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Embry-Riddle Aeronautical University - Worldwide 1 Aerospace Boulevard Daytona Beach, Florida 32114 Attn: Chantil Cuesta, MSM - Manager of Systems & Operations Email: uaimprove@erau.edu
ASABA: Associate of Science in Aviation Business Administration ASTM: Associate of Science in Technical Management BSBA: Bachelor of Science in Aviation Business Administration BSTM: Bachelor of Science in Technical Managemen MBA: Master of Business Administration in Aviation MSM: Master of Science in Management
1.2 The integration of technology and data into processes is striking. Using industry standard software enables considerable capabilities. Internally developed enhancements to those and the additional use of numerous dashboards is noted as a distinctive element. 2 The strategic plan is integrated with the organizational mission, is regularly reviewed, and is in the process of being updated for a new five-year period. 2.1 The strategic plan includes the mission, vision, and values of the university at the beginning of the page. It appears that the mission was taken seriously in relation to developing the plan. The new goals for the strategic plan were developed by a leadership team and then the five identified goals were presented to faculty with a call for volunteers to form teams to work on developing the initiatives for that goal. Progress in meeting the strategic plan goals is reported in bi-annual faculty meetings and with monthly video updates. 2.2 The overall university has a thorough report that it produces annually to describe progress on the strategic plan. The WW-COB intends to produce a similar report for its specific strategic plan. While this is a new effort that has not yet been done, the university’s report gives a significant picture of the progress on the overall strategic plan. If the WW-COB follows through on this intention, it will be a strong picture of progress. 2.3 The WW-COB has accomplished a number of elements that fit within the three key strategic goals of achieving academic distinction, enhancing and enriching student experience, and strengthening the college brand. These include improving publication quality and quantity, securing of research grants, revising of the graduate curriculum, enhanced data accessibility for students, and improved communications with students. 3.1 Stakeholder groups are clearly defined. Processes for connecting and communicating with those groups are well-established. Ample feedback and input channels exist. 4 The assessment infrastructure at the University is strong (e.g., online portal, review cycles, etc.) and offers potential for further development. 4.2 The strong assessment culture ensures that these processes are well established. 4.3 Longitudinal measures from Peregrine are well-displayed in graphical form and provide comparative benchmarking. External stakeholders have access to considerable information regarding assessment processes and results. 4.4 OAA engagement and expectations are valuable for WW COB program assessment. In particular, the scoring rubric is worthy of note. 5.1.c The business unit has many ways for faculty both full time and part time to be successful. The RCTLE is a great example of developing faculty and recognizing faculty. Several faculty received teaching awards from ACBSP. 5.2.B The data collection and review of the end of course student surveys is impressive. There is quantifiable data, along with heat maps to indicate areas of improvement as well as areas of strength. 5.3 The business unit provides many opportunities for faculty to attend conferences, attend professional meetings, and to perform professional activities. Financial resources are available for the faculty to use to complete professional service. 5.4 RCTLE is a strength to orient new faculty as well as ongoing support for all faculty. There are mandatory requirements for all faculty members to refresh annually in addition to having access to content slides on demand. 6 The Standard 6 explanation gives a clear picture of average length of time for a degree, the variety of program delivery methods, as well as an explanation of how consistent objectives are maintained across the platforms, and the method of computing contact hours. The explanation is well written and makes it easy to find details. 6.1 Program has a robust system for establishing curricular objectives, determining classes to be taught and then providing systematic help in designing the classes. Curriculum changes are vetted through a process that requires approval of curriculum changes to the actual requirements for graduation and for changes that directly impact the substance of individual classes. The college of business then has a system where the faculty class designer (subject matter expert) works with an instructional designer to develop the method of course delivery. With the high percentage of non-traditional classes taught, this is a strong combination for developing quality courses. Each degree program has its own mission statement defining the broad knowledge and skill set to which the developed courses should contribute. 6.2 Each class has a course template that lists the learning objectives and the setup of educational modules in order to meet the objectives. The template explains the basic structure of the class and gives links to resources for materials. Each module in Canvas is created for the students and provides the faculty with requirements for each module and even some suggestions about approach. Yet, it still leaves room for faculty to put their own touch on how the courses are covered. The abbreviated syllabi for the bachelor’s degree programs shows the total hours in business disciplines necessary to satisfy the CPC. 6.4 The CPC requirements are fully addressed according to Figure 6.4.b. The abbreviated syllabi support the number calculations. 6.5 Both master’s programs have more than 50% of their course work in business related courses. The program provides a method for students who do not have undergraduate business requirements to acquire the leveling knowledge. 7.1 The percentage of students placed in jobs is very high, but that may also consider that many students are employed while in their program. Great resources with coaching, Vantage Point series, etc. 7.3 Data is being tracked, reviewed, and acted upon as necessary. There is a continuous improvement process in place with regular collection and review of key metrics.
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