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1 ABET COMPUTING ACCREDITATION COMMISSION Focus Report Report of actions taken to address program weakness presented in the ABET Draft Statement Of the INFORMATION SYSTEMS MANAGEMENT PROGRAM Submitted by TECNOLÓGICO DE MONTERREY, CAMPUS MONTERREY May 28 th, 2010 To the Computing Accreditation Commission Computing Accreditation Commission 111 Market Place, Suite 1050 Baltimore, Maryland Ph: Fax: B.S. Information Systems Program Ave. Eugenio Garza Sada 2501 Monterrey, N.L. México, cp

2 Contents I. Introduction... 3 II. Continuous quality improvement process... 5 III. Program Weaknesses related with Objectives and Assessments... 7 A. Criterion I. Standard I B. Criterion I. Standard I C. Criterion I. Standard I IV. Summary Appendix A. Program Assessment Management System (SAEP) Appendix B. ISM Program Rubrics for direct measure of Learning Outcomes Appendix C. Integrated Assessment Plan version Appendix D. SAEP application result report view Appendix E. ISM Program Instruments Appendix F. Upgrade ISM Program 2008 version proposal Appendix G. Improvement Action for Period Appendix H. Minute Format List of Tables Table 1. instruments schedule... 6 Table 2. ISM Program rubrics... 8 Table 3. Learning Outcomes vs Instruments Table 4. Performance Criteria Program Objectives Weights Table 5. Performance Criteria Learning Outcomes Weights Part I Table 6. Performance Criteria Learning Outcomes Weights Part II Table 7. ISM Program Objectives TimeTable Table 8. ISM Learning Outcomes Time Table List of Figures Figure 1. Quality Improvement Process (QIP)... 5 Information Systems Management Program Tecnológico de Monterrey Page 2

3 I. Introduction Since 2007, our Institution is moving toward the improvement of processes and systems to achieve a new way to define our Programs where integral education is the main goal. If we wanted to measure the results, we had to develop clear objectives and outcomes and the way that we had to measure and evaluate them. This new path brought new challenges and changes to our daily academic and administrative work. Some actions have been taken since then: 1. We defined our program objectives and learning outcomes that reflect ISM Program profile, and communicated them to students, faculty and some other constituents. 2. We had the opportunity to formalize the ISM Advisory Board integrated by ISM alumni, with at least five years of information systems management professional experience, and faculty members. Each year we meet in order to review program results and to incorporate their business perspective suggestions into our continuous quality improvement process. 3. Even when each academic department has faculty meetings, ISM Program formalized an annual meeting of ISM Campus Monterrey Faculty Board where professors from different fields of knowledge review ISM Program results. Their suggestions are relevant to our continuous quality improvement process. 4. We designed an Integrated Assessment Plan where each program objective and learning outcome includes performance criteria definition as well as metrics and evaluation instruments, some of which had to be designed and developed for the first time. 5. We organized subject teams where professors of a specific subject, such as Business Intelligence or Business Process Management, collaborated to enhance related courses quality focusing on contents, didactic techniques, rubrics design and application, professors training and IT tools selection. They meet at least 3 times per academic period. Last year, we presented a report with the Program Objectives and Learning Outcomes which described our Information System Management Program (ISM Program), and our first Integrated Assessment Plan which described metrics and evaluation instruments. By that time, we did not develop all evaluation instruments, mainly those related with direct measures: content-oriented rubrics and soft skill-oriented rubrics. But we were able to get on the road of quality improvement process. Information Systems Management Program Tecnológico de Monterrey Page 3

4 During spring period this year, and according with your useful suggestions, we have been working on: 1. The development of an electronic tool to collect, organize and compute data from several evaluation instruments. We call it Program Assessment Management System - Sistema para la Administración de la Evaluación de Programas Académicos (SAEP). This application was designed by Assurance Quality Department. On Appendix A. Program Assessment Management System (SAEP) we explain this electronic tool. 2. The development and application of the set of ISM program rubrics, with support of subject teams and course professors. On Appendix B. ISM Program Rubrics for direct measure of Learning Outcomes are detailed. 3. The updating of our Integrated Assessment Plan, defining weights over metrics in order to clarify evaluation criteria, associating one evaluation instrument to each performance criteria and correcting some mistakes that were found. The Appendix C. Integrated Assessment Plan version 2010 shows the updated plan. 4. The definition of a time cycle of data collection, result analysis and action plan implementation for each program objective and learning outcome assessment in order to have focused and systematic documentation of the process. We have realized that it is not effective if we try to evaluate everything every year. We decided to focus on a set of program objectives or learning outcomes each time. The tables 7 and 8 show the scheduling for this process. 5. The documentation of action taken as part of SAEP tool functions. We have records of actions taken, but there is so many people involved on this assessment process that it is complicated to gather detailed information for its analysis and following up. SAEP tool will be the collector of this information in order to make easier its analysis for the people who have to take decision like Program Director and Division Dean. During last three years, there had been significant changes on our academic and administrative work methods, as a result of our strong determination to improve our academic quality and to establish a solid continuous quality improvement process. We realized that this process is still in progress and its implementation takes time and effort not only from the program unit but from the entire institution as well. Information Systems Management Program Tecnológico de Monterrey Page 4

5 II. Continuous quality improvement process According with our institutional model of Quality Improvement Process (QIP), shown on Figure 1; we have planned the timeline that allow us to complete both cycles. QIP model was first introduced in former report, and explained there. QIP model is an institutional frame for quality improvement in all campi activities. So, there are too many people in our institution involved in this process so it is very important that we can coordinate our efforts to accomplish our goals on time. But, we have to accept that there are evaluation instruments that have particular time process that we cannot rush. Figure 1. Quality Improvement Process (QIP) ISM Program adapted QIP model as follows: 1. The Institution Mission Statement is updated every 10 years. This mission has an impact on our program objectives, because they must be aligned to it. 2. Within the mission statement lifetime, we usually have, every 3 to 5 years; our updating program process (referred as 5 year cycle in QIP model, but in programs related with IT this cycle might be shorten to 3 years). a. Based on the Mission statement and the Constituents input, the ISM National Academy defines a new set of program objectives (OP s) and learning outcomes (LO s CE s stands for Competencia de Egreso in Spanish). b. A new curriculum is designed to attain the new program objectives and learning outcomes. c. A new ISM Program Integrated Assessment Plan is defined and loaded on SAEP Application (Assessment data collecting system). d. The current evaluation instruments are reviewed and new ones are designed and developed if needed. Appendix E. ISM Program Instruments shows brief descriptions and who are responsible of each one of them. Information Systems Management Program Tecnológico de Monterrey Page 5

6 e. A schedule for data collecting using the evaluation instruments is established to process the program objectives and learning outcomes assessment. 3. Once the 3 to 5 cycle definition is completed. We start our QIP one year cycle. a. Data collecting is done as scheduled shown on Table 1. b. During the summer, results are analyzed and the ISM Assessment Results Report is prepared and presented to our constituents on the annual meetings usually held on late June. i. ISM Advisory Board. ii. ISM Campus Monterrey Faculty Board. c. With constituents input, an Annual Improvement Action Plan is defined. The improvement actions can be related to: i. courses (Content improvement, didactic techniques, assignments, projects, text books, selection of IT tools to support course content, etc.) ii. Rubrics accuracy iii. Professors training iv. Extra academic activities v. tools accuracy vi. Assessment Plan accuracy (metrics, goals, etc.) d. The plan is reviewed and authorized by our Division Dean. e. This plan is communicated on time to the professors who are responsible of its implementation. The plan is followed during the next academic year. This process follows the sequence Plan-Do-Check-Act and uses repetition as the base for continuous improvements methods. Table 1. instruments schedule Fall Spring Summer Instruments August September October November December January February March April May June July OP ISM Alumni Survey ISM Senior Student Survey ISM Program Rubrics QEP-Ethics Rubrics QEP-REC CE QEP-ICEC CENEVAL Test TOEFL Test Entrepreneurship Semiannual Fair Student Record Data Collection Available Results Information Systems Management Program Tecnológico de Monterrey Page 6

7 III. Program Weaknesses related with Objectives and Assessments The description of the corrective actions made to address former shortcomings is shown in the following sections. A. Criterion I. Standard I-3 (Standard I-3) None of the rubrics identified, particularly for direct measures, were used to gather data for the report. Last year, our first Integrated Assessment Plan was establish. New evaluation instruments needed, program rubrics and QEP rubrics, could not be fully developed or data gathered on time for our first approach result report. However, valuable results were analyzed and a simple action plan was developed. As part of that action plan, program rubrics were developed to assess progression toward meeting learning outcomes with support of subject teams, where professors of a specific subject such as Business Intelligence or Business Process Management collaborate to enhance related courses quality. The rubrics were categorized as Content-Oriented and Soft Skill-Oriented. Content-oriented rubrics: Business Process Management (MPN Rubric) Information Systems Development (DSI Rubric) Information Technology Services (STI Rubrics) Quantitative Analysis (QA Rubrics) Information Technology (PTI Rubrics) Soft skill-oriented rubrics: Team Work (TEQ Rubric) Oral & written communications (PSI Rubric) Some subject groups and course professor responsible of the design of the program rubrics recommended some changes over the original description proposal in order to enhance them. Those were accepted by ISM Program Director, division Dean and the Director of Quality and Innovation of the School of Engineering (AQI Director) for the first application in Table 2 shows the final set of ISM Program rubrics. Information Systems Management Program Tecnológico de Monterrey Page 7

8 According with our One-Year-Cycle from QIP model, these rubrics were applied in some courses using SAEP application. The course professor was responsible of assess ISM students applying the rubrics assigned to his/her course in an specific assignment or activity- and to register the results on SAEP. Then the system is able to compute and compare results with established goals. Appendix B. ISM Program Rubrics for direct measure of Learning Outcomes shows detailed rubrics. Table 2. ISM Program rubrics Rubrics presented as proposal in Rubrics finally designed and in current former report use Business Process Management (MPN) Business Process Management (MPN) Program Courses TI2002. Business Process Management TI3014. IT Capstone Project Information Systems Development Information Systems Development (DSI) TI3023. Enterprise Information (DSI) Systems Information Technology Services (STI) Information Technology Services for TI2003. Project management Project Management (STI:PM) Information Technology Services for Service Management (STI:SM) Information Technology Services for Administrative Consultancy (STI:AC) TI3024. IT Service Management TI3014. IT Capstone Project Quantitative Analysis (QA) Quantitative Analysis (QA) TI3022. Business Intelligence Information Technology (PTI) Information Technology (PTI) TI2007. Business process project TI3014. IT Capstone Project Team Work (TEQ) Team Work (TEQ) TI3014. IT Capstone Project Oral & written communications (PSI) Oral Communication (PSI:O) TI3014. IT Capstone Project Written Communication (PSI:W) TI3014. IT Capstone Project Innovation and creativity (IC) new TI2007. Business process project Professional Practice (PP) new TI3014. IT Capstone Project Besides, QEP rubrics, the other evaluation instruments that we could not gather information for our first results report, were applied and its results are registered on SAEP as well. Our One-Year-Cycle from QIP model is still in progress. However, preliminary results are processed. Appendix D. SAEP application result report view shows them graphically as SAEP application reports them. Information Systems Management Program Tecnológico de Monterrey Page 8

9 B. Criterion I. Standard I-4 (Standard I-4) The assessment of some learning outcomes results relied completely on student responses to the senior student survey. No documentation was provided for how results from multiple performance metrics are combined to obtain an overall assessment result for a program objective or learning outcome. As we already mentioned, last year we were setting our first assessment plan and we did not have fully developed program rubrics, and there were no results either from QEP assessment tools because they were developed and applied for the first time too. That is why, for the 2009 Assessment Result report, we mainly included results from the following instruments: ISM Alumni Survey ISM Senior Student Survey CENEVAL Test TOEFL Test Entrepreneurship Semiannual Fair Student Record But now, our integrated assessment plan includes the use of direct measure tools, fully developed, which are in current use. There are no longer any LO s assessed only with student surveys. Instead, each learning outcome is balanced between direct and indirect evaluation methods. Table 3 shows the relation between learning outcomes and direct or indirect evaluation instruments. Appendix E. ISM Program Instruments shows detailed information for each evaluation instrument. Integrated Assessment Plan also includes performance criteria (CD s) for each program objective and learning outcome. Each performance criteria referred to one or more evaluation instruments to measure the accomplishment of related PO s or LO s. These multiple evaluation instruments resulted in a set of performance metrics. There was a need of weighing its importance in order to balance results for each program objective or learning outcome. On the Annual Results Report, we use a traffic light system to show the performance indicator s achievement (green color means 100% fulfillment, yellow color means around 70%, and red color means 40%). As a result of a careful revision by Program Director, division Dean and AQI Director, the performance criteria program objectives and learning outcomes weights were defined. Complete weighting information is presented on Tables 4 to 6. Information Systems Management Program Tecnológico de Monterrey Page 9

10 Table 3. Learning Outcomes vs. Instruments Direct methods Indirect methods Learning Outcomes CE1 The student designs and models business processes that optimize the use of organizational resources such as human, financial and technological enablers ISM Program Rubrics QEP-Ethics Rubrics QEP-REC CENEVAL Test TOEFL Test ISM Senior Student Survey QEP-ICEC Entrepreneurship Semiannual Fair Student Record CE2 The student analyzes, designs, develops, implements and evaluates computer based information systems that fulfills the established needs and requirements of a given organization or application CE3 The student comprehends the processes that support the administration of Information Technology services within a given organization CE4 The student works effectively in collaborative teams to develop projects in the information technology field CE5 The students develops the ability to analyze the local and global impact of computation in individuals, in organizations, and in society to orient with responsibility his or her information technology services CE6 The student communicates efficiently proposals and project results in the information technology field, both using oral and written reports as well as using either English or Spanish. CE7 The student is entrepreneur, innovator and creative CE8 The student has the ability to analyze quantitatively the information relative to the organization operation, in order to design models based upon information technologies which support decision making processes CE9 The student has the capacity to analyze a problem and select the information technology as the major enabler to convey an appropriate solution CE10 The student recognizes the need to commit himself in pursuing his personal and professional development CE11 The student has the ability to apply techniques and current methodologies that are necessary for the practice of his/her profession CE12 The student is able to identify, analyze and evaluate ethical dilemmas related with his/her person, profession and environment; respecting in all circumstances, persons and environment. CE13 The student has a global vision of society and posses the capacity to adapt him or herself to other cultures Information Systems Management Program Tecnológico de Monterrey Page 10

11 Program Objectives Table 4. Performance Criteria Program Objectives Weights OP1 Alumni graduated from this program will be a professional that generates critical changes in processes and business. He or she will be able to perform management process optimization based on IT to reach better operational efficiency in industry, government or any national/international organizations. CD1 Alumni had been involved on business process optimizations activities. 30% CD2 Alumni had worked in industry, government or any national/international 45% organizations within Information Systems field CD3 Alumni have demonstrated leadership, change management, innovation and 25% creativity skills on their jobs. OP2 Alumni graduated from this program will be a professional that develops strategies based upon the use of information technologies for industry, either his/her own or not, and for both national and international. He or she contributes to the sustainable development of his/her community by using processes innovation where the major enabler is information technologies. CD1 Alumni have a position where he/she could develop business strategies based 30% on IT. CD2 Alumni have participated on, at least, two new product/patent/process/service 20% projects. CD3 Alumni have his/her own IT business. 20% CD4 Alumni appreciate his or her professional development and have graduate 30% studies or is usually involved in IT training OP3 Alumni graduated from this program will be a professional that both, individually and integrating collaborative groups, performs business process innovation supported by information technologies. Those actions contribute to improving the competitiveness and productivity of the organization under the context of the sustainable use of natural resources. CD1 Alumni have a job within a company with Social Responsible distinction and 40% his/her functions have organizational productivity impact CD2 Alumni have worked on business process innovation using IT and teamwork. 60% Weight OP4 Alumni graduated from this program will be a professional that respects persons and his/her environment and takes decisions based upon ethical Category. 20% CD1 Alumni consider somebody else opinions. 40% CD2 Alumni take decision under community sustainability criteria 60% Summary 100% 30% 30% 20% Information Systems Management Program Tecnológico de Monterrey Page 11

12 Table 5. Performance Criteria Learning Outcomes Weights Part I Learning Outcomes CE1 The student designs and models business processes that optimize the use of organizational resources such as human, financial and technological enablers Weight CD1 The student analyzes and models business process for operating effectiveness 40% at any level of the company. CD2 The student designs business processes using IT 30% CD3 The student applies a resource optimization methodology. 30% CE2 The student analyzes, designs, develops, implements and evaluates computer based information systems that fulfills the established needs and requirements of a given organization or application CD1 The student develops computer based information systems. 40% CD2 The student configures and implements computer based information systems 20% CD3 The student evaluates results from an IT solution implementation 40% CE3 The student comprehends the processes that support the administration of Information Technology services within a given organization CD1 The student manages IT projects using PMI standard and IT tools 40% CD2 The student audits information systems and/or IT services 30% CD3 The student manages a consultant process for IT solutions 30% CE4 The student works effectively in collaborative teams to develop projects in the information technology field CD1 The student knows how to work on teams 70% CD2 The student works on teams developing an IT project 30% CE5 The students develops the ability to analyze the local and global impact of computation in individuals, in organizations, and in society to orient with responsibility his or her information technology services CD1 Student understands social environment of his/her country and has a basic 70% knowledge of social responsibility CD2 Student applies IT knowledge and skills on projects with a community impact 30% CE6 The student communicates efficiently proposals and project results in the information technology field, both using oral and written reports as well as using either English or Spanish. CD1 The student makes oral presentations of IT project in English or Spanish 30% CD2 The student makes written presentations of IT project in English or Spanish 30% CD3 The student obtains a score of, at least, 550 points on TOEFL Test 40% CE7 The student is entrepreneur, innovator and creative CD1 The student is enrolled on Entrepreneurship Program (MEM). 30% CD2 The student participates on Entrepreneurship Semiannual Fair 40% CD3 The student participates on contests related with innovation and/or creativity 30% 15% 15% 10% 10% 5% 5% 5% Information Systems Management Program Tecnológico de Monterrey Page 12

13 Learning Outcomes Table 6. Performance Criteria Learning Outcomes Weights Part II CE8 The student has the ability to analyze quantitatively the information relative to the organization operation, in order to design models based upon information technologies which support decision making processes CD1 Student is able to apply mathematical and statistical models for organizational 30% information analysis CD2 Student uses IT tools for decision making information analysis 30% CD3 Student is able to design a business intelligent model for information 40% quantitative analysis CE9 The student has the capacity to analyze a problem and select the information technology as the major enabler to convey an appropriate solution CD1 Student presents, at least, two information system proposals which include 60% analysis results and selected technology CD2 Student selects suitable IT in order to solve a specific problem 40% CE10 The student recognizes the need to commit himself in pursuing his personal and professional development CD1 Student takes additional or complementary professional certificates 40% CD2 Student speaks a third language. 30% CD3 Students participates on IT symposium or seminars or any extra academic 30% activity CE11 The student has the ability to apply techniques and current methodologies that are necessary for the practice of his/her profession CD1 Student applies IT tools and techniques for information system development 60% CD2 Student self learns any IT tool for information system development 40% CE12 The student is able to identify, analyze and evaluate ethical dilemmas related with his/her person, profession and environment; respecting in all circumstances, persons and environment. CD1 Student incorporates ethics in personal reflections on his/her learning 30% CD2 Student identifies ethical concepts as basis for constructing social harmony 30% models, applies his/her knowledge of different currents of Western ethical thought as a basis for his/her ethical position and analyzes the position of the rest CD3 Student recognizes to what extent ethics is implied in his/her personal, 40% professional and social dimension CE13 The student has a global vision of society and posses the capacity to adapt him or herself to other cultures CD1 Student participates on an international interchange/internship or takes 60% program courses in English CD2 Student makes professional practices on an international organization 40% Weight Summary 100% 10% 5% 3% 3% 10% 4% Information Systems Management Program Tecnológico de Monterrey Page 13

14 C. Criterion I. Standard I-5 (Standard I-5) - No documentation based upon assessment results were provided for changes made to the ISM Program 2005 version to obtain the ISM 2008 version ISM Program 2008 version is not a result of actions taken due to evaluation, because we start to evaluate our program on 2009 following new international standards. But, by the time when we present the program new version proposal (2007), the procedure was according with Affairs office statements. Those statements said that ISM National Academy has to work on a new curriculum in base on recommendation made by the School and division deans, the employers around Mexico and the ISM Faculty from the different campi that offer the degree. It may considerer market trends research as well. Appendix F. Upgrade ISM Program 2008 version proposal includes the original document presented to Affairs office. The essence of the program 2008 version is the same that 2005 program version. We preserved the profile, the program objectives and the learning outcomes. With the recommendations, we strengthen the Finances and Human Resources areas with courses that must be taken by every student. Also, we had to include Business Intelligence major (professional concentration) instead of kept it elective. We introduced some new courses like IT service management, Organizational Behavior, Finances Math and Finances Management. This program started on August 2008, but we allowed our current students to decide whether they prefer to stay in ISM2005 or move into the new program version. The 97% of the current students, at that time, decided to move into the 2008 program version. We already start the upgrading of our 2011 program version. It will be based not only upon program objectives assessment results but market trends and constituents suggestions as well. There does not yet appear to be evidence that there is systematic documentation of the discussions and analyses of the assessment data to identify opportunities for program improvement or of actions taken as a consequence of assessments results. According to the results presented in Appendix F of Focus Report June 30 th, 2009, we defined a simple action plan (also showed on table 11 of that report) as a result of discussions and analyses of the partial assessment data during Advisory Board meeting and ISM Faculty Board meeting on June, Those meetings were recorded. However, we realize that we should design another kind of register format in order to be specific on discussions and analyses made of the assessment data as well as opportunities Information Systems Management Program Tecnológico de Monterrey Page 14

15 identification for program improvement. The Appendix H. Minute Format shows a new format that we could use in our next meetings. During this academic year, according with our One-Year-Cycle from QIP model, Program Director and Division Dean were following up those actions and results are presented on Appendix G. Improvement Action for Period The report indicates for each action, its responsible, date of review, results, and corrective actions for spring period and if the action were followed with good results checks with a. We realize that our current follow up method for improvement actions taken is still in progress. However, SAEP application was designed to support these activities too. We do not fully use this function of the tool yet, but it is available now and we will use it for period The electronic tool allows us to register the improvement actions for each objective and learning outcome in order to follow them up and check results. Appendix D. SAEP application result report view shows an example of this view. It is important to remark that according with our program objectives timeline shown on Table 7, and considering data availability as scheduled on Table 1, the full result report is going to be ready on June. That report is going to be analyzed by ISM Program Director, Division Dean and AQI Director. Then we are going to arrange the Advisory Board meeting and the ISM Faculty meeting, following our calendar of activities, to show the analyzed results. Their suggestions will be part of our improvement action plan for period and it will be loaded on SAEP application. For learning outcomes, and following our One-Year-Cycle from QIP model, we organized groups of LO s mixing relevance and kind of outcomes - which are technical, soft-skills and citizenship and ethics related outcomes, in order to focus our attention in some of them each time, instead of trying to review all of them always. Our learning outcome timetable is shown on Table 8. The process is now on. In 2009 we have Planned the first Assessment Plan, we have Done the first data collection, we have Checked the first available results, and we have had in Action the first improvements. In 2010, we have Planned better, because we did modifications to our Assessment Plan and made a well thought Timeline, we have Done what was proposed as improvements and we collected data again, we are going to Check the results in June 2010, and we are going to put in Action the appropriate improvements. And this Plan-Do-Check-Act process is going to be repeated as is scheduled as the ground of continuous assessing and improving our program. During last three years, we have fully changed our assessment process. On the path of systematize it, there were some obstacles, but our strong determination of improving our academic program and the full support of our institution give us the confidence that we can sort them out. The process is not perfect yet, but each year its improvement is notorious. Information Systems Management Program Tecnológico de Monterrey Page 15

16 Table 7. ISM Program Objectives TimeTable Responsible Instrument Responsible National Academy Faculty Board Advisory Board AQI Director Division Dean Program Director Action Program Objectives and Learning Outcomes definition review Curricula Updating New ISM Curricula Launch ISM Program Assessment Plan review and update Methods and instruments benchmark New instrument development if needed Data collection + + Spring Summer Fall Spring Summer Results analysis + Results are presented to Advisory and Faculty Boards Improvement Action Plan definition review Action Plan implementation Review and corrective actions + Fall Spring Summer Fall Complete + Incomplete Χ Undone Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Information Systems Management Program Tecnológico de Monterrey Page 16

17 Table 8. ISM Learning Outcomes Time Table CE1 CE4 CE9 CE12 CE2 CE7 CE10 CE11 CE13 CE3 CE5 CE6 CE8 Learning Outcomes * The student designs and models business processes that optimize the use of organizational resources such as human, financial and technological enablers Weight Kind of Outcome 15 Technical The student works effectively in collaborative teams to develop projects in the information technology field 10 Soft skills The student has the capacity to analyze a problem and select the information technology as the major enabler to convey an appropriate solution 5 Technical The student is able to identify, analyze and evaluate ethical dilemmas related with his/her person, profession and environment; respecting in all circumstances, persons and environment. The student analyzes, designs, develops, implements and evaluates computer based information systems that fulfills the established needs and requirements of a given organization or application The student is entrepreneur, innovator and creative The student recognizes the need to commit himself in pursuing his personal and professional development 3 10 Citizenship & Ethics 15 Technical 5 Soft skills Citizenship & Ethics The student has the ability to apply techniques and current methodologies that are necessary for the practice of his/her profession 3 Technical The student has a global vision of society and posses the capacity to adapt him or herself to other cultures 4 Citizenship & Ethics The student comprehends the processes that support the administration of Information Technology services within a given organization 10 Technical The students develops the ability to analyze the local and global impact of computation in individuals, in organizations, and in society to orient with responsibility his or her information technology services 5 Citizenship & Ethics The student communicates efficiently proposals and project results in the information technology field, both using oral and written reports as well as using either English or Spanish. 5 Soft skills The student has the ability to analyze quantitatively the information relative to the organization operation, in order to design models based upon information technologies which support decision making processes 10 Technical Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Review Methods and Instruments Data Collection * The arrangement of CE s tries to follow an even distribution according to its kind and specific weight (relevance) Review and Planning Improvement Actions Improvement Action Implementation Change Methods and Instrument as needed Information Systems Management Program Tecnológico de Monterrey Page 17

18 IV. Summary In order to address program weakness, we presented the procedures that we followed last academic period Program weakness. (Standard I-3) None of the rubrics identified, particularly for direct measures, were used to gather data for the report. During this spring academic period 2010, full set of ISM Program Rubrics were developed and they are applied on curricula courses and are loaded on SAEP application in order to complete the ISM Annual Results Report. Besides, QEP rubrics, the other evaluation instrument that we could not have gathered information for our first results report, were applied and its results are registered on SAEP as well. Preliminary results are processed. Appendix D. SAEP application result report view shows them graphically as SAEP application reports them. (Standard I-4) The assessment of some learning outcomes results relied completely on student responses to the senior student survey. No documentation was provided for how results from multiple performance metrics are combined to obtain an overall assessment result for a program objective or learning outcome. Now, our learning outcome is assessed with one or more evaluation instrument. It means that our senior student survey is not the main assessment tool anymore but ISM program rubrics as we showed on Table 3. ISM Integrated Assessment Plan includes performance criteria for each program objective and learning outcome. Each performance criteria referred to several evaluation instruments to measure the accomplishment of related PO or LO. These multiple evaluation instruments refer in a set of performance metrics. There was a need of weighing its importance in order to balance results for each program objective or learning outcome. As a result of a careful revision by Program Director, division Dean and AQI Director, the performance criteria program objectives and learning outcomes weights were defined. Complete weighing information is presented on Tables 4 to 6. Information Systems Management Program Tecnológico de Monterrey Page 18

19 (Standard I-5) No documentation based upon assessment results were provided for changes made to the ISM Program 2005 version to obtain the ISM 2008 version. ISM Program 2008 version is not a result of actions taken due to evaluation, because we start to evaluate our program on 2009 following new international standards. But, by the time when we present the program new version proposal (2007), the procedure was according with Affairs office statements. Those statements said that ISM National Academy has to work on a new curriculum in base on recommendation made by the School and division deans, the employers around Mexico and the ISM Faculty from the different campi that offer the degree. It may considerer market trends research as well. However, we already start the upgrading of our 2011 program version. It will be based not only upon assessment results but market trends and constituents suggestions as well. Appendix F. Upgrade ISM Program 2008 version proposal includes the original document presented to Affairs office. There does not yet appear to be evidence that there is systematic documentation of the discussions and analyses of the assessment data to identify opportunities for program improvement or of actions taken as a consequence of assessments results. During this spring academic year, we follow up the improvement actions that we defined on our last report and results are presented on Appendix G. Improvement Action for Period We realize that our current follow up method for improvement actions taken is still in progress. However, SAEP application was designed to support these activities too. We do not fully use this function of the tool yet, but it is available now and we will use it for period The most important thing is that we are aware that continuous improvement is a process. Now we have a timeline with the main activities involved in the process and an electronic tool to track and monitor progress and changes. Information Systems Management Program Tecnológico de Monterrey Page 19

20 Appendix A. Program Assessment Management System (SAEP) SAEP is a technological tool institutionally developed by the Affairs Office. The objective of the SAEP platform is to promote and facilitate the program assessment and the systematic report, analysis of results and the documentation and follow up of improvement actions. SAEP is the evidence of the ITESM commitment to continuous improvement. The assessment plan of the program is loaded in the SAEP. All program objectives and learning outcomes, with their performance criteria are enlisted there. Each performance criteria has the evaluation instrument according to the proposed assessment plan. For those tools that are institutional (Ceneval, TOEFL, QEP, ETL Tec Alumni Survey), the updating of the information is done by its responsible as scheduled. For those tools that are specific designed for the program, there is a responsible assigned, a frequency of application and a benchmark/goal established. The professors that are responsible of applying rubrics have access to the SAEP with a limited user profile. The reason for doing this is to keep the objectiveness of the assessment. That is, the professors don t know which Learning Outcome they are assessing, neither the benchmark/goal the program is supposed to attain. SAEP generates advance reports. It also calculates automatically, the percentage of completion towards a learning outcome or program objective, integrating the Performance Criteria that describe them. It does it with a simple average. SAEP offers an electronic means to keep evidence of the work done. It is possible to attach students work, documents, exams, surveys specification, references, etc. In SAEP is also possible to record the improvement actions derived from the results analysis, pointing out the responsible of its implementation and the date of its review. SAEP also generates reports of these improvement actions, to make it easy and simple to maintain the continuous improvement process. As it is an institutional task, there is SAEP training and support available to all the professors and personnel. SAEP: Sistema de Administración de la Evaluación de los Programas Académicos ( Program Assessment Management System) Responsible: Lic. José Enrique Montemayor Gallegos Director de Seguimiento a la Calidad Académica ( Quality Assurance Director) ext Information Systems Management Program Tecnológico de Monterrey Page 20

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