PURCHASING AND SUPPLY CHAIN MANAGEMENT PROGRAM … · appropriate supply chain decisions. c. Apply principles of materials and contract management. d. Establish and maintain systems

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FINAL REPORT June 4, 2012

SHORELINE COMMUNITY COLLEGE

PURCHASING AND SUPPLY CHAIN MANAGEMENT

PROGRAM REVIEW

Spring 2012

Prepared by Karen Demetre, Consultant

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TABLE OF CONTENTS

PURPOSE......................................................... 3

METHODOLOGY…………………………….. . 4

CONSULTANT REPORT Findings on Program Review Elements Assessment …………………………………….. 5 Program Information…………………………… 9 Student Data Trends…………………………… 11 Curriculum………………………………………. 30

Faculty……………………………………………. 34 Resources……………………………………….. 35 Schedule of Classes…………………………… 36 Partnerships…………………………………….. 38

Support Services……………………………… . 39 Revenue Potential……………………………… 40 The Virtual College…………………………….. 40 Competition………..……………………………. 41 Program Access………………………………... 44 Labor Market Opportunities………….………. 45

Analysis of Findings Institutional Issues…………………………....... 48 Program Strengths……………………………… 50 Follow-up on 2004 Recommendations……… 52

Recommendations for 2012 ……………....... 54

APPENDIX Faculty Response..……………………………… 57 Student Survey Results………………….......... 68 Advisory Committee Survey Results………… 82

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PURPOSE

The purpose of the program review process at Shoreline Community College is continuous quality improvement. This process is scheduled on a five year cycle across all instructional areas at the college. This process serves to meet standards established by the State Board for Community and Technical College Education and the Northwest Commission on Colleges and Universities. Relevant accreditation standards are listed below:

4.A Assessment 4.A.1 The institution engages in ongoing systematic collection and analysis of

meaningful, assessable, and verifiable data – quantitative and/or qualitative, as appropriate to its indicators of achievement – as the basis for evaluating the accomplishment of its core theme objectives.

4.A.2 The institution engages in an effective system of evaluation of its

programs and services, wherever offered and however delivered, to evaluate achievement of clearly-identified program goals or intended outcomes. Faculty has a primary role in the evaluation of educational programs and services.

4.A.3 The institution documents, through an effective, regular, and

comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty (members) with teaching responsibilities are responsible for evaluating student achievement of clearly-identified learning outcomes.

4.A.4 The institution evaluates holistically the alignment, correlation, and

integration of programs and services with respect to accomplishment of core theme objectives.

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METHODOLOGY

First Committee Meeting (orientation including full-time faculty, division dean, workforce dean, institutional researcher, and consultant)

Qualitative Information Collected

College website and planning guides

Schedule of Classes

Class Waitlists and Clustering

Faculty Input (written assignment)

Student Surveys (12 current students)

Advisory Committee Roster + Meeting Minutes

Advisory Committee Surveys (7 of 14 members)

Faculty Group Interview

Division Dean Interview

Program Review Report – 2004

Quantitative Information Collected

Faculty teaching loads (full-time and part-time)

Division budget figures

Annualized FTES, Headcount, and % of Enrollment (by program and by certificate + degree)

Student demographics (age, gender, ethnicity, academic + economic disadvantage)

Completion of degrees and certificates

Student grade distributions

State employment data on former students

Preliminary Report (presented to faculty/dean for feedback and revised by consultant)

Final Committee Meeting (discussion of consultant’s report + program review process) Completion + Distribution of Final Program Review Report

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CONSULTANT REPORT Purchasing and Supply Chain

Management Program - Spring 2012

ELEMENTS REVIEWED, FINDINGS, + ANALYSIS

1. ASSESSMENT (FAC. REPORT Pg 57)

TOOLS TO ASSESS PROGRAM OUTCOMES 1.1 Program outcomes have been established for the AAAS degree and are

clearly stated in the planning guides and college catalog as listed below:

a. Utilize supply chain concepts and vocabulary related to sourcing, production, quality, transportation, storage, and negotiation strategies to effectively procure, move and store goods and services.

b. Apply mathematical concepts to conduct price-cost analyses and make appropriate supply chain decisions.

c. Apply principles of materials and contract management. d. Establish and maintain systems to track and control materials. e. Apply principles of finance, accounting, international business, logistics, business

law and economics to the field of purchasing and supply chain management. f. Effectively communicate both verbally and in writing within a variety of business

environments.

The instructor indicates the fourth outcome (systems to track and control materials) might require more in-depth content in the curriculum.

1.2 Published program outcomes describe technical skills and communication

skills, but do not mention collaboration and interpersonal skills which are also important for continued employment. It is suggested that wording about human relations in the workplace be included to provide a more explicit reference to this general education outcome associated with the Human Relations course that is required for the degree.

1.3 Advisory committee feedback shows lack of familiarity with published

program outcomes. Since program outcomes provide the foundation for curriculum development and assessment of student learning, it would be beneficial to periodically review program outcomes statements with the committee to deepen their understanding of the program and the language of learning outcomes.

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1.4 Course-level learning outcomes are well defined and organized for each of the six core courses (all online). The lead instructor uses a variety of methods to assess student learning including weekly assignments, exercises, discussion questions, case study questions, quizzes and final examinations. Opportunities are provided for students to apply knowledge and learn through “real life” experiences.

1.5 With regard to assessing achievement of program-level outcomes, the

consultant is uncertain which courses are aligned with each program outcome. This type of analysis would provide a useful point of reference for assessing student success in achieving these outcomes. The lead instructor indicates “successful completion of a given course represents understanding of the course’s learning outcomes measured by the grade earned.” He further states: “Program outcomes are measured by the fact that the student has successfully completed all program required courses. The appropriate planning guide and student’s transcripts are used to verify that all requirements have been successfully completed.” Although successful completion of required courses is an important factor, the consultant was not able to find evidence of a formal system for tracking aggregate data that clearly documents how well each program outcome is achieved over time. The consultant concurs with the lead instructor who believes information should be shared with faculty as to how the college measures program outcomes and what is expected of the faculty.

1.6 The current approach assures individual students meet minimum standards, but does not explicitly examine group (aggregate) data to provide broad evidence about completion of courses (or key assignments) associated with each program outcome. It raises the following questions about faculty expectations for minimum student performance and how well these standards are met over time by the population of students enrolled in the program from year to year:

Is a D grade (0.9) considered sufficient to meet your standards for successful course completion?

Can a student fail to meet a course objective and still receive a C grade or higher based on earning sufficient points?

What percent of students complete each course with C or higher grade?

If grades are the primary method for measuring program outcomes, what achievement patterns are apparent for each program outcome?

1.7 Another possible strategy to assess program outcomes is to select key samples

of student work in the program and annually track student performance levels on these. Data collection could be structured to address some of the following questions:

What projects or student work samples best represent each program outcome? (i.e. selected assignments, projects, presentations, exams?)

How well are students performing on these work samples? (the percent of students who meet or exceed minimum standards, or the percent of students who achieve essential competencies)

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What are faculty expectations for overall student achievement in the program; and how well are these being met over time? (Example: XX% of students meet minimum standards for XXXX assignment, which is X% above/below our program outcome goal)

1.8 Although student self-perception alone does not equate to authentic assessment

of learning, a favorable finding is the large percentage of survey respondents who give high ratings for how well their individual learning needs were met (92%). This indicates that the vast majority of current students are satisfied with the learning environment in the program. When asked about preparation for employment (knowledge and skills for the field) the level of satisfaction was not as high (58% rated preparation as good or excellent, while 33% rated it as fair or not so good). It is unclear why some students gave lower ratings on preparation for employment, but this might relate to the fact that many students are already fully employed and taking classes for professional development. Another reason might be that some worker retraining students may feel pressured to make a quick decision on their course of study and are uncertain about the career choice. These findings are somewhat perplexing, because the instructor makes an exceptional effort to ensure that course and program outcomes are relevant to Northwest employer’s needs (i.e. periodic DACUM workshops and input from advisory committee members). It might be helpful to survey student expectations/needs regarding preparation for employment to see how well these align with the current curriculum. It is possible that some students were not well informed about the program and/or came with unrealistic expectations.

1.9 Student data from the institutional researcher is another tool for assessing program outcomes (such as patterns of course completion and grades earned). The lead instructor regularly reviews the college “Dashboard” which provides annual analysis of program data that supports ongoing assessment.

1.10 Graduate follow-up consists of occasional conversations with former students who contact the instructor to keep him informed. Most graduates express high regard for the faculty; and many students return to take more classes. The instructor is generally satisfied with abilities of students who complete the program (based on anecdotal evidence about certification exams and feedback from employers). However, more feedback from former students would better validate perceptions. The college needs to define what information it needs from former students and graduates and to establish a system to collect and evaluate this data. This effort has been difficult to achieve with limited time and resources.

1.11 The College has initiated a general survey to graduates from programs across the institution, but it cannot readily distinguish Purchasing and Supply Chain Management students from any others. Thus, specific survey responses from program graduates were not available for review. In the future, it would be advisable for the college survey of former students to identify their areas of study in order to provide useful feedback for program review.

1.12 State data on employment of former students (completers + early leavers) indicates very favorable rates of employment, although the economic downturn has made the job market more competitive. During the most recently reported year (2009-10) an average of 89% of former students were employed

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one year after leaving the college. Employment rates were only slightly higher for completers (92%) compared to early leavers (86%). Faculty describes numerous types of positions for graduates and positive anecdotal evidence; however, there is no systematic data collection from follow-up with former students and aggregate employment information is non-existent.

TOOLS TO ASSESS GENERAL EDUCATION OUTCOMES 1.13 Master course outlines identify general education outcomes addressed by each

course; however, specific guidelines/criteria or performance levels (rubrics) for assessing achievement of general education outcomes have not been consistently utilized. Since many courses and assignments or projects include multiple learning outcomes it is sometimes difficult to isolate and collect assessment data on individual general education outcomes. Although it is assumed that passing grades provide evidence of achieving general education outcomes, this area of assessment could be further refined as shown in the following chart:

General Education Outcomes Learning Outcome

Assessment Measure

Data Collected

Evaluation of Data Actions Taken

List here the measures

the program uses to

assess progress toward

the outcome (grades or

quality of selected

projects/ portfolios,

stud or grad. surveys,

placement data, re-

tention statistics, etc.)

List here the

specific data

collected

Describe here what the

data mean.

Describe the actions

taken, based on the

evaluation of the

data

Quantitative

Reasoning

Communication

Multicultural

Understanding

Information

Literacy

Gen. Intellectual

Abilities

Global Awareness

1.14 Many courses in the program require activities, projects or assignments that

provide samples of student performance that faculty can use to assess development of students’ thinking skills over time. Assessing general education outcomes is relevant because they are very important for success in the workplace. Maintaining aggregate records on student progress over time could give further insights on attainment of program outcomes. The College should establish a process and collect aggregate records on student progress over time which might provide insights on attainment of program outcomes that pertain to general education.

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EVIDENCE OF ACTION BASED ON ASSESSMENT FINDINGS 1.15 The instructor continually evaluates student learning and contacts those who are

not making satisfactory progress. Examples of action based on assessment of findings include setting earlier submission dates for projects (before the end of the quarter) and segmenting projects by establishing a series of deadlines for various sections. These strategies bring better results by helping students manage their time and by giving feedback prior to completion of the assignment. The instructor also monitors student postings for online discussion in order to assess individual and group learning in his classes.

2. PROGRAM INFORMATION (FAC. REPORT Pg 59)

ACCURACY 2.1 Most program information is accurate, but if a change is needed then program

faculty participate in the change process. Program faculty annually reviews the online and printed information and changes are initiated when needed. Each quarter course descriptions are reviewed and updated.

2.2 During academic year 2010-11 all planning guides were updated into the

college’s new format and additional changes to the AAAS degree and Certificate of Completions were approved by the curriculum committee in February 2012.

2.3 The annual class schedule on the college website last was updated last spring. 2.4 The program brochure provides helpful information about the field, the program

outcomes, prerequisites, and curriculum content. The AAAS degree and Certificate of Proficiency are mentioned, but the Certificate of Completion is omitted. This should be added to the brochure at the next reprinting along with greater emphasis on the fact that the degree option is fully online. When the articulation agreement with CWU is completed, this should also be mentioned in the brochure.

RELEVANCY 2.5 The program does not have a separate webpage like most prof-tech

programs; however, the 2011-12 online planning guide does include the program description and program outcomes, plus basic information about the field, career opportunities, and potential employers. Since the college is continually enhancing the website it would be advisable to increase program visibility and create a separate webpage for this prof-tech program. Excellent articles profiling the program and two graduates were featured in the SCC Community Report (Fall 2011), but it would be helpful if the college could establish a sustained marketing effort outlining benefits associated with participating in this program. Program information should be updated annually; and when completed the certificate of sustainability and CWU articulation agreement should be added to the website.

2.6 Program outcomes mention effective communication (verbal and written) in

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business environments, but do not include an explicit reference to working effectively with others (i.e. human relations skills). It would be worthwhile to add language that identifies this expectation, since human relations is a general education course required in the program.

2.7 Academic planning guides on the college website provide helpful information about the quarterly costs (tuition, books, and various fees). Courses for the AAAS degree are categorized as general education requirements or core requirements, which clearly indicates accreditation standards have been fulfilled.

2.8 Surveyed students gave positive responses about the helpfulness of

program information (website and printed materials). The majority of respondents (75%) rated it as good or excellent. If a home page were developed for this program, it could provide more information about program orientation, benefits (i.e. graduate profiles), and type of background that best prepares students to succeed. Also, information about articulation could be included since this is not listed on the website (i.e. Programs – Articulation Agreements).

2.9 Online planning guides for the AAAS degree and certificates clearly outline

prerequisites, required courses and electives. Academic planning is well supported by sample quarter class schedules and markers for courses only offered once per year (i.e. 4 of 14 core courses). The guide for certificate of completion gives a reminder that the certificate should be automatically awarded after all required courses are completed. Also, planning guides provide links to helpful resources (i.e. employment information and professional organizations).

CURRENCY 2.10 Program information and curriculum in the college catalog and website is

up-to-date (within the current academic year). 2.11 The printed program brochure will require future revision to reflect new

developments (when the new sustainability certificate and the CWU articulation agreement are completed). There is uncertainty about the schedule for reprinting brochures, which is handled by the Workforce Education Office.

CONGRUENCE 2.12 Consistent information about academic awards and program outcomes is

evident in the college catalog and the online planning guides. 2.13 Content is generally consistent for the website, program brochure, and planning

guides; however, some omissions are apparent including: - Certificate of Completion excluded from the brochure - Separate home page for the program not provided on college website

ACCESSIBILITY 2.14 Information about the program is available online and in printed form

including brochures, planning guides, quarterly class schedules, the college catalog, and other campus documents (i.e. SCC community report).

2.15 Most program information is provided through the college website (click on

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Programs link at bottom of college home page). This leads to a listing for Purchasing and Supply Chain Management but only provides planning guides for the degree and certificates. Another route is the A-Z index on the college website; however, there is no separate listing for the Purchasing and Supply Chain Management Program (although this is provided for many other programs). Students find the prof-tech program information by first searching under Business Division, which leads them to planning guides for the degree and two certificates. The instructor indicates a program website is available at http://ww2.shoreline.edu/baker/; however, this was not readily apparent to the consultant and thus may not be sufficiently visible to the public.

2.16 The E-Learning webpage lists the AAAS degree for purchasing and supply chain management, but clicking on the program description link merely returns to the list of all prof-tech programs and does not provide a true program description. This link should be fixed to provide appropriate program information.

2.17 Limited copies of the printed college catalog are available, but planning guides on the college website give similar information. Other printed materials such as program brochures and planning guides are also in limited supply due to availability of information on the website.

3. STUDENT DATA TRENDS (FAC. REPORT Pg 60) NOTE: The following charts and graphs have been prepared by Joe Duggan, Assistant

Director, Institutional Effectiveness and Strategic Planning at Shoreline C.C.

NOTE: Problems with accuracy of students’ reported program intent codes affects institutional data used in this review. The data reflects only students who report educational intent (program codes) for:

546 Purchasing and Supply Chain Management (AAAS) 5463 Purchasing and Supply Chain Management (Cert. of Proficiency)

5464 Purchasing and Supply Chain Management (Cert. of Completion) NOTE: This program data does not include WAOL enrollment from other colleges

because the system cannot permit double-counting of FTES. We are only allowed to count FTES/enrollment from students who enroll via SCC’s registration process. WAOL enrollments from other colleges provide income to this college, but do not count as state-funded FTES attributed to this program. Therefore, statistics provided for this program review do not fully reflect all teaching and learning activity in the program. When we exclude WAOL students from other colleges, we are missing a large number of students who take courses in this program.

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ANNUALIZED STATE FTES – BY ACADEMIC YEAR 3.1 The professional-technical program for Purchasing and Supply Chain

Management earned around 14.1 annualized state FTES in 2010-11, which is 23% higher than 2009-10. It is important to note that these courses may also enroll some students seeking other prof-tech degrees who are not counted in this data (Note: one annualized full-time equivalent student = 45 credits/year). Data for this program review is based on students’ declared intent codes (EPC = educational program codes); and it excludes students who are undecided, pursuing other associate degrees, or registering at other colleges for WAOL courses hosted by SCC. In addition, erroneous student reporting of intent codes compromises accuracy of program enrollment data and results depend on who collects data and how it is categorized (i.e. by EPC or discipline). Note: The instructor indicates that 14.1 FTES for 2010-11 is a misleading figure. He reports class attendance was 46 for fall, 42 for winter, and 74 for spring quarter during that academic year. Although more students enrolled during spring 2011 the courses offered that quarter have fewer credits.

Sum of AnnlStateFTES

A89 A90 B01

Purch Supply AAAS 3.9 6.1 10.8

Purch Supply Cert Prof 3.3 4.2 1.8

Purch Supply Cert Comp 3.0 1.3 1.5

Grand Total 10.2 11.5 14.1

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3.2 Program FTES has steadily increased during the last two years. Growth of program enrollment is primarily due to degree-seeking students, since certificate FTES have declined compared to 2008-09. Factors that support enrollment include a strong lead instructor and a curriculum that prepares students for a range of job opportunities in many sectors. Development of the new sustainability certificate (Fall 2012) should stimulate new student interest.

3.3 Factors negatively impacting enrollment include increased college tuition/fees and economic downturn which has dampened the job market. Also, this field may not be commonly known compared to other business options; and thus more program marketing might be helpful. Further, recent changes to other business degree and certificates have eliminated any of the 6-core purchasing and supply chain courses from the list of requirements which may hamper enrollment of business students in the future.

PERCENTAGE OF ANNUALIZED STATE FTES - BY PROGRAM OPTION 3.4 During 2010-11 different program options (degrees and certificates)

attracted disparate levels of enrollment. The AAAS degree generated the most enrollment (10.8 AnFTES, which provided around 77% of the total AnFTES for the program). The Certificate of Proficiency produced 1.8 AnFTES, which is around 13% of program enrollment; and the Certificate of Completion generated 1.5 AnFTES which is around 10% of program enrollment. The AAAS degree is the most desirable option for students in this program, as evidenced by the increasing proportion of program enrollment.

PERCENTAGE OF PROGRAM AnFTES

Percent of AnnlStateFTES

A89 A90 B01

Purch Supply AAAS 38.3% 52.6% 76.5%

Purch Supply Cert P 32.7% 36.4% 13.1%

Purch Supply Cert C 29.0% 11.0% 10.4%

Grand Total 100.0% 100.0% 100.0%

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3.5 The student survey shows the program serves many degree-seeking students. Half of the respondents are presently pursuing an AAAS degree in Purchasing and Supply Chain Management, while the other half is seeking a certificate (purchasing/supply chain certificate, international trade), a different prof-tech degree (clean energy technology), or selected courses only.

STUDENT HEADCOUNT and PERCENTAGE OF PROGRAM ENROLLMENT 3.6 A three-year comparison of annual student headcount in the overall program

reveals a noticeable increase (9 more students in 2010-11 compared to 2008-09) Student headcount varies across program options (degree and certificates), but the majority (68%) of students are enrolled in the degree option.

PERCENT OF STUDENT HEADCOUNT

Program Option A89 A90 B01

Purch Supply AAAS 47.4% 56.9% 67.9%

Purch Supply Cert P 31.6% 32.0% 21.4%

Purch Supply Cert C 21.0% 12.0% 10.7%

Total 100.0% 100.0% 100.0%

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3.7 The lead instructor provided the following enrollment data by quarter by class for each of the 6-core purchasing and supply chain classes during the past three years. This data represents individual students enrolled, not FTES. It also includes headcount for WAOL (W1) students from other colleges which is not shown in the college data.

3.8 Quarterly student headcount in the program has been somewhat consistent during the past three years with some variability occurring, especially spring quarter 2012 (a more noticeable decline). The reasons for this are unclear.

3.9 The average class completion rate is 86.7% for the 6 core classes during the three year period shown in the above chart (section 3.7). A slight downward trend is apparent, especially in winter quarter 2012. The lead instructor indicates that changes to funding rules have impacted student attendance and completion.

3.10 Declining enrollment in WAOL (W1) sponsored classes is due to other

colleges eliminating online classes not taught by that college’s faculty. The primary reason given for the elimination has been declining budgets and WAOL’s income distribution policy. Three colleges stopped offering BUS 141 and 142 in 2010. WAOL indicates the reductions are across the board and not limited to purchasing classes. Efforts have been initiated to encourage other colleges to offer the WAOL sponsored classes; and Highline Community College will start offering the purchasing classes in fall 2012 or winter 2013.

3.11 State data on the annualized student-to-faculty ratio could not be generated

for this program review since the purchasing and supply chain courses have BUS prefixes and are combined with other business courses for institutional statistics. Headcount data from the lead instructor reveals average class size during the current academic year has been around 17 students (compared to 20 students/class in 2009-10 and 16 students/class in 2010-11).

2012 2012 2011 2011 2011 2010 2010 2010 2009

Class Credits Spring Winter Fall Spring Winter Fall Spring winter Fall

141, N1 5 19 18 20

141, W1 5 10 14 10 29 16 6 23 22 20

142,N1 5 19 8 10

142, W1 5 c c 12 7 c 4 11 c 10

143 4 20 18 21

144 3 19 20 33

203 5 22 18 27

245 5 20 18 25

Fall Totals 63 46 77

Winter Totals 53 42 57

Spring Totals 49 74 88

% complete

81.1 85.7 85.1 88.1 89.1 92.0 87.7 92.2

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STUDENT GENDER: ENROLLMENT COUNT AND PERCENTAGE 3.12 Female students constitute the majority of students in the overall program

(around 57% of student headcount reported in 2010-11) with more representation in both the AAAS degree and the certificate of proficiency. College data indicates no females sought a certificate of completion in 2010-11; however institutional records may be inaccurate for certificate of completion completers because only Shoreline C.C. classes are evaluated. Few students question non-receipt of the certificate, even though they complete the requirements. Many students complete English 101 or equivalent at other colleges.

3.13 Over the last three years the number of female and male students increased in the degree option. Female students increased for the certificate of proficiency, but data shows a decline for the certificate of completion. Questionable accuracy of this data makes it difficult to draw conclusions about trends in gender balance for these certificates.

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A89 A90 B01

Purch/SupCh AAAS

F 3 7 11

M 6 7 8

(blank) Purch/SupCh Cert of Prof

F 1 3 5

M 5 4 1

(blank) 1 Purch/SupCh Cert of Comp

F 1 1 0

M 2 2 3

(blank) 1

Grand Total 19 25 28

OVERALL PROGRAM ENROLLMENT (Including Degrees and Certificates) ANNUAL HEADCOUNTS ANNUAL PERCENTAGES

Year F M Year F M

A89 5 of 19 13 of 19 A89 26.8% 68.4%

A90 11 of 25 13 of 25 A90 44.0% 52.0%

B01 16 of 28 12 of 28 B01 57.1% 42.9%

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STUDENT ETHNICITY: ENROLLMENT COUNT + PERCENTAGE 3.14 In 2010-11 white students comprised less than half (42%) of the program

enrollment. The total percent of white students in the program has been declining, although the number seeking degrees has remained fairly constant.

3.15 Representation for several groups of non-Caucasian students (African American

and Other Race) has increased over the last three years. Since more than half (58%) of the students are not Caucasian, it is apparent the program attracts and supports student diversity. The AAAS degree attracts the largest percentage of non-Caucasian students.

3.16 In 2010-11 representation was similar (around 11%) for three groups of non-white students (i.e. African American, Asian/Pacific Islander, and Hispanic) but the group for Other Race was much higher (25%). The program did not enroll any International or Native American students during 2010-11.

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OVERALL PROGRAM – STUDENT ETHNICITY

HEADCOUNT PERCENTAGE

A89 A90 B01 Purch/Supply Chain AAAS

African American 0 2 3

Asian/Pacific Islander 1 2 3

Hispanic 2 0 2

Other Race 3 4 4

White 3 6 7 Purch/Supply Chain Cert of Prof

African American 0 1 0

Asian/Pacific Islander 1 1 0

Hispanic 0 0 1

Other Race 0 1 2

White 5 5 3 Purch/Supply Chain Cert of Comp

African American 0 0 0

Asian/Pacific Islander 1 0 0

Hispanic 0 0 0

Other Race 1 1 1

White 2 2 2

Grand Total 19 25 28

A89 A90 B01 A89 A90 B01

African American 0 3 3 0% 12% 11%

Asian/Pacific Islander 3 3 3 16% 12% 11%

Hispanic 2 0 3 11% 0% 11%

Other Race 4 6 7 21% 24% 25%

White 10 13 12 52% 52% 42%

Totals 19 25 28 100% 100% 100%

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STUDENT AGE: ENROLLMENT COUNT AND PERCENTAGE 3.17 The program predominantly attracts an older student population (40 to 54

years old) which comprised 63% in 2010-11, although a broad range of age groups was enrolled (25-54 years).

3.18 Annual figures show the youngest students (under 19 years and 20-24 years) have declined, while older students (25-44 and 50-44) increased. This indicates a trend towards somewhat older students in the program, which may relate to the more individuals seeking career change because of the economic downturn.

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ENROLLMENT COUNTS

Purch/Supply Chain- Cert of Comp

4 3 3

19 or Under 0 0 0

20-24 0 0 1

25-29 0 0 0

30-34 0 0 1

35-39 0 0 0

40-44 1 1 0

45-49 3 2 0

50-54 0 0 1

55-59 0 0 0

Grand Total 19 25 28

A89 A90 B01 Purch/Supply Chain- AAAS 9 14 19

19 or Under 3 0 0

20-24 0 0 0

25-29 1 1 3

30-34 0 0 0

35-39 0 1 3

40-44 2 4 5

45-49 2 5 4

50-54 1 1 4

55-59 0 0 0

60-64 0 2 0 Purch/Supply Chain Cert of Prof 6 8 6

19 or Under 0 0 0

20-24 0 0 0

25-29 1 1 1

30-34 1 0 0

35-39 0 1 1

40-44 3 2 1

45-49 0 1 2

50-54 1 1 1

55-59 0 2 0

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OVERALL PROGRAM (Degree + Cert Prof)

HEADCOUNT PERCENTAGE

STUDENT ECONOMIC STATUS: ENROLLMENT COUNT + PERCENTAGE 3.19 The percentage of economically disadvantaged students in the program

more than doubled since 2008-09. In 2010-11 one fourth (25%) of the students were identified as economically disadvantaged. These students are all in the AAAS degree option (none in certificates). The student survey reveals around one third of respondents are currently employed; and most of those work full-time.

A89 A90 B01 A89 A90 B01

19 + under 3 0 0 16% 0% 0%

20-24 0 0 1 0% 0% 4%

25-29 2 2 4 11% 8% 14%

30-34 1 0 1 5% 0% 4%

35-39 0 2 4 0% 8% 14%

40-44 6 7 6 32% 28% 21%

45-49 5 8 6 26% 32% 21%

50-54 2 2 6 11% 8% 21%

55-59 0 2 0 0% 8% 0%

0-64 0 2 0 0% 8% 0%

Total 19 25 28

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OVERALL PROGRAM HEADCOUNT PERCENTAGES

ECON_DISAD A89 A90 B01 A89 A90 B01

Yes 2/19 6 of 25 7 of 28 10.5% 24% 25%

STUDENT ACADEMIC STATUS: ENROLLMENT COUNT + PERCENTAGE 3.20 The percentage of prof-tech students in this program who are academically

disadvantaged is now zero (down from 10.5% in 2008-09). Contributing factors for the trend are not apparent at this time, although it may be conjectured that most students in this program are working professionals with skills.

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OVERALL PROGRAM ENROLLMENT

HEADCOUNTS PERCENTAGES

ACAD_DISAD A89 A90 B01 A89 A90 B01

Yes 2 of 19 0 of 25 0 of 28 10.5% 0% 0%

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GRADES: FREQUENCY AND PERCENTAGE BY YEAR 3.21 During 2010-11 around half of the grades (53%) were A’s, which was

slightly higher than 2008-09. The combined total of A’s and B’s was 71% of all grades in 2010-11; however, there was also a three-year increase for the percentages of C and D grades in the program.

3.22 Although there was a distinct decline in the frequency of F, P, NC, and W

grades during the last three years, the percentage of I (incomplete) and Z (hardship withdrawal) grades increased noticeably increased since 2009-10. This trend might reflect personal and time issues since many students in the program are working adults.

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PERCENTAGES

DEGREES AND CERTIFICATES: AWARDS COUNT BY YEAR 3.23 The numbers of AAAS degrees and certificates issued to students are low

since many students already have a 4-year degree and are only seeking a few classes for further education. AAAS degree completion increased in 2009-10 and then dropped in 2010-11. A positive trend is the combined completion counts for the AAAS degree and certificates almost doubled from 2009-10 to 2010-11 (6, 12, 11 students).

Row Labels A89 A90 B01

A 51.5% 47.9% 53.6%

B 12.1% 18.0% 17.4%

C 6.1% 7.7% 7.3%

D 1.0% 3.4% 2.9%

F 5.1% 2.6% .7%

I 0% 1.7% 2.9%

NC 1.0% 0% 0%

P 6.1% 1.7% 2.9%

V 2.0% 6.0% .7%

W 8.1% 4.3% 4.4%

Z 5.1% 1.7% 5.8%

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PSCM- Award Counts

0

1

2

3

4

5

6

7

PURC

HASIN

G/SU

PPLY

MGM

NT -

AAAS

PURC

HASIN

G/SU

PPLY

MGM

NT-C

ERT

PURC

HASIN

G SU

PPLY

MNG

MT-

CERT

Purc

hasin

g Sup

ply

Mng

mt-C

ert C

546 5463 5464

A89

A90

B01

HEADCOUNT FOR COMPLETION OF DEGREES/CERTIFICATES

Purch/ Supply Chain Mgnt

2008-9 2009-10 2010-11

AAAS 0 3 1

Cert Prof 5 5 3

Cert Comp 1 4 7

Total 6 12 11

3.24 The process for issuing certificates of completion is limited to a review of classes taken at Shoreline C.C. and the number of completers is low because often the English requirement is taken at another college or university and not included in the evaluation process. When notified, program faculty assists administration to validate completion of the English requirement.

3.25 Data on student transfer rates was not available for consideration in this report. The institutional researcher is seeking ways to track student transfers.

FORMER STUDENTS: EMPLOYMENT SUCCESS 3.26 State estimates of employment rates for groups of former students (early leavers

and completers) indicate an average of 88% employment for the most recently reported year (2009-10). This is a high rate of employment considering the economic downturn.

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3.27 The employment rate was similar for both early leavers and completers in the most recent report year (2009-10).

STATE ESTIMATED EMPLOYMENT RATES

Early Leavers Completers * 2007-08 100% (7) 100% (3)

2008-09 57% (4) 83% (4)

2009-10 85.5% (8) 91.7% (12)

*NOTE: Completers are groups of former students who have completed 45 credits, a degree, or a certificate in the program.

4. CURRICULUM (FAC. REPORT Pg 61) .

GENERAL OBSERVATIONS 4.1 The program is designed to serve those entering the field as well as

incumbent employees seeking to upgrade their skills. Graduates are prepared for purchasing positions in a variety of business settings (both public and private sectors).

4.2 This well rounded curriculum integrates transfer and prof-tech courses and

provides opportunities for learning current industry practices. Required academic classes include business, computer science, and communication studies. Some students are pursuing AAAS degrees in related fields such as General Business and Entrepreneurship, or certificates in International Trade.

4.3 Active learning is achieved through simulated tasks and case studies; and

interaction is provided in weekly online discussion forums. Students also develop skills in information literacy, including how to research and evaluate the validity of information on the internet.

4.4 In addition to the AAAS degree in Purchasing and Supply Chain Management,

students can also choose from two certificate options (one year or two quarters). For the purpose of this program review curriculum analysis is restricted to the following academic options:

- Purchasing and Supply Chain Management - AAAS Degree - Purchasing and Supply Chain Management - Certificate of Proficiency - Purchasing and Supply Chain Management – Certificate of Completion

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4.5 Around two-thirds (67%) of student survey respondents indicate imbedded short-term purchasing and supply chain management certificates improve their chances of finishing the entire program by providing stepping stones for achievement of the accounting AAAS degree. However, as stated in Section 3.21 completion counts for the AAAS degree declined during 2010-11, while completion of certificates increased slightly. This may be related to a slower rate of student progression due to increasing costs. Also, many students have already earned degrees and although they want to finish core courses, they do not seek the AAAS degree.

4.6 The program is highly regarded by professionals in the field who value

courses that prepare graduates for employment. The curriculum serves students with a variety of career and educational goals.

4.7 Program prerequisites are minimal (English 100 and Math 070 or satisfactory

placement test scores). Changes are expected spring quarter in the COMPASS test to identify levels (cut off scores) associated with math ability, which may affect student placement in subsequent courses. The instructor notes that occasionally students are somewhat deficient in basic arithmetic skills.

4.8 General education requirements (communication, quantitative or symbolic

reasoning, and human relations) in the degree and certificate options are provided as separate courses rather than embedded content in technical courses. This is a sound approach that ensures compliance with accreditation standards. Human relations content for the degree includes 5 credits for Bus 104 plus 3-5 credits for multicultural understanding, which is an excellent feature. Eighteen to twenty credits in general education/related instruction equates to 19% to 22% of credits for the degree and provides a strong foundation. The certificate of proficiency requires 15 credits in general education, which is 29% of total credits. This is more than adequate to meet accreditation standards.

4.9 Internships are not required since most students are employed while enrolled in the program. For those who need more relevant experience in the field, the instructor arranges Special Project courses. Since the college lost resources and staff that supported service learning experiences for students, the instructor assumed responsibility to contact employers and arrange student placements.

4.10 Guidance for career planning receives positive ratings from some students (41% of survey respondents rate it good or excellent); however survey responses indicate there is room for improvement (33% rate it as adequate or poor) although students did not provide much feedback on this topic. The instructor believes career planning is covered in BUSTEC 215 (Professional Communications) courses, but he is not certain about exact content. Therefore, it would be advisable to contact instructors for professional communications courses to determine what topics are covered and whether it provides sufficient career planning/job search information for purchasing and supply chain students.

4.11 Advisory committee feedback indicates the curriculum is aligned well with the

Industry needs. A few suggestions included: - data analysis and presentation skills - more frequent DACUM workshops

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- option for more planning information (i.e. APICS) to prepare those going into small companies

- more in-depth look at all possible links in a supply chain and tiered levels of supplier relationships

- more negotiation practice - start an APICS Student Chapter and align the chapter with companies

invested with APICS such as Boeing

Note: Instructor indicates Shoreline has not started an APICS student chapter for a number of reasons including:

would not reflect SCC focus on purchasing and supply chain

most students don’t qualify because they are part-time

SCC program is online and students don’t come to campus

SCC students are older and employer

SCC students are encouraged to participate in ISM-WW

4.12 The vast majority of student survey responses provide favorable opinions of the curriculum:

83% rate curriculum as good or excellent in meeting student needs

92% rate the support of their individual learning needs as good or excellent

58% rate the preparation for employment as good or excellent.

83% indicated the study of purchasing and supply chain management was important to their career goals

4.13 One student mentioned that content was frequently “over my head” without a

frame of reference for actual business applications. It is not clear whether other students feel this need, but it would be advisable to inform students in advance and inquire about their backgrounds to identify those who may need more support. Another student indicated the need for more “hands on” experience, including actual work with the software required for use in the field in order to be better prepared to meet today’s business expectations. The instructor has considered creating a specialized course for this purpose, but the multitude of proprietary systems and lack of an industry standard for software is an obstacle. For now the instructor is “taking a wait and see approach”, which seems appropriate.

DISTANCE LEARNING 4.14 All of the required courses are offered online (none are hybrid format).

Student surveys show around two thirds (67%) of respondents would enroll in the program if taught entirely or mostly in the classroom, whereas one-third (33%) would not enroll. Thus it appears that fully online offerings are necessary to attract and retain a significant number of students.

RECENT COURSE MODIFICATIONS 4.15 Program curriculum has changed in numerous ways over the last three years:

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Winter 2012:

Added Phil&106 (Introduction to Logic) as elective to the AAAS Degree requirements (effective fall 2012)

Removed English 101 requirement for Certificate of Completion (requires Compass scores equal to English 100)

Articulation agreement with Central Washington University to allow students receiving the AAAS degree (which includes English 101 and 102, Math 148 and Phil& 106) to enroll as a junior and earn a BAS-ITAM degree

Approved new certificate of completion for Sustainable Purchasing and Supply Chain Management (effective Fall 2012)

Winter 2011

DACUM workshop held to review and update program curriculum (changed content or learning objectives for 6 core courses)

New enhanced format was implemented for planning guides in Oct 2011 Winter 2010

Revised master course outlines for BUS 141, 143 and 144 Fall 2009

Revised master course outlines for BUS 141 and 245

During academic year 2009-10 changed program name to Purchasing and Supply Chain Management

Winter 2009

Revised master course outline for BUS 203

Began discussion with advisory committee about adding sustainability topics to appropriate core courses

Reduced AAAS degree from 94 to 91 required credits (eliminated requirement for physical education course)

PLANNED COURSE CHANGES/ADDITIONS 4.16 The lead instructor demonstrates an exemplary commitment to curriculum

improvement based on input from industry partners that ensures relevancy for the program. The following changes are planned for the future:

Offer a new certificate of completion for Sustainable Purchasing and Supply Chain Management (6 purchasing classes and 3 sustainable business classes), which is an area of growing demand (Fall 2012).

Continue to expand supply chain management topics, but maintain a purchasing focus.

Evaluate how best to present e-Procurement topics and possibly replace BUS 245 with a sustainability and social responsibility course

Continue to keep the program relevant to the needs of Washington State employers through advisory committee input. Plan a DACUM for the 2015-16 academic year and make appropriate curriculum changes.

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4.17 Since this program counts on the college for periodic DACUM workshops, the purchasing/supply chain instructor is very concerned about impending retirement of the two facilitators (Tony Costa and Dave Cunningham). A replacement will be needed to provide facilitation for future DACUM workshops. If necessary, the college might consider hiring an independent contractor to fill this need.

4.18 Student surveys indicate moderate interest (42% of respondents) for pursuing an

applied baccalaureate degree in Purchasing and Supply Chain Management if offered by the college. At this time no plans are underway to purse this option.

5. FACULTY (FAC. REPORT Pg 62)

SUFFICIENCY OF FT AND PT FACULTY 5.1 The survey of current students mentions faculty as a program strength. This

positive view was also reflected by the division dean and advisory committee survey. The lead instructor brings considerable expertise to the program. He has many years of experience in the field, possesses current knowledge, and maintains strong connections with industry professionals. In addition, he is extremely dedicated and energetic in providing support to the program.

5.2 The program is staffed with a two-thirds pro-rata instructor on a one year

contract. His contract has been renewed each year since 1999; and he believes the current arrangement is sustainable. If necessary, he indicates the program might be grown without adding faculty. Instructors from other departments teach additional courses (outside of the 6 core courses) required for the AAAS degree and certificates.

5.3 Since the program only has one primary instructor the division maintains a list of

two other instructors who are qualified to teach purchasing classes in the event the primary faculty member is unable to teach. Also, a number of advisory committee members have taught and possess the necessary skills and knowledge to assume teaching responsibilities if needed by the program.

5.4 The pro-rata instructor teaches all 6 of the core courses for the program,

thereby providing consistency and stability in the program. This load typically includes two sets of clustered classes (2 per cluster), which equates to 4 different course preparations per quarter. Clustering of classes has occurred for a number of years in order to improve instructional efficiency and prevent class cancellations that interfere with student progress. To date this arrangement has been workable, although it does give a heavy load to the instructor.

5.5 During 2010-11 the total annualized teaching load for the sole part-time instructor was 64.4% of a full-time equivalent faculty. This provided some leeway (2.2% of load) for program coordination duties, since the pro-rata contract compensated him for two-thirds of a full load (66.66%). The pro-rata contract is an important factor in supporting this program.

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RESOURCES FOR COORDINATION WORK 5.6 The program does not have a designated faculty chair; but coordination duties

are handled by the primary part-time instructor.

PROFESSIONAL DEVELOPMENT ACTIVITY 5.7 The lead instructor is continually learning new instructional techniques as well as

information about changing industry practices. He is generally satisfied with professional development offerings on e-learning provided by the college.

6. RESOURCES (FAC. REPORT Pg 62)

ADEQUACY OF FISCAL RESOURCES 6.1 The lead instructor is pleased with support he receives from the administrative

staff and believes the Purchasing and Supply Chain Management Program has adequate resources. Ongoing budget reductions for the college make it problematic to fund additional expenditures, but the dean and instructor do not see any unmet needs at this time. A primary source of income is the state general fund operating budget. Supplemental support comes from federal workforce education funds (i.e. Carl Perkins and worker retraining allocations to the college) for a variety of purposes including professional development and student financial aid. If the college desires to greatly expand the program, then a sustained marketing effort would be needed to attract more student enrollment.

6.2 The Purchasing and Supply Chain Management Program does not generate

revenue from student fees specifically earmarked for the program. Some revenues are produced when students from other colleges enroll in WAOL courses offered by the program every quarter (Fall, Winter, Spring).

6.3 College budget constraints have resulted in loss of the previous division dean;

and the Purchasing and Supply Chain Management Program was moved into a larger division with a new dean who is becoming familiar with the program.

FACULTY Annualized FTEF

Fall – Spring Fall – Spring

Full-Time Faculty - 0

Part-Time Faculty - 1 .67/yr

Total FTF + PTF .67/yr AnFTEF (F,W,Sp)

Ratio FTF to PTF (FWS) 0% FTF to 100% PTF

Summer

Summer

Part-Time Faculty - 0

0% PTF (Sum only)

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6.4 Professional development funds have been provided by the Faculty Agreement and the Workforce Education Office. The lead instructor is satisfied with professional development funding and support at the college.

PAST YEAR COSTS VERSUS FTES EARNED 6.5 State-funded instructional costs (faculty salary and benefits) for the 2010-11

academic year in the Purchasing and Supply Chain Management Program were approximately $ 71,775 (Fall, Winter, Spring only). Based on a total of 14 annualized FTES generated in state-funded courses during 2010-11, the estimated instructional cost (i.e. total faculty salaries and benefits divided by total AnFTES) was $ 5,127 per annualized FTES. Although this cost estimate is higher than some professional technical programs in the college, it is deceptive because these prof-tech courses serve other students who were not counted (i.e. seeking other degrees/certificates, undecided, or WAOL students from other colleges). Therefore, we must assume a lower cost per FTES than stated above for the program. Questionable data makes it difficult to draw a conclusion.

6.6 The annual operating budget for goods and services is shared with other business programs. The dean estimates approximately $ 600 per year is used by the program. Other than occasional use of the copy machine, printers and computers, no additional expenditures have been required in the past three years. Thus, the program has very modest expenses for goods and services.

INFORMATION TECHNOLOGY, SPACE, + LAB EQUIPMENT 6.7 A survey of current advisory committee members shows favorable ratings for

program resources, although there is a lack of familiarity with this area.

6.8 The lead instructor believes existing facilities and equipment are adequate for program operation; and the dean is unaware of any unmet needs. Advances made by e-learning provide the latest online resources and the most recent versions of Blackboard to support online courses. The program relies on a support from e-Learning staff, since all courses required for the program are fully online.

6.9 The survey of current students shows generally favorable ratings for program resources including information technology, equipment, space, and supplies (75% rate resources as good or excellent). A smaller number (25%) are less satisfied, rating resources as fair.

7. SCHEDULE OF CLASSES (FAC. REPORT Pg 63)

ALIGNMENT WITH NEEDS OF TARGET POPULATION

7.1 The lead instructor has developed a coordinated annual schedule of classes to support student progress and efficient use of instructional resources. Class schedules have been established that allow most students to complete the 6-core

37

classes in three quarters. The lead instructor maintains close contact with students and finds that current offerings are adequate for most students.

7.2 Clustering of class sections (usually 2 sections per cluster) occurs on a routine

basis to improve class fill rates and prevent class cancellations which interfere with student progress. One class (BUS 142, WAOL) has a pattern of lower enrollment over the last three years, but another non-WAOL section has been available for students.

7.3 Due to budget constraints the program has not always offered multiple

sections of required classes. Wait lists have been minimal and when necessary the instructor increases class capacities to accommodate students. Course availability is excellent (3 or 4 quarters per year) for:

Four general business courses: BUS& 101, BUS 103, 104, BUS& 201

Two purchasing/supply chain courses: BUS 141 and 142. However, four of the core requirements for the AAAS degree are only offered once a year (BUS 143, 144, 203, and 245). Also, a few required classes are only offered in online format during summer quarter, which causes difficulty for some students. These limitations in class availability give students fewer scheduling options, but they also prevent class cancellations which disrupt student progress. Since classes are clustered each quarter and students routinely receive help with academic planning, any inconvenience is minor.

7.4 Planning guides provide good examples of recommended quarter class

schedules. Also, the college website has an annual class schedule which helps students with academic planning.

7.5 All courses designated as core requirements for the AAAS degree are offered

in fully online format. The predominance of online classes provides scheduling flexibility and access for students with jobs and family obligations; however, more than one third of the students surveyed (5 of 12) indicated a desire for some on-campus classroom time to promote face-to-face communication and networking. Most program participants are working adults and prefer classes offered online or during week-ends or evenings; however, few face-to-face business classes are available week-ends or evenings. If future resources and enrollment permit, it might be worthwhile to offer a few hybrid sections for students who prefer some face-to-face instruction.

7.6 The survey of current students shows the majority (75%) are very satisfied with

class schedules. While this is a favorable finding, there are still some students (25%) who give somewhat lower ratings (i.e. rated as only adequate). One student mentioned the need for BUS 104 (Human Relations) to be offered online every quarter instead of only online in summer. As stated in 7.4 above, there are also students who would prefer more hybrid course sections. With the advances in online tools it may be possible to continue to enhance the online experience and make it even more like a classroom experience.

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8. PARTNERSHIPS (FAC. REPORT Pg 63)

ACTIVE PARTNERS 8.1 The primary partner is the Institute of Supply Management – Western

Washington. Its leadership and members have supported the program for many years. Each year two of their officers become members of the advisory committee and during the year they make information about the program available to the membership of their professional organization.

8.2 The professional-technical advisory committee for Purchasing and Supply

Chain Management meets two or three times per year and participates in all decisions regarding curriculum and program structure. Minutes reveal an exchange of substantive information, feedback, and active support of various program elements (i.e. curriculum, enrollment, employment opportunities, etc).

8.3 The advisory committee is large (14 industry members); and new individuals

are added periodically. There is a good balance between members who are employees and those who are employers, although it might be advisable to add an organized labor (union) representative. The roster reveals an excellent mix of people from different areas of the industry including public and private sectors.

8.4 Attendance at advisory committee meetings has been strong, with an

average of 6-7 members attending on a regular basis. Most meetings have 7-8 members present. One person on the 2011-12 committee did not attend a meeting for the last two years and should be removed from the committee. The instructor attends regularly to engage in discussion with committee members and make sure they find the experience worthwhile. He implements committee recommendations and reports follow-up actions to the committee.

8.5 Advisory committee members who responded to the survey gave positive

responses about the program and committee. They appreciate the structure and effective coordination of the committee. Although this is a large committee, two members suggested adding new members more often from a broader industry base. Committee support primarily involves curriculum advice and some employment opportunity for graduates. Two members were not familiar with the DACUM process, but others expressed favorable views of it. One comment indicated the difficulty of aligning personal schedules with committee meetings to be a regular, frequent participant. Since committee members are busy working adults they find it difficult to attend all meetings. At the beginning of each year the goals and projects are discussed that will be examined during the academic year. A meeting schedule is established at the spring meeting and adjusted if major conflicts develop. New members receive basic information about committee function and responsibilities.

8.6 Many Puget Sound companies support the program by supporting

employees to enroll in the program through reimbursement of tuition and expenses. They also provide subject matter experts who participate in the DACUM process and/or are members of the advisory committee. A very impressive list of community business partners includes(but is not limited to):

39

Boeing, Starbucks, Seattle Times, Coastal Engineering, University of Washington, Vigor Marine, Red Dot Corporation, Holland American Line, City of Tacoma, Washington State Department of Transportation, City of Lynnwood, Puget Sound Energy, Phillips Medical Systems, Sound Transit, Expedia, and Nintendo of America. The instructor reports his experience has been that if approached, a company will support the program with resources for a DACUM and advisory committee assignments.

TARGETED NEW BUSINESS OR INDUSTRY PARTNERS 8.7 The lead instructor indicates that ongoing efforts should continue to build the

relationship with the Institute of Supply Management-Western Washington.

9. SUPPORT SERVICES (FAC. REPORT Pg 64)

COORDINATION WITH SUPPORT SERVICES 9.1 The sole division advisor/counselor recently resigned; and the college is planning

for re-organization of academic advising services. This is a significant institutional issue; however, the instructor for Purchasing and Supply Chain Management maintains close contact with students in his program and provides them with efficient and responsive online advising (including summer when he is not under contract).

9.2 Career guidance and job search information is provided by faculty. The

student survey indicates many respondents (41%) think career guidance is excellent or very good. However, there is room for improvement since 33% of them give a somewhat lower rating (i.e. adequate). One student mentioned the planning process for WorkSource retraining students felt rushed and the student was “pushed” into the program. Another expressed the need for more opportunities to discuss career options and talk with people in the field. It might be also possible to have guest speakers from the advisory committee for this purpose. To increase opportunities for professional networking, students are encouraged to participate in ISM-WW activities.

EFFECTIVENESS OF SUPPORT SERVICES 9.3 A survey of current students shows two thirds (66%) of respondents believe that

academic advising meets their needs (rated as excellent or good). A small number of surveyed students (3 of 12) gave lower ratings (fair or poor) for academic advising, but no specific suggestions were offered. Face-to-face access with faculty is limited, but online access is timely and the dean has not received any student complaints.

9.4 The student survey indicates less than half of respondents (42%) are satisfied with other support services including reliability of computer/software/server, tutoring, financial aid, and counseling. Although 3 of 12 survey respondents gave lower ratings for these services (fair or not so good), only one commented on the need for a greater understanding of the processes and support services that were available. Based on observations and comments from students, the

40

instructor believes support services provided to students meet expectations. He has not heard of any issues that have not been addressed and resolved.

GAPS IDENTIFIED 9.5 For students taking fully online programs, a significant improvement would be for

the college to develop an interactive planning guide that will automatically populate with the student’s existing transcript and automatically populate a proposed schedule of course work needed to complete the degree or certificate. Institutional planning is underway to initiate an automated degree audit system in 2012 intended to improve effectiveness and efficiency of academic advising.

9.6 The lead instructor indicates that due to the small number of WAOL classes

offered each quarter, there is an ongoing challenge to ensure that Shoreline’s WAOL students are supported since enrollment services staff on campus may not have sufficient information. Due to budget challenges and fee-sharing issues the number of colleges offering WAOL versions of BUS 141 and 142 has declined in the past three years.

10. REVENUE POTENTIAL (FAC. REPORT pg 64)

POSSIBILITIES FOR REVENUE GENERATION 10.1 Other than expanding the student base, the lead instructor reports there is little

opportunity to expand revenues. He further indicates that a sustained marketing effort would be required to promote the program. Highline Community College has expressed interest in WAOL courses offered by the program, which may produce more enrollment and reimbursement for these courses in the future.

10.2 Since new ventures create more demands on existing faculty and resources, the

instructor is cautious about taking on additional responsibilities, stating “any new venture should be carefully addressed”. However, he is willing to participate in contract training requested by employers in the community.

11. THE VIRTUAL COLLEGE (FAC. REPORT Pg 64) 11.1 This program strongly supports the president’s vision for the virtual

college. All required courses are offered online and the lead instructor participates in the Virtual College Implementation Taskforce for Instructional Programs. The program instructor will continue to monitor class offerings to ensure that all required classes continue to be offered online. Online classes offered only during summer quarter present problems for some students and this should situation should be evaluated.

11.2 Faculty does not have specific plans to further expand the current catalog

of online and hybrid options due to concern about the budget and possible class cancellations. If student demand continues to grow and resources permit

41

in the future, it might be advisable to provide additional sections in a hybrid format for students who prefer some face-to-face instruction. Also, more sections may be needed of required courses only offered online during summer. Quarter (stated in section 11.1).

11.3 The student survey revealed a significant percentage of respondents (33%)

would not consider enrolling in a Purchasing and Supply Chain Management Program taught entirely or mostly in the classroom. However, many students (67%) indicate they would consider enrolling in some classes taught on campus. Although it is possible there would be some demand for selected sections of hybrid courses, the past experience of offering both face-to-face and evening classes during the same quarter revealed the vast majority of students chose online classes.

11.4 One issue that warrants attention is the lack of ease for online registration.

New students cannot register online until they have completed 15 credits at the college, which is an obstacle for students and a detractor for the virtual college. This may be corrected as the online registration process is improved over time.

11.5 The Shoreline C.C. virtual college would be stronger if the administration

developed a system that permits all processes which involve interaction with students to be completed online without the need for paper forms. It is suggested that the college invest in an information system that caters entirely to a student centered online structure, allowing students to open a personal account with Shoreline when they first make inquiries here and to have that account continue as their source of application, enrollment, financial aid, advising, course progress, grades, degree progress and transcripts (like the system used by the Western Governors University). While this is ambitious, it would definitely give Shoreline C.C. a competitive advantage.

12. COMPETITION (FAC. REPORT Pg 64)

STRENGTHS/OPPORTUNITIES:: 12.1 The Purchasing and Supply Chain Management Program has an excellent

reputation and is well know to employers in the region. The program is responsive to employer and student needs and maintains strong collaborative relationships with local purchasing organizations.

12.2 A well-rounded curriculum with an occupational focus prepares students for

a broad range of positions in the purchasing and supply chain field (both public and private sectors). The lead instructor promotes development of critical thinking and problem solving skills valued by employers and keeps the curriculum current by strong connections with industry partners. The AAAS degree is a terminal academic award which is not primarily intended for transfer to a four-year school (with a few exceptions), but it does provide a strong general education component which is commendable. Another advantage is the relatively low cost (tuition and fees) associated with a community college.

42

12.3 A major strength of the program is the online degree option which meets flexible scheduling needs of students with jobs and family obligations. This feature is not available from other colleges in the region, which provides a competitive advantage.

12.4 Advisory committee feedback indicates the program is well recognized for the specialized curriculum and longstanding record of success. Major program strengths include an excellent lead instructor, relevant training that gives students solid skills for employment in the field, online courses that serve non-traditional students, and heavy emphasis on purchasing, problem solving, negotiations, and collaborating across organizations. Advisory committee members value the balanced curriculum which offers more than just purchasing and supply chain courses (i.e. general business and communication). Also, they appreciate the short-term and long-term academic options (certificates and degrees) and believe the curriculum reflects current trends in industry

12.5 The AAAS degree and certificates at SCC incorporate industry input and reflect emerging trends. Students are prepared for a range of job opportunities which meet their expressed needs (i.e. more than half of students surveyed have a strong career focus). Surveys show the program also serves students seeking other degrees or workforce skills that are useful for different aspects of the business field. Increased focus on sustainability concepts offers new opportunities for students and increases the appeal of the program to employers.

12.6 Primary reasons students select this program include limited availability at

other schools and convenience of the online curriculum. Other features that attract students include a focus on sustainability which is an in-demand field, a relevant curriculum, and strong faculty. Student surveys show most (75%) are likely to recommend this program to others. Students learn about the program from a variety of sources including the college website, the worker retraining office, word-of-mouth, and personal research.

CHALLENGES: 12.7 From a strategic planning perspective, the instructor sees the following program

weaknesses:

limited faculty and resources

dependency on funding from State of Washington

core courses only offered online

limited evening and weekend classes

limited marketing of the program

limited or no job placement support for students seeking employment 12.8 The lead instructor also identifies the following threats to the program:

other community colleges adapting a similar curriculum

state funding and budget reduction actions by the administration

increased tuition and fees combined with reductions in financial aid and company support for students

12.9 There is a direct threat and strong competition with other colleges in the

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Northwest that offer supply chain certificate or degrees. Thus, the college needs to increase efforts to promote its excellent program and maintain its supply chain reputation with a purchasing focus (which is unique).

12.10 Students seeking professional-technical degrees and certificates related to purchasing and supply chain management may choose from nine community colleges in the state (listed below). Three of these are located in the local region (Bellevue, Edmonds, and North Seattle), but others present a longer commute for local residents. The Tacoma Community College curriculum is most similar to SCC. These curricula are not identical; and some programs offer transfer degrees in Business (DTA-MRP). However, academic transfer degrees may not be attractive to students seeking AAAS degrees or certificates for entry-level employment or occupational upgrade. International business programs or degrees also compete with Shoreline’s program, but such competition is limited to specific courses (mainly BUS 142, 143, and 144).

Bates Technical College – Inventory and Stock Specialist and Warehouse and Distribution Specialist

Bellevue College – International Studies and International Business professions

Edmonds Community College – International Business

Highline Community College – International Business and Trade

North Seattle Community College – International Trade Certificate

Pierce College – Associates in Admin. Assistant: International Trade

South Seattle Community College – Transportation, Logistics, and Supply Chain Management

Spokane Falls Community College - International Business Certificate and Transportation and Logistics

Tacoma Community College – Global Transportation and Secure Logistics

12.11 Eight universities in the region (public and private listed below) provide some competition; however, higher tuition and fees are prohibitive for many students. The new articulation agreement with CWU will give SCC students an opportunity to earn a higher degree (upside-down) that improves their employment opportunity and income potential.

Central Washington University – Certificate of Supply Chain Management

Eastern Washington University – International Business

Gonzaga University – Operations and Supply Chain Management (BA)

Portland State University – Operations and supply Chain Management

Seattle University – International Business

University of Washington – various non-credit contracting and supply chain programs

Western Washington University – Graduate Certificate in Supply Chain Management

Whitworth University – International Business

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12.12 The instructor has identified the following opportunities for the program:

Broaden the scope of the program to include all supply chain topics

Develop articulation agreements with more 4-year degree colleges and universities

Develop limited service learning opportunities in the curriculum

Collaborate with others to create awareness of learning opportunities at SCC

Explore traditional college age students as a potential source of new enrollment in the program (since average age of students is over 40 years).

12.13 Although purchasing and supply chain management is extremely important in the

business world and the global economy, it seems to be a “hidden occupation” that is not an obvious category for career planning. The quality of this program and broad employment opportunity warrant more promotion by college in order to increase program visibility for potential students and employers.

13. PROGRAM ACCESS (FAC. REPORT Pg 66)

13.1 The program supports workforce students by offering an AAAS degree option

and two certificates. Courses also attract some students pursuing AAAS degrees in other business related fields. College data shows that completion of certificates has increased, while degree completion declined last year. This may be related to the fact that many students already have degrees and are seeking only selected courses for professional development.

13.2 Based on observations and discussions with students, the instructor finds

barriers to enrollment are primarily funding for tuition, books, and fees, plus time demands from work, family, and personal activities. Acquiring financial aid requires creativity and perseverance. Also, many employers have changed their tuition reimbursement policies, thereby limiting student access.

13.3 Open admission to the program is possible for those who complete minimal

prerequisite requirements (English 101 and Math 070) or achieve required scores on the college placement exam. Upcoming changes in COMPASS cut-off scores could impact student placement. Although the program offers open admission all quarters, some required courses are only offered online during summer quarter. Thus, some students may have difficulty with class availability since budget constraints limit the number of class sections.

13.4 Students with long commutes, jobs, and/or family obligations benefit from the

predominance of online and hybrid course offerings. Unfortunately new students face difficulty with online registration, since they must first complete 15 credits at the college. This creates an obstacle for students and the virtual college.

13.5 Another barrier is the fact that some students prefer face-to-face classes and

elect not to enroll in a totally online program. 13.6 Program access is strong for racially diverse students (58%). During the last

three years representation has increased for students self-reporting as African

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American or Other Race. The AAAS degree option draws the largest percentage of non-white students.

13.7 The program has favorable gender balance; and female students constitute a

slight majority (57%) in the overall program, AAAS degree and certificate of proficiency. The numbers of both females and males increased over the last three years and now females are the majority in the certificate of proficiency while males are the majority in the short-term certificate.

13.8 A broad range of age groups (25-54 years) is evident although the majority

are older students 40-54 years who comprise almost two-thirds (63%) of program enrollment. The number of younger students has declined while the number of older students has increased (some are seeking mid-life career change in the economic downturn). Increased marketing that targets younger students might be advisable.

13.9 The percentage of academically disadvantaged students dropped to zero in

2010-11, which is a 10.5% drop from 2008-09. One contributing factor may be the predominance of mature students who have completed degrees.

13.10 Economically disadvantaged students comprise one-forth (25%) of the

program enrollment and the number has more than doubled over the last three years. This situation is aggravated by continual increases for tuition and fees.

14. LABOR MARKET OPPORTUNITIES (FAC. REPORT Pg 67)

INDUSTRY REPRESENTATIVES 14.1 Many agencies (especially public-funded organizations) have reduced hiring, but

the job market is expected to improve as the economy recovers. Although purchasing and supply chain management skills are necessary during both good and bad economic times, employers are now expecting a broader set of skills including positions that require more analytical skills and strategic planning.

14.2 Since employment is becoming more competitive, internship or service learning opportunity is valuable for students who need more real-life experience related to workplace expectations. .

14.3 Advisory committee feedback indicates a favorable employment outlook in the region. They report high demand in many areas including manufacturing, transportation, aerospace, information technology, healthcare, and professional services. Committee members believe the program prepares students well for entry level jobs and also provides professional upgrade for incumbent workers seeking advancement. Low demand is reported for purchase order cutters, while employment is growing for positions related to demand analysis.

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EMPLOYMENT PROJECTIONS 14.4 According to US Bureau of Labor Statistics Employment Projections

(March, 2012) employment of purchasing managers, buyers, and purchasing agents is expected to increase an average of 7% from 2010 to 2020, which is slower than average for all occupations. Growth will vary (from 5% to 9%) depending on the type of position, specific industry, and geographic area. In contrast, employment of logisticians (supply chain managers) is expected to increase 26% from 2010-20, which is much faster than the average for all occupations. This pronounced growth is due to the increasing importance of logistics in the global economy. A BS degree offers job candidates the best employment opportunities.

14.5 According to Workforce Explorer (Washington State labor market website) the occupational cluster including Purchasing agents (except wholesale, retail and farm products) is on the demand list for Washington State, Seattle-King County and Snohomish County. Also, Purchasing managers are on the demand list for Seattle-King County.

14.6 Balanced status (minimal growth) is indicated for:

Purchasing Managers (statewide + Snohomish County)

Procurement clerks (Seattle-King County)

14.7 Not-in-demand status is indicated for:

Procurement Clerks (statewide + Snohomish County)

Buyers and Purchasing Agents - Farm Products (statewide + Seattle-King County)

14.8 The job market has been depressed due to the economic downturn in the state,

but the long-term outlook is optimistic since most of these occupations are predicted for positive ten year growth (2009-19) in the state. In the local region, job growth is apparent in both King and Snohomish counties. Students who transfer to a four-year institution to complete a bachelor’s degree will find wages and job outlook are better than for jobs requiring less education.

Occupational Areas

Short-Term Growth 2009-14

Projected Growth 2014-19

Purchasing Manager WA State + 1.4% SeaKingCo + 1.0% SnohCo + 1.8%

WA State + 1.1% SeaKingCo + 1.1% SnohCo + .9%

Purchasing Agents (except wholesale, retail, + farm products)

WA State + 1.6% SeaKingCo + 1.3% SnohCo + 2.3%

WA State + 1.4% SeaKingCo + 1.2% SnohCo + 1.1%

Wholesale + Retail Buyers (except farm products)

WA State + .5% SeaKingCo + 1.3% SnohCo + 1.8%

WA State + .5% SeaKingCo + 1.2% SnohCo + 1.3%

Transportation, Storage, +

WA State + .5% SeaKingCo + .6%

WA State + .5% SeaKingCo + .6%

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Distribution Mgmnt. SnohCo + 1.8% SnohCo + 1.3%

Logistician WA State + 1.2% SeaKingCo + 1.1% SnohCo + 1.4%

WA State + .8% SeaKingCo + 1.0% SnohCo - .1%

Procurement Clerk WA State + 1.1% SeaKingCo + 1.2% SnohCo + 2.3%

WA State + 1.1% SeaKingCo + .8% SnohCo + 1.6%

FACULTY VIEWPOINTS 14.9 The AAAS degree and certificates are useful for employment in a many settings;

however, the labor market for program completers is changing. More employers are requiring a 4-year degree as a condition of employment and the scope of many positions is now more strategic instead of the traditional operational focus.

14.10 The number of supply chain positions has declined as computers and technology eliminate the need for operational jobs. Many companies expect users to place orders directly with suppliers, rather than use a buyer. Strategic buyers manage the sourcing, contracting and supplier relations activities.

14.11 Based on discussions at the February 2011 DACUM, a sample of salaries by position title follows:

Title Annual Compensation

Associate Buyers $35-50k

Purchasing Specialists $35-50k

Purchasing associate $35-50k

Planners $45-60k

Procurement &Supply Specialists I-V

$38-53k

Contract Administrator $35-50k

Contract Specialist $40-56k

Commodity Buyer $40-60k

14.12 The lead instructor believes that the potential student base would increase if

the program’s scope was expanded to include supply chain activities other than purchasing. This would better align the curriculum with trends in the job market. At this time the program has no mechanism to track alumni employment on a consistent basis; and therefore faculty needs assistance from the college to accomplish this.

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CONSULTANT’S ANALYSIS OF FINDINGS

INSTITUTIONAL ISSUES

Institutional issues are apparent in some of the program review findings. The following items warrant administrative attention at the college.

ASSESSMENT Lack of clarify on what is expected of faculty with regard to assessment of

program outcomes. Need to provide faculty professional development and support for assessment activities including follow up of former students

Lack of college-wide system to assess general education outcomes

New graduate survey conducted by the college does not identify student’s area of study (thus feedback cannot be used for program review)

Lack of current employment information for prof-tech graduates

PROGRAM INFORMATION College website limits access to program information due to lack of

separate program listing in A-Z index and lack of webpage for this program. All program information should be updated annually.

Schedule for revision of program brochures is uncertain

STUDENT DATA TRENDS Inaccurate student intent codes reduce validity of statistical data

RESOURCES

Limited funding to expand course offerings in areas of demand (i.e. online sections of courses required for online degree only offered once per year).

Insufficient staff support for expanded instructional divisions (excessive workload of deans and classified staff is detrimental to program review process and other functions)

Budget constraints prevent hiring an academic advisor in HOPE division

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INSTITUTIONAL ISSUES (continued)

SUPPORT SERVICES

Some Worker Retraining students report feeling rushed or pressured to make quick decisions about their course of study and need more assistance with career planning

Impending retirement of staff who facilitate DACUM workshops (need a plan to provide this expertise/support to prof-tech programs)

Enrollment services staff need more information to support WAOL

students enrolled at SCC

VIRTUAL COLLEGE

Lack of ease/access for online registration (not allowed until student completes 15 credits at the college, but will change in Nov. 2012)

Some services and information for online students cannot be accessed

online (requires in-person visits and use of paper forms)

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PROGRAM STRENGTHS The Purchasing and Supply Chain Management Program has numerous strengths; and some of these are listed below: ASSESSMENT

Course learning outcomes are well written and organized

PROGRAM INFORMATION

Revised planning guide is well designed and highly informative (includes sample quarter class schedules and links to other resources)

STUDENT DATA TRENDS

Annualized FTES increased 23% over the last two years

Non-white students comprise more than half (58%) of students and some under-represented groups increased over the last two years

Good gender balance (57% female and 43% male)

Wide range of age groups is served (25-54 years old)

Combined completion rates for degrees and certificates almost doubled from 2009-10 to 2010-2011

High employment rate for former students (average 88% in 2009-10)

CURRICULUM

Course offerings prepare students for a broad range of positions in many areas of the business field

Outstanding use of DACUM results to strengthen and update curriculum (reflects current industry practices)

Strong general education components

Excellent interdisciplinary focus which draws from related fields in general business, computer science, business technology, and communication

Numerous online courses support the Virtual College and draw students with jobs, family obligations, or those living farther away

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PROGRAM STRENGTHS (continued) FACULTY

Exceptionally experienced and dedicated instructor continually improves online courses and program currency

Instructor locates internship/service learning opportunities for students SCHEDULE OF CLASSES

Annual schedule of classes is efficiently coordinated to minimize cancellations and maximize student-to-faculty ratios

PARTNERSHIPS

Highly effective advisory committee (membership, attendance, and active participation in program planning)

Strong connection with Institute of Supply Management – Western Washington and many Puget Sound companies

SUPPORT SERVICES

Lead instructor provides responsive and efficient online advising to all current and prospective students

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FOLLOW-UP ON 2004 PROGRAM REVIEW RECOMMENDATIONS

1.SUCCESSION PLANNING (plan for future replacement when lead instructor leaves; + more visibility to adjunct faculty)

Yes

Yes

1. List of qualified instructors is maintained in case replacement is needed. 2. The department has a list of qualified instructors that are used when needed. Supply Chain has two – Marty Manegold and Lynn Martindale. 3. The HR system requires posting and advertising of open positions. 4. Visibility of adjust faculty is an institutional issue. I have no issues for the Supply Chain program.

2.LONG-TERM PLANNING

(plan goals for program growth, direction, types of students, linkages to baccalaureate degrees, and marketing)

Yes The Supply Chain program participates in the division’s long range planning and is included in the new virtual college initiative planning.

3. PURCHASING CLASS REQUIREMENT FOR OTHER BUSINESS TRACKS (purchasing class require- ment in other programs)

Yes Action previously completed - BUS 141 (Purch + Supply Fund) were required for an AAAS in General Business and an AAAS in Entrepreneurship. Recent curriculum changes by business faculty excluded purchasing and supply chain courses from the requirements for these degrees; but some courses are still required for the online degree.

4. PURCHASING CURRIC: A. Provide content in: - globalization of supply lines

- impact of homeland security

Yes

Yes

- BUS 142 - Global sourcing - BUS 141/144 (Purchasing and

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- negotiating/writing contracts

- regulatory issues

- team skills

- project management skill - regulatory restrictions

B. More frequent DACUM process

C. Contract Development + Management class (review title, description, content)

D. Government Contracting (greater emphasis)

Yes

Yes

Yes

Yes

Yes

Yes

Yes Yes

Supply Mgt./Logistics) - BUS 203 (Contract Mgmnt.) - BUS141/144

- BUS 104/141 (Human Relations/ Purchasing + Supply Mgt.) - CIS 180 (Project Management) -BUS 141/144 (Purchasing and Supply Mgt./Logistics)

These are conducted every 3-4 years. Last one was in 2011 and resulted in program and course changes.

Changed course title to Contract Management.

BUS 203, Textbook is World Class Contracting and defines a Government contract philosophy

5. BACCALAUREATE DEGREE OPTIONS (additional transfer options for students)

Yes 1. Negotiating agreement with CWU + investigating Western Governors’ University (online)

2. CWU did not accept program early in discussion. In 2012 SCC changed the AAAS degree requirement and the degree now meets CWU’s BAS-ITAM degree. This new Bachelor of Applied Science in Information Technology and Administrative Management (BAS-ITAM) degree with an Administrative Management specialization is designed for students who have completed a two-year applied or technical degree.

3. The WGU discussion is in the early preliminary stages.

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CONSULTANT’S RECOMMENDATIONS NOTE: Highlighted areas were mentioned in a previous program review (2004)

TOP PRIORITY ASSESSMENT (Section 1)

Add a program outcome to address human relations skills in the workplace

Seek institutional support to develop and implement a more explicit system to assess program outcomes including follow-up on former students (seek Perkins funds to support this effort including exit surveys and possibly surveys of former students)

Maintain ongoing records that document any follow-up actions taken in response to assessment results

PROGRAM INFORMATION (Section 2)

Address consultant’s findings related to accuracy, currency, congruency, and accessibility of program information including brochure and website issues (i.e. listing the program in A-Z index and creating a separate program web page to provide a stronger visual presence). This occupation is not well-known and marketing is greatly needed to increase public awareness and program enrollment.

Seek administrative assistance from the college to support annual updating of the web site and brochure

CURRICULUM (Section 4)

Examine the BUSTEC 215 (Professional Communications) course to

determine if there is sufficient career planning content (resume preparation, interviewing, and job search). If needed, plan appropriate curriculum change.

Continue to utilize DACUM and advisory committee feedback to guide expansion of program and course content related to supply chain activities other than purchasing, as appropriate to reflect changing job market

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SCHEDULE OF CLASSES (Section 7)

Expand number of class sections when (only if) enrollment increases sufficiently (possibly hybrid format for selected courses and another section for required courses only offered online during summer)

MODERATE PRIORITY

ASSESSMENT (Section 1)

Investigate strategies for assessing achievement of general education outcomes within the program curriculum and maintain written records to document follow-up actions taken in response to assessment findings

PARTNERSHIPS (Section 8)

Modify advisory committee membership (add a union representative)

Ask advisory committee to review and provide feedback on program outcomes and discuss suggestions for assessment of these outcomes

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APPENDIX

FACULTY RESPONSE……………… 57 STUDENT SURVEY…………………..68 ADVISORY COMMITTEE SURVEY...82

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Purchasing and Supply Chain Management PROGRAM REVIEW - 2012

FACULTY RESPONSE

Program Review: Purchasing and Supply Chain Management Spring Quarter 2012 Prepared by Jerry Baker April 16, 2012

1. Assessment: a. The Purchasing and Supply Chain program has 6-core classes, all

online. The courses are: BUS 141 - Fundamentals of Purchasing and Supply Chain Management, 5 Credits The course content provides an introduction to the basic principles of purchasing, including discussions about supply chain management. Emphasis is on understanding the purchasing/supply process, organizational concepts, policy and procedures, relationships, and linkages. Special attention is devoted to learning how to use basic purchasing and supply chain tools and techniques, including cost/price analysis and negotiations. BUS 142 – Fundamentals of Sourcing and Supplier Relations, 5 Credits The course focuses on the concepts, methods and techniques for managing an organization’s supply base. Emphasis is placed on strategic purchasing and sourcing, insourcing/outsourcing, supplier selection and evaluation, supplier quality management, supplier management and development, global sourcing, managing contracts, and legal issues. BUS 143 – Materials Management, 5 Credits The course content provides an examination of the processes of production planning, master scheduling, MRP systems, forecasting, demand management, warehouse management and widely used manufacturing processes. Contents reflect the basics of supply chain management defined by APICS. BUS 144 – Fundamentals of Logistics and Transportation, 3 Credits An emphasis is placed on industrial logistics and transportation. Topics include understanding and balancing logistic factors to achieve optimal performance at the lowest possible total cost. Topics include transportation modes, pricing and comparative

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analysis, regulatory restrictions, scheduling, insuring, protecting, warehousing and shipping industrial and retail products. BUS 203 – Contract Management, 5 Credits The course content includes formation, classification, interpretation, execution, and administration of contracts. Emphasis is placed on contract elements, bid and proposal requirements, evaluation and award processes. A study of contract law, as it pertains to contracting, is also a part of this class. BUS 245 –eProcurement, 5 Credits Learn how to use and integrate business-to-business Internet Purchasing tools into existing operations to optimize the organization's value chain. The course will explore the strategies, options, solutions, and methods used by successful organizations to buy and manage their suppliers using the Internet.

b. Course learning outcomes are defined for each of the quarter’s 10 weeks of instruction and posted to the online classroom for students to read and apply.

c. The weekly assignments, exercises, discussion questions, case study questions, quizzes and final examination are used to assess the student’s understanding of the learning outcomes. Successful completion of a given course represents understanding of the course’s learning outcomes measured by the grade earned.

d. Program outcomes are measured by the fact that the student has

successfully completed all program required courses. The appropriate planning guide and student’s transcripts are used to verify that all requirements have been successfully completed.

e. The program includes granting an AAAS Degree in Purchasing and

Supply Chain Management, a Certificate of Proficiency in Purchasing and Supply Chain Management, a Certificate of Completion in Purchasing and Supply Chain Management, and a Certificate of Completion in Sustainable Purchasing and Supply Chain Management (effective fall quarter, 2012).

f. Program planning sheets are annually reviewed and updated to ensure

course and program outcomes are relevant to Northwest employer’s needs.

g. A DACUM is scheduled every 3 to 4 years to identify and document

changes to needed knowledge, skills and abilities. The most recent DACUM was complete in spring quarter 2011. As a result, a new

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certificate of completion was created to reflect the growing need for employees to understand sustainability issues in purchasing and supply chain management. The curriculum committee approved the new certificate in February 2012 and it will be effective fall quarter, 2012. Other changes were made as a result of the DACUM and will be discussed later in this report.

2. Program Information: a. Information about the program is available online, brochures, planning

guides, quarterly class schedules and other campus printed documents. Most information is accurate, but if a change is needed, program faculty participates in the change process.

b. During academic year 2011, all planning guides were updated into the college’s new format and additional changes to the AAAS degree and Certificate of Completion were approved by the curriculum committee in February 2012.

c. An article was included in the Shoreline Community College

Community Report – fall, 2011, profiling the program.

d. Program faculty annually reviews the online and printed information and changes are initiated when needed. Each quarter course descriptions are reviewed and updated.

e. It would be helpful if the college could establish a sustained marketing effort outlining benefits associated with student participation.

f. Recent changes to other business degree and certificates have eliminated any of the 6-core purchasing and supply chain courses from the list of requirements.

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3. Student Data Trends: a. The chart listed below is enrollment data, by quarter by class for each

of the 6-core purchasing and supply chain classes for the past three

years. The data represents individual students enrolled, not FTEs. The

college data does not include WAOL enrollment from other colleges.

b. Enrollment in the program has been somewhat consistent over the

past three years, with some variability, especially spring quarter 2012,

which show a decline. Enrollments seem to be returning to more

normal historical levels.

c. Declining enrollment in WAOL (W1) sponsored classes is the result of

other colleges eliminating online classes not taught by that college’s

faculty. The primary reason given for the elimination has been

declining budgets and WAOL’s income distribution policy. Three

colleges stopped offering BUS 141 and 142 in 2010. WAOL indicates

that the reductions are across the board and not limited to purchasing

classes.

d. Efforts have been initiated to encourage other colleges to offer the

WAOL sponsored classes. Highline Community College indicates they

will start offering the purchasing classes in the fall quarter 2012 or

winter quarter 2013.

2012 2012 2011 2011 2011 2010 2010 2010 2009

Class Credits Spring Winter Fall Spring Winter Fall Spring winter Fall

141, N1 5 19 18 20

141, W1 5 10 14 10 29 16 6 23 22 20

142,N1 5 19 8 10

142, W1 5 c c 12 7 c 4 11 c 10

143 4 20 18 21

144 3 19 20 33

203 5 22 18 27

245 5 20 18 25

Fall Totals 63 46 77

Winter Totals 53 42 57

Spring Totals 49 74 88

% complete

81.1 85.7 85.1 88.1 89.1 92.0 87.7 92.2

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e. The number of AAAS Degrees and Certificates of Proficiency issued is

low, primarily because many students already have a 4-year degree

and take one, two or three classes as a part of their continuing

education goals.

f. The process for issuing certificates of completion is limited to a review

of classes taken at Shoreline and the number of completers is low

because often the English requirement is taken at another college or

university and not included in the evaluation process. When notified,

program faculty assists administration to validate the completion of the

English requirement.

g. Student completion rates are listed in the paragraph 3 chart, as a

percent. The average completion rate is 87.6% for the three year

period. There is a slight downward trend, especially in winter quarter

2012. Changes to funding rules have impacted attendance and

completion.

4. Curriculum: a. Changes adopted during the past three years:

i. Winter 2012: The Curriculum Committee approved adding Phil&106, Introduction of Logic, as an elective to the AAAS Degree in Purchasing and Supply Chain Management requirements. The changes will be effective fall quarter 2012. Students receiving the AAAS degree, which includes English 101 and 102, Math 148, and Phil& 106, will be able to enroll at Central Washington University as a junior and earn a BAS-ITAM degree. The Curriculum Committee approved removing the English 101 requirement for the Certificate of Completion in Purchasing and Supply Chain Management. The certificate requires Compass scores equal to English 100. During academic year 2009/2010, the name of the Purchasing Advisor Committee was changed to Purchasing and Supply Chain Advisory committee.

ii. Winter 2011: DACUM held to review and update program curriculum.

iii. Winter 2010: Revised MCOs for BUS 141, 143, and 144 approved by curriculum committee.

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iv. Fall 2009: Revised MCOs for BUS 141 and 245 approved by the curriculum committee.

v. Winter 2009: Revised MCO for BUS 203 approved by curriculum committee. Advisory committee initiates discussion about adding sustainability topics to appropriate core courses. Reduced the AAAS Degree requirement from 94 to 91, the Physical Education required course was eliminated.

b. Changes planned for the future:

i. Continue to expand supply chain management topics, but maintain a purchasing focus.

ii. Evaluate how best to present eProcurement topics and possibly replace BUS 245, with a sustainablity and social responsibility course.

iii. Continue to keep the program relevant to the needs of Washington State employers.

iv. Plan a DACUM for the 2015 or 2016 academic year. Make any appropriate curriculum changes.

5. Faculty: a. The program is staffed with a 2/3 pro-rata faculty member on a one

year contract. The contract has been renewed each year since 1999.

b. Program results are consistent with the resources available. The program performs well and is an active participant in the Virtual College Initiative, as all classes for the degree and certificates are offered online.

c. The program can be sustained with current faculty and, if needed,

grown without adding additional faculty.

6. Resources: a. The college provides adequate resources and support to the

program.

b. If the college desires to expand the program, a sustained marketing effort would be needed to expand student enrollment.

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c. Equipment, facilities and professional development funding is adequate for the program to operate effectively.

d. Other than the occasional use of the copy machine, printers and

computers, no additional expenditures have been made in the past three years.

7. Schedule: a. Since online classes are asynchronous, students have a great deal

of flexibility in scheduling class activities. The most significant demands on a student are to manage their time and be disciplined enough to complete assignments.

b. A few required classes are only offered online during summer quarter and this scheduling causes some student discomfort.

c. Class schedules have been established that will allow most students to complete the 6-core classes in three quarter.

d. From a scheduling point of view, current offerings are adequate for most students.

e. Most program participants are working adults and prefer classes offered online or available week-ends or evenings. Few face-to-face business classes are available week-ends or evenings.

8. Partnerships a. Our principle partner is the Institute of Supply Management-

Western Washington. Its leadership and members have support the program for more than 50 years. Each year, two of their officers become members of the advisory committee and during the year they make information about the program available to their individual members. Efforts should continue build this relationship.

b. Many Puget Sound companies support the program by supporting their employees to enroll in the program and reimburse tuition and expenses. They also provide subject matter experts who participate in the DACUM process and/or are members of the advisory committee. Companies like Boeing, Starbucks, Seattle Times, Coastal Engineering, University of Washington, Vigor Marine, Red Dot Corporation, Holland American Line, City of Tacoma, Washington State Department of Transportation, City of Lynnwood, Puget Sound Energy, Phillips Medical Systems, sound Transit, Expedia and Nintendo of America to name a few.

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c. My experience has been that if approached, a company will support

the program with resources for a DACUM and advisory committee assignments.

9. Support Services: a. Based on observations and comments from students, support

services provided to students, meets overall expectations. I have not been advised of any issues by students that have not been addressed and resolved.

b. Due to the small number of WAOL classes offered each quarter, there is an ongoing challenge to ensure that Shoreline’s WAOL students are supported.

10. Revenue Potential a. Other than expanding the student base, there is little opportunity to

expand revenues. A sustained marketing effort would be required to communicate any new program’s benefits and availability.

b. Any new venture creates a demand on existing faculty and resources. Any new venture should be carefully addressed.

11. The Virtual College: a. The program is totally online and is included in the virtual college

initiative. Program faculty will continue to monitor class offerings to ensure all required classes continue to be offered online.

b. Classes only offered online during summer quarter pose a problem for students and should be evaluated.

c. The faculty member is a member of the Virtual College

Implementation Taskforce for Instructional Programs.

12. Competition: a. There is potential competition at the following institutions:

i. Central Washington University – Certificate of Supply Chain Management

ii. Eastern Washington University – International Business iii. Gonzaga University – Operations and Supply Chain

Management (BA) iv. Seattle University – International Business

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v. Bates Technical College – Inventory and Stock Specialist and Warehouse and Distribution Specialist

vi. Highline Community College – International Business and Trade

vii. University of Washington – various non-credit contracting and supply chain programs

viii. Western Washington University – Graduate Certificate in Supply Chain Management

ix. Whitworth University – International Business x. North Seattle Community College – International Trade

Certificate xi. Pierce College – Associates in Administrative Assistant:

International trade xii. South Seattle Community College – Transportation,

Logistics, and Supply Chain Management xiii. Spokane Falls Community College - International Business

Certificate and Transportation and Logistics xiv. Tacoma Community College – Global Transportation and

Secure Logistics xv. Bellevue College – International Studies and International

Business professions xvi. Edmonds Community College – International Business xvii. Portland State University – Operations and supply Chain

Management

b. There is a direct threat and strong competition with those Northwest colleges that offer supply chain certificates or degrees. Shoreline needs to continue to communicate its excellent program and maintain its supply chain reputation with a purchasing focus.

c. International business program/degrees compete with Shoreline’s programs, but such competition is limited to specific courses, mainly BUS 142, 143 and 144.

d. When thinking about the Shoreline program, we see:

i. Strength 1. Reputation for excellence. 2. Well known to employers. 3. Responsive to employer’s and student’s needs. 4. Collaborates with local purchasing organizations. 5. 100% Online program. 6. Relative low tuition and fees.

ii. Weaknesses

1. Limited faculty and resources. 2. Core courses only offered online.

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3. Limited evening and weekend classes. 4. Marketing of the program. 5. Dependency of State of Washington funding. 6. Limited or no job placement support for students

trying to find employment.

iii. Opportunities 1. Broaden the scope of the program to include all

supply chain topics. 2. Develop articulation agreement with 4 year degree

colleges and universities. 3. Develop limited service learning opportunities in the

curriculum. 4. Collaborating with others to create awareness of

learning opportunities. 5. A potential source of new participants is the more

normal-aged college students. The average age of program participants is over 40 years old.

iv. Threats 1. Other community colleges adapting a similar

curriculum. 2. State funding and budget reduction actions by the

administration. 3. Increased tuition and fees combined with reductions

in financial aid and company support.

13. Program Access: a. Referring to item 3, the trends in enrollment are returning to

historical levels after a brief surge. Based on my observations and discussions with students the barriers to enrollment are primarily funding for tuition, books and fees and time demands from work, family and personal activities. Getting financial aid requires creativity and perseverance.

b. Many employers have changed their tuition reimbursement policies, limiting access.

c. Some students prefer face-to-face classes and elect not to enroll in

a totally online program.

d. As the economy improves and jobs are more available, I would expect enrollment to decline.

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14. Labor Market Opportunities: a. The labor market for program completers is changing. Many

employers are requiring 4 year degree as a condition of employment and the scope of many positions is more strategic, than the traditional operational focus.

b. The number of supply chain positions has declined as computers and technology eliminate the need for operational jobs. Many companies have users place orders directly with the suppliers, rather than use a buyer. Strategic buyers manage the sourcing, contracting, and supplier relations activities.

c. Expanding the scope of the program to include supply chain

activities other than purchasing helps to increase the potential student base.

d. Based on discussions at the February 2011 DACUM, a sample of

salaries by position title, follows:

Title Annual Compensation

Associate Buyers $35-50k

Purchasing Specialists $35-50k

Purchasing associate $35-50k

Planners $45-60k

Procurement &Supply Specialists I-V

$38-53k

Contract Administrator $35-50k

Contract Specialist $40-56k

Commodity Buyer $40-60k

68

PURCHASING AND SUPPLY CHAIN MANAGEMENT

STUDENT SURVEY

April 2012

Shoreline Community College

Program Review - WInter 2012

STUDENT SURVEY

Purchasing and Supply Chain Management Program

Survey Results

Your feedback is needed on the Professional Technical Purchasing and Supply Chain Management Program. This is an important part of the college's program review process to help faculty and administrators better understand student experiences and needs at the college. Student input will be summarized without names and shared with the faculty and dean to use in future planning and program development. Thank you for your assistance. We value your feedback and suggestions.

1. Indicate all degrees you are presently pursuing at Shoreline Community College.

AAAS - Purchasing and Supply Chain Management.

6 50%

Please list

6 50%

2. Are you currently working while attending school?

Yes

5 42%

No

7 58%

Total 12 100%

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3. IF you are working, about how many hours per week do you work?

40 hours or more per week

4 36%

30 hours or more, but less than 40

0 0%

20 hours or more, but less than 30

1 9%

Less than 20 hours

0 0%

Not applicable

6 55%

Total 11 100%

4. Why are you taking Purchasing and Supply Chain Management courses? (Choose all that apply)

in pursuit of a Purchasing and Supply Chain Management career

6 50%

required by my employer

0 0%

as personal enrichment

2 17%

required for another Shoreline degree

0 0%

Other (please explain)

5 42%

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5. Describe the career in which you plan to be working five years from now.

As a Buyer

4 33%

As a Supply Chain Associate

2 17%

Purchasing Manager

4 33%

Other, please specify

2 17%

Total 12 100%

6. If Shoreline Community College had a four-year applied baccalaureate degree in Purchasing and Supply Chain Management, how likely would you be to stay and pursue the degree?

1

No chance

2 17%

2 Not very likely

2 17%

3

50-50

3 25%

4

Likely

2 17%

5

Very likely

3 25%

Total 12 100%

71

7. How important do you think the study of Purchasing and Supply Chain Management theory and practices is to your career goals?

1

Not at all important

0 0%

2

1 8%

3

1 8%

4

4 33%

5

Very important

6 50%

Total 12 100%

8.

Do the imbedded short-term Purchasing and Supply Chain Management certificates offered improve your changes of finishing the entire program by providing stepping stones of achievement toward the Purchasing and Supply Chain Management AAAS egree?

Improve my chances

8 67%

Make no difference

4 33%

Lessen my chances

0 0%

Total 12 100%

9. Would you consider enrolling in a Purchasing and Supply Chain Management program that was taught entirely or mostly in the classroom?

Yes

8 67%

72

No

4 33%

Total 12 100%

10. Identify any other courses you think would work online or as a hybrid. Course numbers or titles:

5 Responses

Directions: Rate the program on each of the items listed below by clicking on the most appropriate number (5 - High, 1 - Low). If an item is not applicable, click on the 'NA' button. Comments are encouraged and may be written under each item. Please do not mention individual faculty names. Thank you.

11. Helpful program information on college website and printed materials:

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 0

0% 2

17% 6

50% 3

25% 1

8%

1 Responses

12. Effective curriculum structure:

73

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 0

0% 1

8% 6

50% 4

33% 1

8%

2 Responses

13. Support of your individual learning needs:

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 0

0% 1

8% 8

67% 3

25% 0

0%

1 Responses

14. Adequate preparation for employment (knowledge and skills for the field):

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 1

8% 3

25% 3

25% 4

33% 1

8%

1 Responses

74

15. Adequate guidance for career planning:

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

So-so

Adequate

Very good

Excellent

N/A

. 1

8% 0

0% 3

25% 4

33% 1

8% 3

25%

1 Responses

16. Adequate program resources (information technology, equipment, space, supplies):

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 0

0% 3

25% 5

42% 4

33% 0

0%

17. Class schedules meet student needs:

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 2

17% 1

8% 1

8% 8

67% 0

0%

75

1 Responses

18. Academic advising meets student needs:

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 1

8% 0

0% 2

17% 7

58% 1

8% 1

8%

1 Responses

19. Effectiveness of other suppport services (tutoring, financial aid, counseling, etc.):

Top number is the

count of respondents

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

Poor

Not so good

Fair

Good

Excellent

N/A

. 0

0% 1

8% 2

17% 3

25% 2

17% 4

33%

1 Responses

20. How likely are you to recommend program?

Top number is the

count of respondents

Not at all Not likely 50-50 Likely Very likely N/A

76

selecting the option.

Bottom % is percent of

the total respondents

selecting the option.

. 0

0% 0

0% 3

25% 3

25% 6

50% 0

0%

1 Responses

21. How did you hear about this program?

Website

6 50%

Advisor

2 17%

Other, (please explain)

4 33%

Total 12 100%

22. Why did you select this program rather than one at a different college?

12 Responses

23. What are the program strengths?

77

11 Responses

24. What changes would improve the program or service to students?

9 Responses

COMMENTS:

1. Indicate all degrees you are presently pursuing at Shoreline Community College.

Respondent # Response 1 NRG Zero Energy

2 Certification of Purchasing and Supply Chain Management

3 Certificate of Proficiency in Purchasing and Supply Chain Management

4 clean energy technology

5 class only not pursuing certificate

6 International Trade Certificate

4. Why are you taking Purchasing and Supply Chain Management courses? (Choose all that apply)

Respondent # Response 1 Interested in broader/extended Sustainable Business training

2 Laid-off buyer. improving skills to find work

3 dual degree

4 degree to supplement 15 years in Purchasing field

5 had to prove in-demand job field

5. Describe the career in which you plan to be working five years from now.

Respondent # Response 1 Sustainablity Business Consultant

2 Sustainable Marketing

10. Identify any other courses you think would work online or as a hybrid. Course numbers or titles:

Respondent # Response 1

2 all

78

3 Bus201;Bus215;Bus104 online year round instead of only online in summer. This will help those of us who work fulltime and attend school.

4 na

5 N/A

11. Helpful program information on college website and printed materials:

Respondent # Question 11: Additional Comment 1 I was not aware that this class would be so focused on big

business concerns. As a returning student with no big business background this class was a struggle (for me.)

12. Effective curriculum structure:

Respondent # Question 12: Additional Comment 1 Business division is pretty good. NRG/Zero Energy is pretty

lousy.

2 The text is exceptionally well laid out and easily researched. However, content was frequently over my head--no frame of reference for actual business applications.

13. Support of your individual learning needs:

Respondent # Question 13: Additional Comment 1 All education is good. These two classes have given me a

perspective for other business pursuits.

14. Adequate preparation for employment (knowledge and skills for the field):

Respondent # Question 14: Additional Comment 1 Fair only as it applies to me. I am not cut out for this type of

work, but it took 2 quarters to find that out.

15. Adequate guidance for career planning:

Respondent # Question 15: Additional Comment 1 The planning process felt rushed. As a WorkSource re-training

student, I was pushed in this direction.

17. Class schedules meet student needs:

Respondent # Question 17: Additional Comment 1 I could have used a great deal more hands on for better

genuine overall understanding. Actual work in the software required for use in the field would have been an exceptional help. Theory without practical application does not meet today's business expectations.

18. Academic advising meets student needs:

Respondent # Question 18: Additional Comment 1 NA

79

19. Effectiveness of other suppport services (tutoring, financial aid, counseling, etc.):

Respondent # Question 19: Additional Comment 1 In retrospect I could have used a great deal more

understanding of the process(es) and more support around what I really needed to be able to get out of school and back into the job market.

20. How likely are you to recommend program?

Respondent # Question 20: Additional Comment 1 For someone with an aptitude for this type work, it would be

a fine course of study. It did not fit me very well--however, my grades (in my opinion) we remarkable considering I never felt like I knew what I was doing.

21. How did you hear about this program?

Respondent # Response 1 Thru worksource training program

2 scc webpage

3 Coworker

4 My own search on line for schools w/Purchasing discipline

22. Why did you select this program rather than one at a different college?

Respondent # Response 1 Recommendation for individual instructors

2 Only College that has what I need. I commmunte 1 hour each way for my Pre-Reqs

3 Convienance

4 The logistics programs at other colleges (South Seattle, UW) keep getting killed.

5 Focus on purchasing combined with basic information about supply chain concepts is very different than what is available at other colleges in this area.

6 its not offered at othe similar schools

7 To my knowledge this is the only college that offers a purchase program in Western Washington

8 Few colleges offer it

9 I wanted in the Sustainable Marketing program (an in-demand field). Purchasing (Environmentally Preferable Purchasing is considered an in demand field.) This course barely scraped the surface of corporate sustainability purchasing needs.

10 I was initially in the Clean Energy Program. As classes in that program continued to be cancelled due to low enrollment I switched to PSCM because of the guarantee that those courses would be held and that I could finish my education in the time I have allotted for it.

80

11 Because I am studying in SCC.

12 Shoreline is the only college that I know of that has a program for supply chain

23. What are the program strengths?

Respondent # Response 1 Good course offerings, several good faculty and access from

Seattle.

2 Provides foundation for effecient Procurement

3 Classes are offered and at times when working people can attend.

4 Covers in depth information about the purchasing and supply chain fields Allows me to work at my own pace and on my own time because core courses are online

5 flexability

6 The advisor is very responsive and the curriculum covered is geared towards real world.

7 wide variety of information that continues to move forward and is not stagnate.

8 The text is excellent. The teacher knew the information. Lesson plans were easy to follow.

9 The courses and course content are easy to understand.

10 Good assgnments

11 being able to do the work at any hour.

24. What changes would improve the program or service to students?

Respondent # Response 1 Meeting's at least once a week in a classroom. Daytime and

nightime availability

2 A more narrowly focused certificate program without extraneous classes would help. Some classes have considerable overlap with, e.g., Acct 203---just require that and cover the material once, so there is more time for other things.

3 There should be some forum in which students can meet each other during course - maybe a day when we meet for lunch if we want to More opportunities to network More opportunities to discuss career options and perhaps even talk with people in the field - maybe combine a lunch meeting with a speaker from the field

4 none, give xxxxx a raise

5 More actual discussions in classroom.

6 It would have helped me to have been in a classroom at least part time in order to ask questions that could be talked about in REAL time.

81

7 More classroom instruction. With the bulk of the class being online, you miss the person to person interaction that I believe is critical to both the program and to developing communication skills for being a purchasing/supply chain manager. Instructors focus on the details and issuing fair grades for quizzes and exams. Working with the students better to help them understand complex topics.

8 Each test should be short answers and multiple choices.

9 I think it would be nice to be able to have a class group chat once in awhile.

82

PURCHASING AND SUPPLY CHAIN MANAGEMENT ADVISORY COMMITTEE

SURVEY SUMMARY March, 2012

Shoreline Community College Spring 2012

Purchasing and Supply Chain Management ADVISORY COMMITTEE SURVEY Your feedback is needed on the Professional Technical Purchasing and Supply Chain Management Program. This survey is an important part of the colleges' program review process to

help faculty and administrators better understand how industry representatives view the program and its ability to meet labor market needs in this field. This is part of the program's required External Evaluation. Advisory Committee input will be summarized without names and shared collectively with the faculty, dean and you to use in future planning and program development. Thank you for your assistance. We value your feedback and suggestions. Our goal is 100% response. THANK YOU!

......................................................................................

....... Directions: Please type in comments or numerical ratings for each of the questions below. We would appreciate your response by: March 21, 2012

Survey Results Assessment of Student Learning:

1. What do you know about the ways in which attainment of Purchasing and Supply Chain Management learning outcomes are assessed at this college? (tools/measures used and performance levels expected)

themselves in writing.

little direct knowledge about assessment tools, techniques and required levels of achievement.

student input, Other?

g procedures of knowledge and comprehension.

83

Curriculum:

2. What would you describe as the major strengths of this program?

-traditional students served by SCC. It provides them with an employable skill.

e 1 and 2 year options On line availability Inclusion of general business skills (compared to industry certification, such as ISM or APICS)

ground for supporting thierneeds with qualified candidates for entry positions in Supply Management roles.

3. Based on your experience as an advisory committee member, how well is the program curriculum aligned with industry needs? Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Low 1 2 3 4 High 5

Rating 0

0%

0

0%

1

14%

4

57%

2

29%

4. How valuable have DACUM results been to the program? Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Low 1 2 3 4 High 5

Rating 0

0%

0

0%

2

33%

2

33%

2

33%

Not sure what this acronym is, advisory committee of some sort?

or confirming the program objectives and curriculum.

84

5. What suggestions do you have to help the program better align with current and emerging industry needs?

e chapter and college with a university such as Western or Central. Also, align yourself through the chapter with Companies invested with APICS such as Boeing.

s are coming thierway. Do other parts of the US tend to lead the way in this industry? - talk to other schools?

10 different industries should be represented)

they will be buyer/planners. Something on master data management might be helpful; maybe just an overview as part of an existing course?

s more indepth look at all the possible links in a supply chain and tiered levels of supplier relationships, which can have many layers to manage

downside of an online program.

Resources and Facilities:

6. Based on your experience, how adequate are program resources (space, information technology, equipment, etc.) and what are the unmet needs? Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Low 1 2 3 4 High 5

Rating 0

0%

0

0%

2

33%

3

50%

1

17%

Courses are primarily available online. Very convenient for students.

alue.

85

Partnerships:

7. How well do you think the technical advisory committee functions, and what improvements would you suggest? Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Low 1 2 3 4 High 5

Rating 0

0%

0

0%

3

50%

2

33%

1

17%

We could use some fresh faces from a broader industry base.

leading edge.

ocess seems to work very well. No specific suggestions come to mind.

dustry participants helps validate the market needs being filled by the students coming out of the program. The committee has a good structure with coordination, as volunteer members it can be difficult to closely align personal schedules with the committee to be a regular frequent participant.

8. What role does your business/company play in supporting the program? Advice on curriculum 6 86% Equipment donations 0 0% Internship or mentoring opportunities of students

0 0%

Employment opportunities for graduates

1 14%

Other, Please describe 1 14%

Comparison with Other Programs:

9. What do you believe makes this program unique or different from other programs in the surrounding area?

-traditional students.

-on approach and close alignment with professional supply management organizations and supply chain functions in large area companies.

86

l.

Employment Prospects:

10. How would you describe the regional employment outlook for graduates from this program (High demand areas, Low demand areas)?

d. The larger the turmoil in unemployment, economics the better firms need this skill on their staff.

ertificate/degree should help them get their foot in the door.

already employed, but are able to advance to more professional roles within their organizations by going through the program, 2) new graduates have a greater understanding of roles with more focus for entering into supply management positions in the workforce

Questions or Final Comments:

11.

frequently, but it seems the web is many years ahead of our textbooks.

provides networking opportunities and idea sharing with Professional peers.