QUALITY CRITERIA AND BENCHMARKS

The following indicators defines how the Department defines excellence. These are the benchmarks that will be used for assessing progress and performance. They indicate the effectiveness of the unit's performance and the public benefit derived from it.

Research Benchmarks

Extramural Funding. Although caution must be exercised to assure that contract and grant funding complements the Department's overall research goals and objectives, the level of extramural funding is an indicator of the perceived quality and demand for the Department's research services.

Refereed Publications. The number of refereed publication authored by Department faculty indicates peer acceptance and quality research output.

User Requests. This indicator is much more difficult to quantify. Examples include hits on the Department's web site, requests for publications, and requests for advice and input by customers. Nevertheless, this is an important indicator of the use and value of research.

Undergraduate Teaching Benchmarks

Numbers of Enrolled Majors. This indicator must be evaluated carefully. The numbers of students enrolled in Agribusiness and Agricultural Economics programs is an important gauge of demand. The number, however, must be evaluated in relation to the resources available. As the ratio of students to faculty increases, the quality of the program may be jeopardized.

Student Credit Hours. Indicates demand for service courses. Again, this must monitored in relation to the size of sections so that quality of the courses is not diminished.

Student Quality. The quality of students majoring in the Department is an important factor in their success and subsequent employment. The perception is the quality of our undergraduate students has increased, but identifying the appropriate measure is a challenge that we will continue to explore.

Placement. Placement of graduates is an important indicator of program success. These statistics will continue to be monitored with surveys at graduation and follow-up surveys of former students three to five years after graduation.

Graduate Teaching Benchmarks

Department Ranking. A recent study of PhD and MS granting programs in Agricultural Economics ranks our PhD program 10th and our MS program ranks 16th among all institutions. [ Perry,G.M. "Ranking MS MS and PhD Programs in Agricultural Economics." unpublished manuscript, Department of Agricultural and Resource Economics, Oregon State University, 2000.] These rankings although imperfect are important indicators. We want to move both of these rankings solidly to the top ten.

Graduate Students Recruited. Increasing the number of graduate students recruited to the PhD and masters programs is vital to sustaining a broad-based program serving a diverse student body. Funding for graduate research assistantships and graduate teaching assistantships is critical to attracting outstanding graduate students. To attract outstanding students, we must offer graduate stipends that are competitive with our peer institutions. In recent years, funds made available through the Texas Agricultural Experiment Station have diminished considerably. Requiring greater reliance on grant and contract funding.

Student Quality. The quality of entering graduate students in large degree determines their success in both graduate study and subsequent employment. The reputation of our graduate program ultimately hinges on the success of our graduates. GRE test scores are widely accepted as an indicator of student quality.

Placement. Placement provides an obvious gauge of program success. What indicates a good placement, however, varies with student interest and program of study. Master of Agribusiness graduates have primary interest in obtaining industry placement. Master of Science graduates may be interested in further graduate study or in employment in industry or government. PhD graduates may be interested in academic, government or industry employment.

PhD Recipient Publication History. Publications represent the transmission of new knowledge. Since new knowledge creation and its transmission are important dimensions of any research university, the publication record of our PhD graduates provides an important indicator of their academic success.

Extension Education Benchmarks

Participation in Programs. The numbers attending and their evaluations of Department-offered extension and continuing education programs will be used as indicators of quality. Repeat attendance, in particular, is a strong measure of reputation. Also considered in this indicator is the leveraged impact of participants (i.e. acres, receipts, organizational influence.)

User Requests. This indicator is difficult to quantify. Examples include hits on the Department's web site, requests for publications, and requests for advice and input by customers. Nevertheless, this is an important indicator of the use and value of extension programs.

Extramural Funding. Grant and contract funding is an indicator of the perceived quality and demand for the Department's extension programs. Fee income from continuing education programs also will be an important indicator in the future.

International Programs Benchmarks

Extramural Funding. The amount of contract and grant activity involving international projects will be used as an indicator of quality and reputation.

International Experiences for Students. The number of students participating in international exchanges, internships, and other learning experiences will be used as an indicator of success.