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AS: Advanced Diploma in Applied Business Administration – Accounting , AS: Advanced Diploma in Applied Business Administration – Human Resources , AS: Advanced Diploma in Applied Business Administration – Marketing , AS: Business Administration (two year programs) - Accounting , AS: Business Administration (two year programs) - Banking , AS: Business Administration (two year programs) - General , AS: Business Administration (two year programs) - Human Resource Management , AS: Business Administration (two year programs) - Marketing , AS: Business Management (three year programs) - Accounting , AS: Business Management (three year programs) - Human Resource Management , AS: Business Management (three year programs) - Marketing , AS: Diploma in Applied Business Administration – Accounting , AS: Diploma in Applied Business Administration – Human Resources , AS: Diploma in Applied Business Administration – Marketing , AS: Office Administration (two year programs) - Executive , AS: Office Administration (two year programs) - Legal , AS: Office Administration (two year programs) - Medical , AS: Office Administration (two year programs) - Records and Information Management
Basis for the decision/program commentsSummary of Standard 2 - Strategic PlanningThe Business Unit has a strategic plan in place that embraces the direction of the strategic plan of the College. This plan provides direction for achieving the goals of the Business Unit. The Business Unit is supported by the College and has the resources to meet their goals. Of particular note is the relationship of the Business Unit personnel with students, business and industry and the individual communities of their various campuses to meet the needs of all. The Business Unit has overcome the extreme disadvantages of geography and developed a culture that embraces communication, sharing, and engagement within the Business Unit and among all of the College of the North Atlantic stakeholders.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Criterion 5.2 Faculty QualificationsFaculty are highly qualified, with most possessing a master's level education in the teaching discipline, work experience in the teaching field, and various certifications which are related to the teaching discipline. Categories: Approach, Deployment, ResultsVerified: This Strength was verified on site.Criterion 5.4 Faculty DeploymentThe staffing of full-time faculty is a tremendous strength of the business unit. There is a level of camaraderie and teamwork which is unequaled in most colleges.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Criterion 5.7 Faculty and Staff Professional Development and Scholarly ActivitiesFaculty participation in activities throughout Canada, in Qatar, and the United States provide professional development opportunities which enhance learning experiences for faculty and contribute to valuable learning experiences for students of the business unit.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Summary of Standard 5 – Faculty and Staff FocusFaculty are well qualified and possess a variety of valuable skills. Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Faculty are compensated in a manner which is competitive and development opportunities exist to promote advances in professional knowledge and instructional skills. Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.The staffing of full-time faculty is a tremendous strength of the business unit. There is a level of camaraderie and teamwork which is unequaled in most colleges.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Faculty participation in activities throughout Canada, in Qatar, and the United States provide professional development opportunities which enhance learning experiences for faculty and contribute to valuable learning experiences for students of the business unit.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Faculty lead curriculum development which includes involvement of stakeholders from various campus locations, resulting in an instructional environment that best represents the expertise of all participants and leads to programs which best address the needs of local employers.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Criterion 6.9 Educational InnovationInnovative instructional strategies create many opportunities for students to connect with industry representatives. The connections draw industry professionals to the campus and include tours by students at business locations. The interactions lead to internship opportunities in many cases and become job opportunities in some situations.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.SELF-STUDY SUMMARYKey Strengths:1. The team found that faculty members are well qualified, experienced and dedicated to the college and the Business Unit. They are deeply committed to students and actively engaged with business and industry. This contributes to the interaction of the students with potential employers.2. Almost all faculty members, whether permanent or temporary, are full-time employees. The team observed peer relationships, level of camaraderie and teamwork that are almost unequaled in most colleges. This peer relationship enhances cohesiveness of the faculty and leads to a very positive student educational and learning experience.3. The Business Unit has overcome disadvantages of geography and developed a culture that embraces communication, sharing and engagement within the Business Unit and among all of the College of the North Atlantic stakeholders.4. Professional development opportunities in Canada, Qatar, and the U.S. provide valuable experiences for faculty which translate into enhanced learning for students.5. Student exchanges and team competitions (examples include Enactus and the Business Case competition) bring participants from all campuses of the college that house Business Unit programs together, including Qatar, and enable all participating students to expand their awareness of different cultures.6. The development and piloting of the Navigate Entrepreneurship Center on the Corner Brook campus demonstrates an innovative opportunity for the college to provide local business development, encouragement and support.7. The College has demonstrated a true commitment to continuous improvement by creating the position of Assessment Coordinator. This was a direct result of a “condition” the college received on its initial accreditation. This has led to an effective assessment process for all business programs. Students benefit from ongoing improvements in business instruction. The assessment process in business can serve as a model for the rest of the College. The Business Unit is currently the only academic area of the college with a dedicated assessment coordinator.Categories: Approach, Deployment, Results, ImprovementsVerified: This Strength was verified on site.Opportunities for Improvement (OFI) (1)SELF-STUDY SUMMARYKey Opportunities for Improvement:1. In Table 2 of Standard 4 in the “Actions Taken” column, future reporting of that information should be identified when performance measures are not being met.2. If student learning outcome results have been achieved or not achieved, for several learning cycles, that outcome goal could be possibly changed, retired or a new one developed. This is not to say that those outcomes are not important but merely to ensure an evaluation takes place for the continuous improvement of assessment processes.3. The Business Unit recognizes and honors business students and provides opportunity for scholarships and competition among them. The addition of an honors organization such as Kappa Beta Delta would provide a way to identify and honor students specifically in business programs and in high academic standing. It would provide an additional way for students to connect with other students both on campus and throughout the ACBSP two-year members with chapters and provide an additional source of potential scholarships.4. The current “Waitlist” system of the college is misunderstood by both students and members of the college. The Current “Waitlist” system could be improved to provide clear reference to the process of accepting students into the college. This might help to reduce stress and be more efficient for students and scheduling of faculty. 5. In assessing the performance of the Business Unit, external benchmarking might be appropriate. Opportunities for external benchmarking might include comparing performances with colleges in other Canadian provinces.
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