei Chen Jean E. Rolles Distinguished Professor Elizabeth Davidson W. Ruel Johnson Distinguished Professor Victor Wei Huang John and Sue Dean Distinguished Professor Hamid Pourjalali Donald A. Corbin Distinguished Professor in Accounting Vance Roley First Hawaiian Bank Chair of Leadership and Management Tawei David Wang Accuity LLP Accounting Faculty Fellowship Jian Zhou Lloyd Fujie/Deloitte Foundation Distinguished Accounting Professorship Roger Debreceny Shidler College Distinguished Professor Sonia Ghumman Shidler College Faculty Fellow Kiyohiko Ito Shidler College Distinguished Professor Boo Chun Jung Shidler College Distinguished Associate Professor Qianqiu Liu Shidler College Distinguished Associate Professor Erica Okada Shidler College Distinguished Associate Professor Raymond Panko Shidler College Faculty Fellow Ghon Rhee Shidler College Distinguished Professor Stephen Vargo Shidler College Distinguished Professor Bo (Sophie) Xiao Shidler College Faculty Fellow Student scholarships: In 2010 Shidler had a total of 67 scholarship funds (endowed and expendable) and awarded 333 scholarships in the amount of $1,581,341. In 2015, the number of scholarship funds has increased to 101, and we awarded 370 scholarships in the amount of $1,128,033 last year. (Please see Figure 6 to meet one of our Full-‐time MBA Scholarship Recipients). SHIDLER | 21
UHM Shidler College of Business F ifth Year Continuous Improvement Report Figure 6: Full-‐time MBA Scholarship Recipient 4.6 New Degree Programs Healthcare Management Distance Learning EMBA Program Responding to feedback from the local health care community in Honolulu, the Shidler College of Business initiated development in the Fall of 2014 of a specialized track of health care management courses within the Distance Learning Executive MBA Program. Prior to developing the courses, an extensive review of current and past curriculum in the area was undertaken. Directors of existing health care management programs were contacted and, in some cases, provided sample syllabi and advice regarding the health care management program. Relevant course syllabi that were on sites managed by leading US universities were also collected. Finally, conversations were held with a volunteer Advisory Board comprised of health care professionals working in Honolulu and UH Faculty in other relevant specializations such as medicine, nursing and public health. Based on this input, five new courses were developed and proposed to the Shidler Faculty. These were approved by the Shidler Faculty Senate on November 24, 2014, as follows: 1) FIN 688 -‐ Healthcare Financial Management; 2) MGT 688-‐ Health Policy, Systems, and the Legal Environment; 3) ITM 688 -‐ Management of Health Information Technology and Population Health; 4) HRM 688 – Human Resources Leadership in Healthcare Organizations; 5) MKT 688 -‐ Patient Centered Communication Management in Health Care Organizations. Health care track EMBAs take the core, electives outside of the track, business policy and field studies with their non-‐track colleagues. The field studies project for health care track EMBAs will focus on a for-‐ profit or not-‐for-‐profit organization in the health care sector in Hawaii. Non-‐track SHIDLER | 22
UHM Shidler College of Business F ifth Year Continuous Improvement Report students in the DLEMBA and other MBA programs are allowed to take the health care track classes. To date, two courses have been offered: MGT 688 and HRM 688. In the Fall, students will take FIN 688 and ITM 688. They will take MKT 688 in the spring, along with their field studies project, and graduate at the end of the Spring 2016 semester. In the summer of 2016, an in-‐depth review will be undertaken that includes interviews with students, Faculty and other key stakeholders. This review will identify ways to strengthen the program and enhance the students’ learning experience. The next cohort is scheduled to begin in the Fall of 2016. The Direct Admit Program for high-‐performing high school seniors In Fall 2011, Shidler proposed and passed a Shidler Direct Admit Program (DAP) for Freshmen and Sophomore Admittance to the Shidler College of Business Undergraduate Program. The DAP program is designed for high achieving incoming freshmen who wish to enter the UH Shidler College of Business and get a head start on their Business curriculum. Objective: To encourage the highest quality high school and college freshmen students to apply to the Shidler College of Business which should result in growth of the quality of our undergraduate program. The intent is to attract high quality students who might otherwise choose to attend a different university or choose a different major at UH-‐ Mānoa. Making admission competitive should enhance the reputation of the Shidler undergraduate program. Admission Structure: There are three admission opportunities for the Shidler undergraduate program. The Direct Admit Program \"DAP\" allows high school seniors to apply to the program and comprises up to 25% of students in the undergraduate program. The Early Admit Program \"EAP\" allows college freshmen to apply to the program and comprises up to 25% of students in the undergraduate program. Regular Admission Program \"RAP\" allows sophomores to apply to the program and comprises the remainder of students in the undergraduate program. (This is our current admission process) All admission to the Shidler undergraduate program is competitive. The number of undergraduate students in the Shidler College remains at approximately 500 juniors and the same amount of seniors, for a total undergraduate enrollment of about 1,000. Students admitted via DAP, EAP, or RAP must meet the same admission requirements that are currently in place (i.e. cumulative GPA requirement, pre-‐business core, junior standing, computer competency) before they are allowed to register for 300 and 400 level business courses (with an exception for DAP and EAP students noted below). The advantage to the students admitted via the DAP or EAP is that they know they are guaranteed a space in the Shidler undergraduate program, as long as they satisfactorily meet the existing admission requirements. These requirements include: 2.5 cumulative GPA, 2.5 GPA in the pre-‐business core, junior standing (55 credits), computer competency (ICS 101). SHIDLER | 23
UHM Shidler College of Business F ifth Year Continuous Improvement Report Beginning in 2012, we developed and filled a position for a freshman recruiter, created a new lower level business class, and launched our Direct Admit Freshman Program. In the four recruiting cycles we have steadily grown, with classes of 25, 40, 70 and 89. Our goal was to grow slowly to 80, and we exceeded that slightly this year, as the candidate quality was exceptional (based on high school GPA and standardized test scores). The program has been very well received by parents, students and faculty alike. The program has attracted a significantly higher percentage of out-‐of-‐state students (35% compared to 26% of the general student population), and their average academic achievement remains high (3.82 undergraduate GPA and 1784 SAT). The true impact of the program on the College will be felt over the next two years. This year, only the smaller initial two classes of 25 and 40 have entered full time upper-‐level study at the College, representing approximately 6% of the enrollment. In two years, they will represent 15% of the undergraduate population (generally replacing lower performing students and likely leading to a significant improvement in academic performance). On a curricula level, this program resulted in the creation of a new course, Introduction to Business, and the requirement that the DAP students take this writing intensive course during their freshman year. They also take Business Law as freshmen and then two semesters of Accounting in their sophomore year. 5. Participants –Students, Faculty, and Professional Staff 5.1 Students While undergraduate enrollment at the University of Hawaiʻi at Mānoa has been dropping, the Shidler College of Business has been bucking this trend with solid growth over the past several years as shown in Table 5. This has been achieved through a combination of enrollment management, recruitment and the successful implementation and growth of the Direct Admit Freshman Program (DAP). Table 5: Student Enrollment Trend 2010 2011 2012 2013 2014 Undergraduate 877 883 958 1008 1082 Graduate 476 438 496 411 504 Our Full Time MBA program had been in a state of declining enrollment, reaching a low in 2013, when the incoming cohort was 19 students. We had faced a staffing challenge and had not been able to keep in place a recruitment director for an entire recruiting cycle for several years. We have stabilized that situation with an outside hire with ten years of MBA recruitment experience. Over the past two cycles we have realized significant and, hopefully, sustainable growth. We were also able to add speed and agility to our MBA admissions process by moving it in house to the College. Previously it was housed at the campus level and was cumbersome at best and obstructive at worst. While there has been a learning curve to this, it has greatly improved our ability to serve and admit the best candidates. SHIDLER | 24
UHM Shidler College of Business F ifth Year Continuous Improvement Report Our MHRM degree has grown in popularity, and both on-‐site and remote classrooms are at capacity, leaving us considering different growth alternatives. Our VEMBA program is also showing continued growth in both the Hanoi and HCMC locations, and the population for the remainder of our programs remain stable. 5.2 Faculty Faculty Management and Support The faculty at the University of Hawai‘i are unionized and represented by the University of Hawai‘i Professional Assembly. Almost all of the procedures for faculty management are governed by the collective bargaining agreement made between the University of Hawaii Professional Assembly (UHPA) and the State of Hawaii and the Board of Regents (BOR) of the University of Hawai‘i. Within the College, individual academic units are responsible for developing procedures for tenure, promotion, and contract renewal, as well as expectations for tenured faculty members. College wide policies are developed and approved by all members of the faculty senate, which consists of all full-‐time faculty members. These policies and procedures are reviewed, updated and approved by UHPA and the Vice Chancellor of Academic Affairs upon every new agreement (approximately every five years). The Faculty’s workload is also governed by the BOR. In April 2015, to support the mission of Shidler in achieving “international excellence,” Shidler’s faculty senate designed and approved a formal workload policy to help Shidler develop faculty resources. The objective is to motivate each faculty member to allocate his or her time in a manner that best uses his or her talents, consistent with the mission of the College. The workload policy ties to the AACSB classification of intellectual contributions and recognizes that each faculty member makes a unique contribution to the College's mission and specifies expectations regarding instructional, research, and service activities (See Appendix G). Faculty hiring decisions are made at the College level. The process begins with discussions among the dean’s office and the Dean’s Advisory Council with respect to where additional faculty resources are most needed. Individual departments are then charged with identifying the best candidates, who with the approval of the dean are then invited for a recruitment visit to the college. At the completion of the interview process, the department personnel committee of each department and the department chair make independent recommendations with respect to hiring. The final decision is made by the dean, who forwards his recommendation to the Chancellor. New faculty members are provided with summer research support, normally for three years, as well as computers and any software needed for their teaching and research. To increase Shidler’s competitiveness in the job market, new faculty are also provided one additional month of summer research support in their first year, a two course load reduction in the first year, and a one to two course load reduction in their second year. In the case of assistant professors, there is a formal two-‐ and four-‐year review. In addition, department heads meet with junior faculty on an annual basis to provide feedback. New faculty members are advised by the associate dean of the tenure policies of the College and University, as well as the mission and goals of the college when they arrive. In addition, the University has a formal orientation program for all new faculty and a dossier workshop for all tenure-‐track faculty. There has been a concerted effort to increase the number of full-‐time tenure track faculty since the past review, but this effort has been largely constrained by the budget cuts implemented across the UH system. We managed, nevertheless, to add two more faculty members as of Fall 2015, increasing Shidler’s full-‐time tenure track faculty size from 51 from last review to 53. The college SHIDLER | 25
UHM Shidler College of Business F ifth Year Continuous Improvement Report is currently attempting to add more full-‐time, tenure track faculty and ultimately to achieve the long-‐term goal of 60 full-‐time tenure track faculty. The amount of support for faculty, as was discussed earlier, has been increased substantially, and a goal of the college is to further increase the number of full-‐time faculty who receive some type of endowment support to 80%. Shidler is well on-‐track to achieve this goal and, with close to 40% of its full-‐time faculty supported by endowment, we are almost halfway to achieving this ambitious goal. Faculty are also encouraged and supported to serve the University, local community and the academic community by serving in positions such as Chair of PhD program in CIS (Communication and Information Sciences), co-‐investigator on an NIH funded project at the Cancer Research Center, editor of a major finance journal, editorial board member and reviewers for major academic journals and newsletter editor for a medical shared decision society. These faculty outreach initiatives align with our vision and have increased Shidler’s visibility and reputation within and beyond the business discipline. Shidler follows the AACSB interpretation of initial academic qualifications and has adopted a new faculty qualification process policy for AACSB reporting on July 2013 to replace the former policy approved on November 15, 2004. The details of this qualification are included in the section discussing faculty qualification and engagement. We also classify faculty members as participating vs. supporting members. Participating Faculty Members are actively engaged in the activities of the college beyond their teaching responsibilities. They would attend department meetings and be actively involved in the departmental decision making process, especially with respect to teaching and curriculum issues, as well as serving on relevant committees at the department and college level. Supporting Faculty Members at the Shidler Collge of Business are those that do not normally participate beyond their direct teaching responsibilities and related office hours. They would not normally be involved in any deliberation that involved faculty issues, nor would they serve on any faculty committees. The appendices provide full details of the deployment of participating and supporting faculty by discipline (Appendix: Table 15-‐1) and qualification (Appendix: Table 15-‐2). The percentage taught by participating faculty member is 83% overall for Shidler, which is well above the targeted 75%. 5.3 Professional Staff The professional staff at Shidler continues to be extremely strong. Several challenges faced in regards to hiring and retaining staff continue to put staff in positions where heroic efforts are required to accomplish the workload. Some of these challenges are systemic and are created by fairly artificial university definitions of positions that are temporary versus permanent, and to which of two bargaining units the employees belong. This challenge may be best illustrated by providing the following example. Many of the positions at Shidler are listed as “Temporary”. This leads to attrition, as employees within the system often seek movement into permanent positions where the job security is perceived as higher. There is also a pay disparity between those in Administrative, Professional SHIDLER | 26
UHM Shidler College of Business F ifth Year Continuous Improvement Report and Technical (APT) positions and those in S-‐Faculty positions, which leads to movement from the APT side to the S-‐Faculty side (see Figure 7 below): Figure 7: Salary Range and Mean Salary Comparison (Shidler OSAS Only) This is important, as it leads to an interconnectivity between position openings here and speaks to the frequency of such openings. In late 2011, our director of Grad-‐OSAS and one of our advisors left for on-‐campus, permanent positions. We promoted the remaining advisor to director and, in the spring of 2012, hired two new advisors. In the fall of 2012 we reallocated one of those positions to support our undergrad-‐OSAS operation. In the spring of 2014, that individual accepted a permanent position with the UH system. In the summer of 2014, the remaining Grad-‐OSAS advisor accepted a permanent position at a local community college. The other challenge has been brought about by campus-‐wide funding issues that have left us unable to fill key positions, due to a general freeze on hiring. Additionally, our campus human resources group only wants to compare salary offers to other, often dissimilar units on campus and not to the business school competitive landscape, often leaving us at a disadvantage in competing for top talent. Luckily, prior to this freeze we were able to hire strong candidates for our DAP recruiter, our MBA recruiter and our MBA placement director. We were also very successful in hiring two positions for our external relations group: a marketing director and a special events coordinator. When we began processing our MBA applications in house, we hired an admissions specialist. All of these hires have proven to be strong assets for the organization, and all are capable of shouldering the heavy workload we face. SHIDLER | 27
UHM Shidler College of Business F ifth Year Continuous Improvement Report 6. Learning and Teaching 6.1 Curricula Management and Development The Shidler College of Business has two formal committees, the Curriculum and Programs Committee and the Ph.D. Program Committee, that are formally charged with curriculum review. The Curriculum and Programs Committee The Curriculum and Programs Committee monitors the College's conformance to the AACSB accreditation standards for both Graduate and Undergraduate programs. It recommends actions to the Shidler Faculty Senate via the Faculty Senate Executive Committee that will ensure the College’s compliance with the AACSB standards. It also reviews all curriculum related proposals created by the Departments and recommends, if worthy, these proposals to the Shidler Faculty Senate, via the Faculty Senate Executive Committee. This committee also evaluates proposals for new College programs prior to being presented to the Faculty Senate, via the Faculty Senate Executive Committee. The chair of this committee is elected by the Faculty Senate members for a two year term. Each of the five departments also has one representative, usually the department chair and the director of the School of Accountancy, although there is a provision for the election of a member other than the chair or director. The members serve for a three year term. The committee also has the Assistant Dean for Student Services, Masters Program Coordinator, the Undergraduate Coordinator and two students, the head of the undergraduate and graduate student organizations, as ex officio non-‐voting members. PhD Program Committee This is a standing committee composed of one elected representative from the Business Administration PhD graduate faculty members of each Shidler Department and the School of Accountancy. These representatives serve for a three year term. A representative from the Dean’s Office, normally the Chair of the Doctoral Program, serves as an ex-‐officio non-‐voting member of the PhD Program Committee. The PhD Program Committee reports to the Shidler Faculty Senate Executive Committee. This committee monitors Shidler College's conformance to the AACSB accreditation standards for the doctoral program. It recommends actions to the Faculty Senate via the Shidler Faculty Senate Executive Committee that ensure the College’s compliance with the AACSB standards. It also reviews all curriculum related proposals for the doctoral program and recommends, if worthy, these proposals to the Faculty Senate, via the Curriculum and Programs Committee and Executive Committee. Other Curriculum Review Processes The faculty members of the four departments and one school regularly review curriculum issues and make proposals through the Curriculum and Program Committee. There have also been two new programs, the Healthcare Management Track for our Distance Learning EMBA and the Freshman Direct Admit Programs. Courses that serve these new programs must first be approved by the department that houses them before they are forwarded to the Curriculum and Program Committee. SHIDLER | 28
UHM Shidler College of Business F ifth Year Continuous Improvement Report Time-‐Line If the curriculum review involves major changes, it would normally take one academic year from start to finish at the College level. Minor changes can generally move through the system much faster because these are not sent to the full Shidler Faculty Senate for review. Figure 8: PACE Business Plan Competition 6.2 Major curricula revisions since last review: BBA Ethics Education Ethics education, and the assessment of it, has continued to evolve in the undergraduate curriculum at the College. At the time of the last review, it was taught in a stand-‐alone required one credit course, “Business Ethics.” As the College otherwise did not offer one or two credit courses, this was deemed to be logistically challenging, and the decision was made instead to roll ethics into “Global Management and Organizational Behavior,” the core introduction to management class. At this time, the course was designed to meet the requirement for a campus-‐wide “ethics designation,” which demanded a significant portion of the course be designated to ethics education. After following this model for two years, the faculty felt that having ethics portioned off in this fashion did not integrate the concepts into the overall programmatic education and that the time dedicated to ethics in the management class was squeezing out other important topics. The SHIDLER | 29
UHM Shidler College of Business F ifth Year Continuous Improvement Report curriculum committee then decided to spread ethics education across all of the core business courses to demonstrate the role it plays not only in management, but also in accounting, finance, information technology management and marketing. This is where it now resides. The Assurance of Learning for ethics is still a work in process. At this point, it is still mostly assessed by work in the introduction to management course, as that is where the theory and frameworks for ethics are taught. However, for the campus-‐wide ethics designation, the completion of ethics education is recorded at the completion of the BBA capstone strategy course. The thinking here is that to take that course, you must have successfully taken all of the core courses and their ethics content. Last year we did a pilot test of a simulation to assess ethics learning objectives, and we also tested some new learning objectives in the capstone class. Global MBA In 2012, the MBA Review Committee made some significant changes as our Full Time MBA program entered its fifth year. These changes standardized internship credit across the different MBA programs, and had the separate and individual JEMBA (Japan) and CIMBA (China) MBA programs combine with the Full Time program. This program would then offer a broader focus on Asia and with country specific “tracks” available, and to make the summer and fall of the second year an explicit time for an international experience through internships and study abroad opportunities. Shidler just graduated its first cohort from this program and has scheduled to conduct an MBA curriculum revision in the Fall 2015 to further refine this initiative. DLEMBA Since 1977, The Shidler College of Business Executive MBA has been preparing managers of exceptional promise to lead the next generation of business professionals. Each year, the College prepares more than 200 business managers and executives with the knowledge and skills required to adapt to the changing business environment. This preparation includes reviewing business fundamentals across all disciplines, learning new business strategies and best practices, and developing entrepreneurial, creativity and leadership skills. One of the missions of the Shidler College of Business is to provide educational opportunities across the entire State of Hawaii. The College has been identifying educational opportunities for the neighbor islands. The distance learning program initially began in the 1970s with faculty members traveling throughout the State of Hawaii to conduct courses in person. Benefits of this program included live lectures throughout the three year program, which promoted a unique learning experience. However, the program was exhaustive in time, energy, and the limitations of distance technology led the college to end it in 2011 and work on an updated version. With advances in technology and a commitment to a distance/in person hybrid program, the new way to support our mission of state-‐wide education is the Distance Learning Executive MBA, or DLEMBA. Online business courses have been around for many years, but our focus on improving the student learning experience has made Shidler’s DLEMBA especially attractive to military personnel and business professionals living on Oʻahu and the Neighbor Islands. Today, Shidler’s distance learning courses incorporate a unique hybrid approach to teaching that uses the Internet, distance learning technology and the traditional in class setting. The DLEMBA is arranged to bring all of the students to O’ahu sixteen times during the twenty months of the program. When they are here, they are able to work together and to receive a full day of face-‐to-‐face instruction. This is done to launch their modularized courses. Then, with the integration of cable internet, efficient SHIDLER | 30
UHM Shidler College of Business F ifth Year Continuous Improvement Report mediums of instruction, such as web conferencing platforms like Blackboard, Polycom and Mediasite, the students are able to continue the studies from home by actively participating in class discussions in real-‐time. Through this program, residents of the other islands have reasonable access to the same Shidler MBA that has traditionally been more available to those on O’ahu. The first cohort graduated in 2014, and the second one is currently half way through. Student performance and satisfaction are high. As we discussed earlier, we also instituted a new Healthcare Management track in the Distance Learning EMBA program, starting in the fall of 2014, by designing five new healthcare management track MBA electives. PHD The PhD program has had the following changes. Name Change: Change of the name from “PhD in International Management” to “PhD in Business Administration.” The purpose of the change is to make the name consistent with peer business schools with PhD programs across the nation and to make the name accurately reflect the instructional content and the structure of the program. The issue was first brought up in the PhD committee’s regular meeting in September 2013. The committee members reviewed the names of about 90 PhD programs in peer business schools across the nation and noted that the majority of the schools used the name “PhD in Business Administration.” The committee members then collected feedback from faculty members in their respective departments. Further discussions followed in subsequent PhD committee meetings, as well as in faculty senate meetings. The majority of the faculty senate members agreed that the name “PhD in Business Administration” was less confusing to potential applicants and hiring committees. Furthermore, it was more accurate in terms of the actual content of the PhD program. This name change aligned with Shidler’s mission in that, although international excellence is historically a strategic thrust of the College, with increasingly more schools adopting this focus, Shidler needs to keep innovating. One way to innovate is to gradually shift our strategic emphasis on “excellence,” as opposed to “international.” This shift is supported by the high-‐level and high-‐impact intellectual contributions Shidler’s faculty has produced over the past five years. The faculty senate voted favorably to change the name in its November 2013 meeting. The Dean’s office submitted a formal request for the name change to the University administrative office. The University of Hawai‘i president David Lassner formally approved the change on February 4, 2015. Since the change of the name, we have redesigned the website of the PhD program to reflect the change. In addition, the PhD committee along with some departments have launched a widespread marketing campaign to publicize our PhD program among many AACSB accredited master programs in the U.S. and abroad. PhD Program Handbook: The PhD committee has fully discussed and revised the PhD program handbook, particularly in the area of the first year qualifying exam and second year comprehensive exam. The revision involves the format, grading criteria, and the timeline of the tests. Curricula Revision: The PhD committee has discussed the curricula changes and has recommended that each functional area increase the number of core PhD seminar classes from two to three, so SHIDLER | 31
UHM Shidler College of Business F ifth Year Continuous Improvement Report that each student will receive solid training in their respective functional area. In addition, a reduction of the teaching load by PhD students has been implemented. PhD students are required to teach two classes during their four-‐year program. 6.3 Assurance of Learning While our underlying strategy for assurance of learning remains the same as it did in 2011, we have continued to fine tune our procedures and add to our tactics to ensure that we are continuously improving our performance in this important objective. Instructors provide direct assessment of student learning for all the courses identified on our curriculum map. They assess a minimum of 20% of randomly selected students against the identified objectives for each class, and these results are rolled up to ensure that the goals of each program are being met. The results indicate a high degree of student learning across our programs, both undergraduate and graduate. In the last academic year, 589 students were assessed from 36 sections and across all of our academic programs. Initiatives undertaken since the last review include departmental efforts to better measure the assurance of learning, development, and implementation of an assurance of learning protocol for our PhD in Business Administration, increasing participation of our executive programs in assurance of learning, preparation to integrate Shidler’s Student Learning Objectives with a set of new Institutional Learning Objectives being developed at the campus level, and taking steps to match our assessment of ethics education with changes we have made to our ethics curriculum. In 2013 we presented to the University Board of Regents our PhD program, and it was granted permanent program status. At that time we also formalized the assurance of learning goals and measures for the program. We did this in cooperation with the Manoa Assessment Office. Table 6 below outlines what was instituted: Table 6: PhD in Business Administration Evaluation of Learning Objectives Students will be able to: a. Create knowledge in international management with an Asia/Pacific focus as demonstrated by publication in peer-‐reviewed journals, peer-‐reviewed conference presentations, and dissertation research b. Demonstrate comprehensive knowledge in the field of international management through a comprehensive exam c. Effectively teach college-‐level courses as demonstrated by a course observation, Center for Teaching Excellence mid-‐semester evaluation, student end-‐of-‐course evaluations, and a review of teaching materials by their course coordinator or dept. head d. Collaborate on scholarly projects with colleagues and peers The PhD program director works directly with PhD faculty to collect and assess the data. In the past five years we have moved ethics education around within our undergraduate curriculum, trying to find the right place for it, while not displacing other important learning. We moved it first from a stand-‐alone one credit class to make it part of the Introduction to Global Management class. With this move, we had this management course designated as an ethics-‐ SHIDLER | 32
UHM Shidler College of Business F ifth Year Continuous Improvement Report focused class, according to the campus standard. This brought with it a great number of requirements for the amount of the course work that was focused on ethical issues. The Curriculum Committee agreed with the Management Department that this was squeezing the ability to convey other important concepts in the management course. For this reason, and because the faculty did not think of ethics as a stand-‐alone issue, the decision was made to weave the teaching of ethics throughout the core classes. The measurement of the learning goals did not keep up with this move, and we noticed a decline in the percentage of students rated as meeting this objective. Monitoring of the syllabi for the core business courses indicated that ethics were being covered in the variety of business disciplines and that the frameworks were still being covered in the core management class. The assessment committee faced this problem in 2014 and has undertaken two strategies so far to address it. One is to measure ethics learning in the capstone class, which can only be enrolled in after the completion of all of the ethics-‐infused core courses, and the other was the pilot test of an innovative measurement that was carried out through a computer simulation role play. In the spring of 2015 we had one of our most senior capstone professors measure a different set of program learning objectives in the capstone class. The four that were chosen were meant to represent learning throughout the program. While all were assessed as generally successful, the only one that showed 100% of students achieved the learning objective was “Students can provide real-‐world examples of social, business and personal consequences of ethical choices.” While this test in one class is not conclusive evidence, it hints towards the fact that our curriculum has not lessened the ethics learned by students, only that our measurement was no longer strongly tied to that learning. In the past two years, Shidler faculty and staff have participated in an exciting campus initiative known as the “Manoa Assessment Institute.” This is a three day workshop in which the participants work on a specific assessment challenge. Last year, one of our management professors decided to test a computer role playing simulation that placed the students in a virtual world where the ethical nature of their decisions resulted in success or failure within the game. Her test of the game yielded positive results. It also has led to her collaboration with the U.K. based developer of the game to work on Version 2.0 and a less British-‐centric version. The work with the Manoa Assessment Institute is just one of the ways we have collaborated with campus-‐wide assessment activities in the past two years. The second Shidler individual to attend the Assessment Institute is acting on earlier AACSB recommendations to highlight areas of the most need for action through use of a “dashboard” computer program accessible to all faculty members. This should be operational in spring of 2016. We are also cooperating with a campus initiative to implement institutional learning objectives (ILOs). In their current state, the objectives are necessarily quite general, but it appears they will easily align with Shidler assessment activities. The categories of the learning objectives fall into three areas: • Know: Breadth and Depth of Knowledge • Do: Intellectual and Practical Skills • Value: Personal and Social Responsibility SHIDLER | 33
UHM Shidler College of Business F ifth Year Continuous Improvement Report The implementation at the campus level will take place initially as new courses are developed or existing courses are modified. As we make any adjustments to our assurance of learning, we will seek alignment with these objectives. We are also working closely with the Manoa Assessment Office to ensure that all assessment reporting is complete for the upcoming WASC accreditation cycle. Here are the most recent Shidler College assurance of learning results and the items highlighted for action: BBA Learning Objectives 1. Communicate effectively in writing and oral presentations 2. Manage and use technology in a business setting 3. Demonstrate an understanding of global business with an emphasis on the Asia Pacific region 4. Identify and analyze ethical issues 5. Effectively apply skills in a functional specialization (results not shown here as it is measured at departmental level) Table 7: BBA Learning Objectives Assessment BBA Learning Goals 2010 2011 2012 2013 2014 LG 1 Presentation Skills 100% 94% 92% 100% 95% LG 2 Use of Technology 96% 96% 90% 94% 92% LG 3 Global/Asia Business 97% 93% 94% 94% 90% LG 4 Ethical Issues 70% 95% 89% 89% 87% MBA Learning Objectives 1. Demonstrate and apply knowledge of the functional areas of business (best business practice) 2. Communicate effectively in writing and oral presentations 3. Understand and apply management skills to the Asia-‐Pacific business environment 4. Identify and analyze complex ethical and legal issues. 5. Demonstrate understanding of the impacts of technology on business Table 8: MBA Learning Objectives Assessment MBA Learning Goals 2010 2011 2012 2013 2014 LG 1 Business Practices 96% 98% 100% 96% 98% LG 2 Communicate Effectively 95% 90% 97% 98% 94% LG 3 Asia Pacific 98% 92% 90% 96% 96% LG 4 Ethical and Legal Issues 100% 100% 94% 98% 98% LG 5 Technology in Business 94% 98% 96% 96% 90% SHIDLER | 34
UHM Shidler College of Business F ifth Year Continuous Improvement Report Table 9: Specific action areas defined by the most recent assessment activities: BBA: Use of inferential statistics to assess relationships in data Differences between ethical frameworks Cultural influences on ethics Fully explain the four functional areas of management Identify national financial and economic risks MBA: Articulate organizational direction in a business or strategic plan Focused sense of audience for a presentation Organization of a functional action plan At departmental level in addressing the BBA Learning Objective 5, some departments are working on initiatives to improve the assurance of learning for their functional area. The college encourages, and hopes to learn from, these activities. The Department of Marketing has a long track record of a pretest and posttest for students who major in Marketing. The average marketing knowledge of the students demonstrates significant growth is achieved from the program. Students in the past four years increased their score from the pretest to the posttest by an impressive 59%. The School of Accountancy has engaged the local accounting community and is well underway in the development of an assessment tool to ensure that the skills sought by industry are the skills learned in our accounting programs. 6.4 Partnership Degree Programs In the fall of 2014, six undergraduate students traveled to Paris, France, with Shidler faculty member Judith Mills Wong. The Shidler students were part of a group of 400 exchange students from 40 different countries who spent the fall 2014 semester taking business courses at IESEG School of Management in France. In the spring of 2015, the Shidler College of Business signed an agreement with ESC Rennes in France to develop a student exchange program. Oliver Aptel, director for ESC Rennes, personally made a trip to Hawaii to meet with UH administrators from the International Exchange Program. Shidler has many partner schools to help improve students’ learning experience. Below is a sample list of our partner schools in the Asia Pacific region. Table 10: Shidler’s Partner School in the Asia Pacific Region PARTNER UNIVERSITIES IN CHINA WEBSITE Sun Yat-‐Sen University http://bus.sysu.edu.cn/en/ Sun Yat-‐Sen Business School 中山大学管理学院 Shanghai University of Finance & Economics http://www.shufe.edu.cn/structure/english/index College of Business 上海财经大学商学院 SHIDLER | 35
UHM Shidler College of Business F ifth Year Continuous Improvement Report http://www.ceibs.edu/mba/index.shtml 中欧国际工商学院 MBA 课程 http://www.saif.sjtu.edu.cn/en/ 上海交通大学上海高级金融学院 China Europe International Business School (CEIBS) MBA Program Shanghai Jiao Tong University Shanghai Advanced Institute of Finance PARTNER UNIVERSITIES IN JAPAN WEBSITE International University of Japan http://www.iuj.ac.jp/ Niigata Prefecture 国際大学 Nagoya University of Commerce & Business http://www.nucba.ac.jp/en/ Aichi Prefeccture 名古屋商科大学 7. Academic and Professional Engagement 7.1 Student Academic and Professional Engagement Undergraduate Student Engagement Student Club Activity Shidler College of Business has eleven student Registered Independent Organizations (RIOs) within the University of Hawaiʻi at Mānoa. Membership in all clubs is approximately 600 students (almost 60% of all Shidler undergraduates). Throughout the year, clubs contribute to the community through stewardship and various volunteer activities that include: • American Cancer Relay for Life • Adopt a School • Hawaii Blood Bank Drive • HSCPA Beach Clean Up • The Great Aloha Run • Make A Wish Color Run 5K • Macy's VIP Event Gift Wrapping • Jingle Rock Run • Rice Fest • Fore the Keiki (children) • Volunteering at the Waikiki Aquarium These activities reflect hundreds of volunteer hours spent on fundraising events or special projects that benefit charitable organizations. For example, students painted buildings at Noelani Elementary School and completed landscaping work at Palolo Intermediate School (local public schools); raised funds and donated much needed school supplies; wrapped gifts for the holiday season with donations given to various charities; donated blood for the Hawaii Blood Bank; distributed supplies and assisted with registration at local running events; and picked up debris at beaches on the island of Oahu. SHIDLER | 36
UHM Shidler College of Business F ifth Year Continuous Improvement Report While several of these activities are established annual events, others reflect the broad interest of student leaders in civic engagement and may change from year to year. Part of the mission of most clubs is \"service\" to others and the community. In addition, it is not uncommon for Shidler College to call upon these clubs to volunteer at College-‐sponsored events. Other club activities that display their engagement include a range of professional workshops, seminars, and networking events. The clubs require participation in these events, and therefore the student attendance is high. Some of these club activities include: • Mock Interviews-‐ 10-‐ 20 companies participate • Professional interaction Nights-‐ (formal networking in rotating groups)-‐ over 30 companies participate • Dining Etiquette-‐ professionally presented hands-‐on experiences in a business dinner setting • Dress for Success-‐ professionally presented and tailored to the local, national and international markets • LinkedIn Workshop-‐ Hosted by professionals from the business networking site • Office Tours-‐ we partner with a minimum of three companies per semester to host tours for the student clubs Internships In the past school year, Shidler undergraduates participated in 486 internship opportunities with a wide range of privates companies and public agencies. These students partnered with 161 private companies, twelve state agencies, four city and county departments and two federal agencies. The breakdown of completed internships by major is as follows: • Accounting: 101 • Finance: 106 • Human Resources: 37 • Int’l Business: 32 • Marketing: 103 • Management: 71 • Info. Systems: 25 • Real Estate: 11 Career Development The Shidler College of Business hosts two Career Expos each school year. Each expo is scheduled on a day and time that supports maximum student involvement. During 2014-‐15, over sixty-‐five companies participated. We also hosted several organizations for on-‐campus recruitment and interviews. Here is a sample of the results: • US Naval Shipyard-‐ Contract Special Position-‐ 26 students attended, 3 were hired for Full-‐ time positions • Deloitte-‐ Internship & Full-‐time positions-‐ 16 students interviewed-‐ 5 hired • Ernst & Young-‐ Internship & Full-‐time positions-‐ 21 students interviewed-‐ 5 hired • KMH LLP -‐Internship & Full-‐time positions-‐ 12 students interviewed-‐ 4 hired • Accuity LLP-‐ Internship & Full-‐time positions-‐ 24 students interviewed-‐ 6 hired • KPMG-‐ Internship & Full-‐time positions-‐ 7 students interviewed-‐ 1 hired SHIDLER | 37
UHM Shidler College of Business F ifth Year Continuous Improvement Report • PWC-‐ Full-‐time positions-‐ 14 students interviewed-‐ 3 hired • N & K CPA-‐ Internship & Full-‐time positions-‐ 15 students interviewed-‐ 4 hired • Atlas Insurance-‐ Insurance Internships-‐ 18 attended-‐ 2 hired • Gallagher Insurance-‐ Risk Management Internship—9 attended-‐ 1 hired • Kumabe HR-‐ 22 students attended-‐ 3 hired • Boeing-‐ Summer Internships-‐ 28 attended-‐ 3 students hired • Honolulu City & County-‐ Summer Internships-‐ 16 students attended-‐ 2 students hired • Enterprise Holdings Inc.-‐ Mgt Trainee position-‐ 12 attended-‐ 2 hired • Queens’ Health Systems-‐ Business Analyst Intern-‐ 38 attended-‐ 8 hired • First Insurance/Tokio Marine-‐ Tokyo Summer Internship-‐ 25 attended-‐ 2 hired • PepsiCo-‐ Management Trainee Position-‐ 36 attended-‐ 2 hired • Bank of Hawaii-‐ Bank Associate Intern & Mgmt. Trainee positions-‐ 25 attended-‐ 8 hired • Prudential Insurance-‐ Insurance sales Intern-‐ 13 attended-‐ 1 hired • American Savings Bank-‐ Summer Intern-‐ 23 attended-‐ 3 hired • Northwestern Mutual-‐ Insurance Management Intern-‐ 8 attended-‐ 1 hired Another way in which students are engaged is through their professional development. Through our undergraduate placement services we coordinate a number of workshops to better prepare students both for securing employment and fitting into the workplace. Some of these are prepared and presented by Shidler staff, such as Resume Development, Interviewing Skills and Salary Negotiations, while other topics are facilitated by outside professionals, such as the personal branding seminar offered by our executive in residence, Keith Vieira (formerly the EVP of a major international hotel company). Graduate Student Engagement Approximately 75% of the Full-‐time MBAs participate in internships. A majority of the internships are obtained through Shidler related activities, such as their career development seminar, the career expo site visits and networking events sponsored by the College. Annually, 80-‐90% of the Full-‐time MBAs are placed within three months of graduation. Many of the placements are through Shidler activities and internships. Career Development Seminar – The purpose of this seminar is to provide students with knowledge, skills, and experiences not necessarily found in a traditional classroom setting to become successful in the business world. Though BUS 601, the MBAs receive over 30 hours of Professional Development covering a variety of subjects. In a majority of the activities, the MBAs are able to meet and network with business professionals at a high management level to gain insights in local and professional business practices. BUS 601 topics: • Business Leader Panel – Orientation • 21st Century Workforce – Entrepreneurial Thinking • Bloomberg Terminal Review • Writing an Effective Resume • Managing your Online Presence • Art of Networking • Effective Presentations and Communication • Career Discoveries • Employee and Team Engagement SHIDLER | 38
UHM Shidler College of Business F ifth Year Continuous Improvement Report • Interview Development • Doing Business Internationally • Nonprofits and Community Engagement • Sustainability • Consulting • Dining Etiquette • Site Visits In addition to these topics, students also participate in a program entitled “Conversations in the C-‐Suite.” This program gives MBAs the opportunity to meet with C-‐level executives in small group settings to gain insights on how they got into their positions, what it is like to manage a large company, and what it is like to do business in Hawaii. The Graduate Business Student Association (GBSA) is an organization for all graduate business students. GBSA allows new business students to start building their network amongst their peers and alumni. GBSA fosters comradery within the association and sponsors several events throughout the year, such as Business Topic seminars, mixers, and community service events. 7.2 Executive Education (Non-‐Degree Programs) Non-‐Degree Executive Programs Shidler College of Business Executive Education Center has offered non-‐degree short-‐term executive programs since 1949. The primary purpose is to develop senior level professionals in both the public and private sectors, both locally and internationally. Here is a list of programs that we offered in the past five years. Local Executive Programs Most of these programs are customized for our clients to address their specific organizational training needs. We have worked with a diverse group of enterprises, including financial institutions, technology companies, healthcare facilities, and the military. We have covered these topics in our local executive programs: • Effective Leadership Seminar • Finance and Accounting for Non-‐Financial Executives • Graduate Certificate in Professional Accounting • Internal Human Resources Consulting • Business Intelligence Seminar International Executive Programs Our customized programs have always been able to address the evolving needs of companies and individuals, whose areas of focus increasingly span diverse global contexts devoted to advancing quality management education. Our international participants travel to Hawaii to receive a global experience (through immersion) in the process of completing the program. • POSCO Korea Consilience Competence Development Program • POSCO Korea Cross-‐Cultural Negotiation Development Program • POSCO Korea Executive Development Program • POSCO Korea Global Competence Development Program • POSCO Korea Plant Manager Program • POSCO Korea Senior Executive Development Program SHIDLER | 39
UHM Shidler College of Business F ifth Year Continuous Improvement Report • POSCO Korea Young Board Members Program • Japan Global Human Resource Management Program • Sustainable Leadership in a Changing Economy for the Vietnam Chamber of Commerce and Industry (VCCI) • China State Construction Engineering Corporation (CSCEC) Building an Innovative Future: Transformative Sustainable Development Program (jointly offered with the School of Architecture) • Guangdong World Bank Executive IT Program (jointly offered with the Department of Information and Computer Science) Advances in online education technologies have allowed for greater flexibility for professionals to pursue additional professional needs specifically in the healthcare sector. This spring we taught a distance learning course in healthcare finance. We plan to develop and expand our healthcare administration courses beyond healthcare finance. 7.3 Faculty Qualifications and Engagement The Shidler College Faculty Senate approved and adopted new faculty qualification process policies for AACSB reporting on July 2013 to replace the former policy approved on November 15, 2004. In this update, four methods of being qualified are outlined: Scholarly Academics (SA), Practice Academics (PA), Scholarly Practitioners (SP) or Instructional Practitioners (IP). Those who do not meet the criteria for these categories are classified as others. This update is more in line with Shidler’s mission and allows faculty to be identified as Scholarly Academics, Practice Academics, Scholarly Practitioners or Instructional Practitioners, based on the faculty’s mix of initial qualification and continuing academic path and activities. The full updated policies are provided in the Appendix B and summarized below. Initial Qualification Academic Qualification: A doctoral degree in business or a closely related discipline provides the initial academic qualification, although faculty with a JD degree or an LLM in taxation with a CPA also qualify for the initial academic qualification. Those who hold a specialized master's degree in a business-‐related field and have completed some coursework in a business doctoral program, or who currently are a student in a business doctoral program or have obtained ABD status within the last 3 years, also qualify. Professional Qualification: As a baseline for the initial professional qualification, Shidler follows the AACSB’s definition that a professionally qualified faculty member must have the equivalent of two years of full-‐time, professional experience in the field in which they are teaching. To maintain professional qualification, faculty members are expected to continue active involvement in the profession through service on boards, consulting, and workshops. Maintaining Academic and Practitioner Qualifications After meeting the standards for initial academic and professional qualifications, faculty members are expected to maintain their qualifications as outlined below. SHIDLER | 40
UHM Shidler College of Business F ifth Year Continuous Improvement Report A. Scholarly Academics (SA) Scholarly Academic (SA) engagement activities which faculty members may undertake to support maintenance of SA status include scholarly activities leading to the production of scholarship outcomes that support our mission, that meet expected outcomes of our strategic plan, and that impact the theory, practice and teaching of business and management, which is consistent with Standard 2 of the AACSB’s Standards for Business Accreditation. The AACSB specifies three types of intellectual contributions: (1) basic or discovery scholarship, (2) applied or integrative/application scholarship, and (3) teaching and learning scholarship. While each faculty member will determine an appropriate balance of effort across these areas, because the Shidler College of Business has a research-‐focused mission, the portfolio of contributions across its faculty must include a heavy component of basic or discovery-‐based scholarship. In particular, faculty members teaching at the PhD level are expected to primarily engage in discipline or discovery-‐based scholarship. Faculty members are encouraged to do research consistent with the strategic priorities of the Shidler College of Business and publish results. • To be considered as a Scholarly Academic, qualified to teach in any of the Shidler College’s undergraduate programs, faculty must have, in the previous five years, published, or had accepted for publication, at least two refereed journal articles or have made equivalent intellectual contributions. • To be considered qualified to teach masters level classes, faculty must have, in the previous five years, published, or had accepted for publication, at least two refereed journal articles concerning applied or integrative/application or basic or discovery-‐based research or have made the equivalent intellectual contributions. • To be considered qualified to teach Ph.D. level classes, faculty must have, in the previous five years, published, or had accepted for publication, at least two refereed journal articles concerning basic or discovery research or have made the equivalent intellectual contributions. The Shidler College of Business uses a number of outcome indicators to assess equivalent intellectual contributions when determining Scholarly Academic status. These are outlined in Appendix B. In practice, faculty members are required to have at least one peer reviewed article as a base plus other equivalent components below to be considered for the SA category. Normally, however, Shidler faculty members who qualify as SA all have at least two peer-‐reviewed journal articles during the past five years. Junior faculty members who have received their PhDs within the last five years are considered qualified as Scholarly Academics (SA), so long as they are making sufficient progress, as determined by their contract renewal. Faculty members who were deemed academically qualified at the time of their retirement and are now teaching as part of an early incentive retirement system, are considered academically qualified. Given the wide range of potential activities, the Shidler College of Business handles the determination of equivalencies on a case-‐by-‐case basis. SHIDLER | 41
UHM Shidler College of Business F ifth Year Continuous Improvement Report B. Practice Academics (PA) Practice Academics (PA) sustain currency and relevancy through professional engagement, interactions and relevant activities. Normally, PA status applies to faculty members who augment their initial preparation as academic scholars with development and engagement activities that involve substantive linkages to practice, consulting and other forms of professional engagement, based on the faculty members’ earlier work as an SA faculty member. The Shidler College of Business uses a number of outcome indicators to assess possible activities linking faculty to business practice and applications supporting the maintenance of Practice Academic (PA) status. A non-‐exhaustive list of these indicators can be found in Appendix B. C. Scholarly Practitioners (SP) Scholarly Practitioners (SP) sustain currency and relevancy through continued professional experience, engagement, or interaction and scholarship related to their background and experience. Normally, SP status applies to practitioner faculty members who augment their experience with development and engagement activities involving substantive scholarly activities in their field of teaching. The Shidler College of Business uses a number of outcome indicators to assess possible activities in which faculty members may engage to support Scholarly Practitioner (SP) status. Appendix B includes a non-‐exhaustive list of these indicators. D. Instructional Practitioners (IP) Instructional Practitioners (IP) sustain currency and relevance through continued professional experience and engagement related to their professional background and experience. Normally, Instructional Practitioner (IP) status is granted to newly hired faculty members who join the faculty with significant and substantive professional experience. The Shidler College of Business uses a number of outcome indicators to assess possible professional engagement and interaction activities in which faculty members may engage to support instructional Practitioner (IP) status. Please see Appendix B for a non-‐exhaustive list of these indicators. Qualification Process All Shidler College of Business faculty members maintain a current Curriculum Vitae (CV), which includes information on their teaching, research and service activities for at least the most recent five years. These CVs are kept on file in electronic form by each department office and updated in the college’s faculty database each year. Each fall semester, the Dean’s office reviews faculty CVs and makes a determination of their qualifications for AACSB reporting purposes, in accordance with criteria established by the faculty and detailed below. If the Dean’s office needs additional information not contained in the CV to make this determination, it will request the needed information from the faculty member and the faculty member will provide such information in a timely manner. SHIDLER | 42
UHM Shidler College of Business F ifth Year Continuous Improvement Report In their hiring of temporary faculty, the department chairs ensure that all lecturers and part-‐time instructors are Scholarly Academics, Practice Academics, Scholarly Practitioners or Instructional Practitioners. Before recommending the hiring of someone not meeting any of these qualifications, the department chair informs the Dean’s office that the person is not so qualified, and presents the reasons for the need to hire the person. The appendices have full details of faculty sufficiency (Appendix: Table 15-‐1) and deployment (Appendix: Table 15-‐2). We include a summary of Shidler academic staff qualification in the Table 15-‐1a below. Table 15-‐1a: Faculty Sufficiency and Qualifications Summary (August 1, 2014 – July 31, 2015) SHIDLER | 43
UHM Shidler College of Business F ifth Year Continuous Improvement Report 8. Other Material To summarize, Shidler College of Business looks forward to this opportunity to host our continuous improvement visit team. In the past five years, guided by our last visit team’s comments and inspired by AACSB’s 2013 new standards, Shidler has devoted substantial efforts to further develop its excellence, and the College is poised to compete in the global market with its dedication to Engagement, Innovation, and Impact. We conclude our report by revisiting some examples of our recent continuous improvement initiatives in each area. Engagement: Among our goals are strengthening the existing EMBA, Vietnam EMBA and Masters in Human Resource Management programs and increasing the quantity and quality of non-‐credit executive programs. Shidler designs and offers free tutorials and classes that serve and engage the community. For instance, PACE has been consistently offering the Entrepreneurs’ Bootcamp for almost ten years (see Other Material – Engagement: PACE Entrepreneurs’ Bootcamp) to help future entrepreneurs map out their business plans. The School of Accountancy offers 15+ hours instruction in their new professional program on governmental accounting, which is free and open to students and accounting professionals (see Other Material – Engagement: Free Governmental Accounting Sessions) and is recently noted in the National Accounting Review. Sessions are taught by finance and accounting professionals from different sectors of government. Upon completion, participants receive Continuing Professional Education credit and a Certificate of Completion. Innovation: Shidler has started several initiatives that support the College’s core strategic focus of International Competency, recognizing the changes in the global business environment. For instance, we have reorganized the Japan and China Emphasis MBA programs and have integrated both into a Global MBA program. Shidler just graduated its first cohort from this program and has scheduled to conduct an MBA curriculum revision in the Fall 2015 to further refine this initiative. Shidler has also designed its online distance learning executive MBA and has successfully served two cohorts. In addition, with the Affordable Care Act moving from hotly -‐ contested legislation to reality, many healthcare professionals are seeing an MBA degree as a prescription to enhance not only their own careers, but the health care system itself. To serve these demands from the local community, Shidler launched a 22-‐month hybrid Healthcare Management EMBA program at the end of August 2014. In addition, Shidler initiated a Freshmen Direct Admit program for highly capable students. At the same time, a significant number of new scholarships were raised to provide future study abroad opportunities for these students. Shidler also will start its first collaboration with the Fox School of Business, Temple University to integrate Fox’s Global Center for Big Data in Mobile Analytics Conference to HICSS as the preconference program. This initiative will further increase the attendance by about 100, on top of the more than 1,000 projected attendees during this coming conference, and increase the exposure of HICSS to world-‐renowned scholars. Impact: Shidler, following its mission to have a global impact on business education, research and practice, has recruited and groomed its faculty to publish not only top journal articles but articles that truly impact the business discipline. In addition to the significant research impact achieved by Shidler faculty, as evidenced by the global rankings of our academic departments, Shidler’s business education also has had a profound impact locally and globally. For instance, at least one partner in each of Hawaii’s top accounting firms and 75% of CPAs in the State of Hawaii are Shidler alumni. Shidler also has approximately 6000 accounting alumni worldwide. Since SHIDLER | 44
UHM Shidler College of Business F ifth Year Continuous Improvement Report 2001, the VEMBA program has proven to be immensely successful in advancing many graduates’ careers in Vietnam and internationally and is the only AACSB accredited program in Vietnam. In a survey reported in NDN Money, the Vietnamese equivalent of Money magazine, 55% of VEMBA graduates hold the chair, president or chief operating officer post in the top Vietnam corporations. 9. Optional Consultative Review Not requested at this point. We, however, welcome any additional comments from our AACSB Review Team. Figure 9: 2014 Scholarship Luncheon SHIDLER | 45
UHM Shidler College of Business F ifth Year Continuous Improvement Report OTHER MATERIAL Engagement, Innovation, Impact SHIDLER | 46
UHM Shidler College of Business F ifth Year Continuous Improvement Report Other Material – Engagement, Innovation, Impact Engagement: PACE Entrepreneurs’ Bootcamp Engagement: Free Governmental Accounting Sessions (Offered Summer 2015) Innovation: HICSS-‐49 Impact: Media Highlights of VEMBA Impact: Companies Represented in VEMBA SHIDLER | 47
UHM Shidler College of Business F ifth Year Continuous Improvement Report Engagement: PACE Entrepreneurs’ Bootcamp ENTREPRENEURS’ SCHEDULE BOOTCAMP 8:45 AM Check-in 01MEENTO. AN 9:00 AM Business Model 9:15 AM Canvas Overview Market Research 9:45 AM Value Proposition GETTING STARTED: DO YOU 10:15 AM Customer Segments HAVE THE RIGHT PRODUCT? 10:45 AM Product Market Fit FREE WORKSHOP 11:15 AM Intellectual Property (instructed by Bill Get entrepreneurial adviceSATURDAY Richardson, UH Office of Tech Transfer Director) February 7, 2015 face to faceShidler College of Business 12:00 PM Lunch Room A102 Organized and instructed in partnership with XLR8UH, this free workshop is open to UH Business TO S AV E A S E A T, R E G I S T E R Plan Competition participants and UH students and faculty interested @ in developing an idea for a business. pace.shidler.hawaii.edu/bootcamp1 Attendees will need to view online classroom videos as “homework” before attending this workshop. Pacific Asian Center for Entrepreneurship · 2404 Maile Way, Room E-301, Honolulu, Hawaii 96822 T: 808.956.5083 · F: 808.956.5107 · [email protected] · pace.shidler.hawaii.edu · PACEhawaii SHIDLER | 48
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