Inter American University of Puerto RicoSan Germán Campus

Entrepreneurial and Management Sciences Department

ACCREDITATION STATUS

International Assembly for Collegiate Business Education (IACBE)

iacbe.org

WHO IS IACBE?

The International Assembly for Collegiate Business Education (IACBE) is a specialized

accrediting body that promotes and recognizes excellence in business education

in colleges and universities at the baccalaureate and graduate levels, both in

the United States and globally.

IACBE - HISTORY• Was founded in 1997 in response to the expressed

needs of Presidents, Chief Academic Officers, and heads of academic business units, who wanted an accreditation process that was mission-based and outcomes driven.

• At that time, the majority of the four-year colleges and universities in the United States with business programs were not recognized by existing business accrediting bodies. Similarly, hundreds of internationally based institutions did not have easy access to obtaining accreditation of their business program.

DIFFERENCE BETWEEN IACBE AND OTHER BUSINESS ACCREDITING AGENCIES

1. Measures excellence in business education through the assessment of educational outcomes.

2. Students develop both personally and professionally into well-educated, ethical, competent business professionals.

3. Business programs have effective links between the classroom and the practitioners in the business community.

DIFFERENCE BETWEEN IACBE….

4. Business programs curricula ensure that students learn and are prepared to deal effectively with issues in the global business environment.

5. Faculty members are current in their fields and active in their contributions to the institution.

PHILOSOPHYOF ACCREDITATION

IACBE is a leader in Outcomes-based assessment and accreditation. Business education is evaluated based on the results of the assessment of educational outcomes, rather than on prescriptive input standards.

PHILOSOPHY OF ACCREDITATION

• Believes that educational quality must be measured by outcomes rather than inputs, because inputs do not necessarily correlate with quality outcomes, since the quality of outcomes is dependent not only on inputs, but also on the processes used by the institution and its business programs to convert inputs to outcomes.

IACBE ACCREDITATION BENEFITS1. Enhanced Reputation

Today, it is increasingly more important for an institution’s reputation to have achieved accredited status for its business programs.

2. Evidence of QualityProvides external assurance of quality in the business programs.

3. Continuous ImprovementHelps prevent slippage in quality within the constantly changing environment.

IACBE ACCREDITATION BENEFITS

4. Best PracticesProvides conferences and workshops for professional development.

5. AccountabilityProvides external accountability for the quality of academic business units.

6. Global PerspectivesProvides opportunities to partner with other IACBE schools around the world.

MEMBERSHIP COST • Annual membership dues are:

2010 = $1,950.00 2011 = $2,150.00

• Site visit cost• Averages between $4,000 and $5,000 every 7

years, includes the accreditation application fee, and reimbursement for transportation, meals, and lodging for a two person site visit team for two days.

SCOPE OF ACCREDITATION

• IACBE accredits Associate´s, Bachelor´s, Master´s, and Doctoral level degrees.

ACCREDITATION PRINCIPLES• IACBE bases its accreditation process on principles, rather

than standards.• Principles are used to assess outcomes, not measure outputs. • They are used to assess learning, not test products.• They assess progress toward excellence, allow for a

continuum of accomplishment, and encourage continuous improvement.

• They promote excellence in business education through a benchmarking process, which is helpful in determining why the business school is, or is not, achieving its mission and broad-based goals, and in interpreting the results of the outcomes assessment process.

8 ACCREDITATION PRINCIPLESPRINCIPLE FACULTY IN CHARGE

1. Outcomes Assessment Dra. Milsa Morales /Prof. Diana Jiménez

2. Strategic Planning Prof. Diana Jiménez /Dr. Carlos Irizarry

3. Curriculum Prof. Luis Echevarría/Dra. Laura Sepúlveda

4. Faculty Prof. Evelyn Zapata/Prof. Ángela López

5. Scholarly and Professional Activity Prof. Jorge Reyes/Dr. Waldemar Vélez

6. Resources Prof. Benito Martínez/Dr. Eliezer Romeu

7. Internal and External Relationships Dra. María Bonilla/Dra. Luz L. Vega

8. Educational Innovation Prof. Luis Zornosa

*Statistics - gathering data Prof. Lester Torres

TIME TABLEDATE ACTIVITY STATUS

2008-2009 Prepare the Assessment Plan Realized in Spanish

August-December 2009

- Prepare Outcomes Assessment Plan- Integrate Department with IACBE

Principles

CompletedCompleted

January-May 2010 Outcomes AssessmentPreparation of Self study - Read, analyze, and work on the 8 Principles - Create instruments - Collect and organize data

Collecting data

In progress

80% completed80% completed

Summer 2010 Analyze data Pending

August-Oct. 2010 Write the Self study Pending

Nov.-Dec. 2010 Complete and submit the Self study Pending

January-May 2011 Self study reviewed by IACBE staff, Site visit, Findings are sent for comments

YEAR OF ACCREDITATIONAUGUST 2009 – MAY 2010

In keeping with its purpose and philosophy of accreditation, the IACBE relies upon a number of accreditation principles (eight) to evaluate the quality of a business school and its degree programs.The principles are used as a benchmark to evaluate excellence in business education, and to assist interpreting the results of the outcomes assessment process.

YEAR OF ACCREDITATIONAUGUST 2009 – MAY 2010

• IACBE Self-study requires that data under certain principles must be collected for the last five years, others for three years, and for others the year corresponding to the Self-study.

YEAR OF ACCREDITATIONAUGUST 2009 – MAY 2010

• For instance:– professional activities for Faculty Principle must be

reported for the last five years,– selected criteria for Outcomes Assessment

Principle, which is the single most important component for IACBE accreditation, data has to be gathered for the last three years,

– other criterion should be referred to the year of the Self-study.

PRINCIPLE 1:OUTCOMES ASSESSMENT

• Purpose: To measure the effectiveness of a business school and the programs it administers. Excellence in business education requires defining, measuring, and continuously improving educational outcomes.

• Is the most important component of IACBE accreditation.

Self Study GuidelinesASSESSMENT AREAS STATUS

1. Mission and broad-based goals Completed

2. Intended student learning outcome Data collection in progress

3. Basic skills development of students Data collection in progress

4. Personal Development of students Data collection in progress

5. Operational effectiveness of the business school

Data collection in progress

PRINCIPLE 2:STRATEGIC PLANNING

• Should be consistent with that of the Institution, and should be in touch with the realities of the business school’s internal and external environments.

• Ideally, will include the outcomes assessment plan, and will be linked to the budgeting process.

Self Study GuidelinesSix Elements

Element Status

Profile of the business school, including: history, mission, vision, foundational assumptions, and guiding values.

Actualized

Description and assessment of the business school's resources, including human resources, facilities, finances, and technology.

In Progress

External analysis, including key sociological, technological, economic, and political trends relevant to the environment in which the business school competes, along with an analysis of the competitive environment.

SWOT Analysis in progress

Summary of the business school’s strengths, weaknesses, opportunities, and threats (SWOT Analysis).

SWOT Analysis in progress

Student learning objectives, strategies, action plans, and outcomes assessment processes.

Data collection in progress

Operational objectives, strategies, action plans, and outcomes assessment processes.

Data collection in progress

PRINCIPLE 3:CURRICULUM

• Excellence in business education requires curricula that are both relevant and current.

• Requires that the design of each program offered by the business school should be consistent with current, acceptable business practices and the expectations of professionals in the academic and business communities.

Self Study GuidelinesRequirements Status

Common Professional Component – BBA Core Courses only• Summary of CPC Activity (Table 1)• Abbreviated Course Syllabus (Figure 2)

Completed

General Education:• Undergraduate Curriculum Composition (Table 2) Completed

Breadth and Depth of Curriculum:• Undergraduate Curriculum Composition (Table 2)

Completed

Curriculum Review and Improvement:• Describe process of continuous evaluation

Partially completed

Business-Related Degree Programs (Chart): Partially completed

Master Degree Curriculum: Descriptive analysis Actualization in progress

Doctoral Curriculum: Descriptive analysis Actualization in progress

PRINCIPLE 4:

FACULTY• Excellence in business education requires highly-

qualified faculty.• To ensure that academic programs are properly

supported, a high percentage of the undergraduate and master level student credit hours sponsored by the business school will be taught by doctorally-qualified and professionally-qualified faculty members.

• At the doctoral level, all doctoral student credit hours will be taught by doctorally-qualified faculty.

Self Study GuidelinesRequirements Status

Current vita for all business faculty:• Figure 3 - Vita Outline In progress

Faculty Qualifications:• Table 3: Full-Time and Part-Time • Table 5: Teaching Load and Student Cr. Hrs. for BBA and MBA• Table 6 :Teaching Load and Student Cr. Hrs. for Doctoral• Table 7: Faculty Coverage Summary

CompletedIn progressIn progressIn progress

Faculty Load: Descriptive analysis of teaching load, academic policies, and other teaching and professional responsibilities.

In progress

Program Coverage: List of all academic majors and concentration (Table 8)

Partially completed

Faculty Evaluation: Descriptive analysis of process and how is used to measure teaching and student learning effectiveness.

In progress

Faculty Development: Descriptive analysis Pending

Faculty Policies: Copy of Faculty Handbook and describe how faculty are made aware of these policies.

Pending

PRINCIPLE 5:SCHOLARLY AND PROFESSIONAL ACTIVITY

• Excellence in business education requires that faculty members be engaged with the academic and professional communities in ways which benefit students, the faculty member, the institution, and the community.

• Requires faculty members to be involved in scholarly and professional activities that enhance the depth and scope of their knowledge, especially as it applies to their teaching disciplines.

Self Study GuidelinesRequirements Status

Current vita: Figure 3• Full-time faculty• Part-time faculty

In progressIn progress

Scholarly and Professional Activities of Full-Time Faculty: Table 9 In progress

PRINCIPLE 6:

RESOURCES• The resources allocated to the business

school should be sufficient to support all aspects of its activities. Student learning outcomes, as measured by the outcomes assessment process, may deteriorate if the resources allocated to the business school are inadequate.

Self Study GuidelinesRequirements Status

Financial Resources:• Educational and General Expenditures: Table 10• Salary Ranges by Rank: Table 11

Pending for Actualization by the Administration after June 30, 2010

Facilities:• Evaluation of Office Facilities: Table 12• Evaluation of Educational Facilities: Table 13Instruments were designed Instruments were administered – May 3, 2010

Analysis pending

Learning Resources Pending

Educational Technology and SupportInstruments were designed Instruments were administered – May 3, 2010

Analysis pending

PRINCIPLE 7:INTERNAL AND EXTERNAL RELATIONSHIPS

• Excellence in business education requires effective working relationships with other individuals and units both within the institution and without, including effective linkages with the “real world” of business.

Self Study GuidelinesRequirements Status

Internal Relationships In Progress

Admissions Processes In Progress

External Oversight In Progress

Business and Industry Linkages • Instruments were prepared to collect information

Analysis pending

External Cooperative Relationships• Instruments were prepared to collect information

Analysis pending

International Cooperation In progress

External Accountability In progress

PRINCIPLE 8:

EDUCATIONAL INNOVATION• Excellence in business education requires

adapting to changes in business and society. Therefore, the business school should provide an environment that encourages and recognized innovation and creativity in the education of business students.

Self Study GuidelinesRequirements Status

Provide a statement that reflects your institution's posture regarding educational innovation.

Completed

Describe the process that is used by the business school for encouraging educational.

Verification of report in progress

Provide examples of educational innovation in recent years, including improvements in the business programs.

Completed

ACTIVIDADES REALIZADASASISTENCIA A TALLERES Y SEMINARIOS

A. 5 al 7 de octubre de 2009 - Dra. Milsa Morales y Prof. Diana Jiménez, asistieron al “2009 IACBE Self-Study Preparation Workshop” en Kansas City, MO.

B. 26 de febrero de 2010 - Prof. Diana Jiménez participó del Taller de Outcomes Assessment Integrado con Planificación Estratégica para Colegios y Universidades de PR. Ofrecido por Dr. John Green y Dr. Edgar J. Rentas en Universidad Politécnica de PR

REUNIONES DE FACULTAD1. 26 de octubre de 2009 - explicar y asignar los ocho(8)

principios. (LINK)2. 7 de diciembre de 2009 - presentar el Plan de Assessment

del Departamento.3. 8 de enero de 2010 - presentar instrumentos (Tables &

Figures IACBE) para la recopilación de datos. 4. 25 de enero y 8 y 22 de febrero de 2010 - discutir el Plan

de Assessment y los Instrumentos (Tablas 1 y 9 y Curriculum Vitae).

5. 8 de marzo de 2010 - trabajo en grupo para identificar los “Common Professional Components – CPC” en los cursos medulares, Principio 3, Tabla 1.

REUNIONES DE FACULTAD6. 5 de abril de 2010 – trabajo individual por

parte de la facultad para realizar los informes de notas de los semestres 2009-10 y 2009-30.

7. 12 de abril de 2010 - se comenzó a discutir el cuestionario que se utilizará para preparar el Perfil del Estudiante de nuestro Departamento, preparado por la Profa. Diana Jiménez.

REUNIONES DE FACULTAD

8. 26 de abril de 2010 -Se terminó de preparar el Perfil del Estudiante que será administrado antes que termine el semestre. Se comenzó a preparar el análisis SWOT del Departamento

9. 3 de mayo de 2010 - Se recogió la información de la facultad para el análisis SWOT del Departamento. Se administraron instrumentos para recoger data para el Principio 6 (Tabla 12 y 13).

OTRAS REUNIONES• 18 de septiembre de 2009 - Reunión con la Prof.

Dalmid Correa, Directora Departamento Administración de Empresas, UPR Ponce, para asesoramiento en la preparación del Autoestudio.

• 3 de diciembre de 2009 - Reunión con la Dra. Elba Irizarry para cotejar el Plan de Assessment del Departamento.

• 3 de mayo de 2010 – Se sometió el cuestionario del Perfil del Estudiante del Departamento para la pre-prueba y validación del mismo.