Graduation and Retention Rates
Graduation and Retention RatesBack to top
Freshman Graduation Rates
|Freshman Retention Rates – Fall to Fall|
|All Residential Campus Students Retention Rates – Fall to Fall|
|Persistence Outlook by Cohort|
|Still Enrolled Year
at your institution after 8 years
|Did not receive an award and subsequently enrolled at another institution|
|Full-time, first time at any college (Freshmen)||54%||56%||0%||6%|
|Part-time, first time at any college (Freshmen)||N/A||N/A||N/A||N/A|
|Full-time, Transfer Students||82%||82%||0%||7%|
|Part-time, Transfer Students||57%||58%||0%||20%|
DeVos Graduate School – Graduation Rates
|Graduate Student Graduation Rates|
|Status||Fall 2010 Cohort||Fall 2011 Cohort||Fall 2012 Cohort|
|Number of students starting in cohort||176||194||170|
|Number of students graduating with cohort||136||152||130|
|Calculated Graduation Year*||2013||2014||2014|
|Percentage of students who graduated from cohort in which they started and within 150% of the expected completion time*||77%||78%||76%|
|*The number of students who earned their degrees within 150 percent of the expected completion time, divided by the number of students who began pursuing a degree with that cohort.|
Figures based on data pulled June, 2016
Note: Historical data for the Florida and Texas Operations available by request.
Employment RatesBack to top
|Employment Rates by Undergraduate Major – 2013-2015 6-Month Post Graduate Survey|
|Advertising & Marketing||89%|
|Automotive Marketing & Management||79%|
|Computer Information Management||100%|
|Entertainment, Sport & Promotion Management||98%|
|Fashion Marketing & Management||90%|
|Management Information Systems||100%|
|Operations & Supply Chain Management||100%|
|Stated as the percentage of students who responded and reported being employed in their field of study.|
Employment Rates – Graduate Student
|Employed/Working for Someone Else||100%|
|Spring 2013 Cohort Graduates|
|Number of years of work experience|
|Spring 2013 Cohort Graduates|
|In which industry are you currently employed?|
|Spring 2013 Cohort Graduates|
AssessmentBack to top
Northwood University Assessment Summary
Latest Update: 4 February, 20151. Purpose
This document provides a high-level overview of the Northwood University assessment system and summary data illustrating end of program performance by students.2. Background and Context
The assessment system objectives are to:
- Provide evidence of students achieving program learning outcomes
- Enable data-informed decisions that improve student learning
- Meet the current and emerging needs of accreditation agencies
- Enable external comparisons / benchmarking across institutions
- Achieve ongoing partnership with shared accountability between faculty and administration
- Document and publish results and provide easy access for faculty and staff
- Complement effort directed at understanding students’ achievement of “Course Outcomes” as outlined in course syllabi.
The system applies to all operating units and programs and refers to the planning, data collection, analysis and improvement planning associated with assessing student learning outcomes related to academic programs (or Majors).
The key components of the NU Assessment System are represented below.
The system is adapted from the Baldrige Performance Excellence Program. Each component is vital to the overall effectiveness of the system. Without defining the Approach, the assessment plans are unclear; therefore, implementation is unclear. Who should collect what data? When and how should they do it? Without Deployment of the plans there is no data; therefore, no basis for performing analysis and to Learn from the Results. Without sharing the results, Improvement plans cannot be created and hence programs, and the system as a whole, will not be improved.
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Common Professional Components Assessment
Each undergraduate and graduate program has detailed assessment plans. Common to all of these is the use of a comprehensive exam which assesses students’ knowledge and skills in a broad variety of core business disciplines such as accounting, finance, management, strategic planning and integration, information management systems and marketing.
The exam is undertaken by students towards the end of their program, and data is compared with students at other institutions.Back to top
Undergraduate Common Professional Component Overall Scores
|Undergraduate Common Professional Components Assessment|
Undergraduate Summary Data
The above chart compares:
|Global Business Topic||Target||54.9||54.9||54.9||54.9||55.9||55.9||55.9||56.2|
The Common Professional Components (CPC) exam is an undergraduate student assessment and is administered in the capstone Management 4800 classs.
Comparatives are scores from non-Northwood student aggregates, and they serve as a benchmark for Northwood student comparsion.
The Overall outcome demonstrates foundational knowledge of functional areas of business.
The Global Business outcome demonstrates acumen applied to the global business environment.
The Leadership outcome demonstrates effective leadership and interpersonal skills.
The overall score for Northwood Students is comparable to students at other U.S. institutions and has trended upwards over the last few cycles. The scores for Leadership and Global Dimensions of Business reflect similar trends and both compare well with other U.S. institutions.
Note: Score differences of 1-2 % are not statistically different.Back to top
Graduate Summary Data
The following chart shows Northwood CPC overall scores (blue) compared with results for other institutions in the U.S. (red).
Graduate Common Professional Component Overall Scores
Northwood students perform better than those at other U.S. institutions.
Data shown earlier in conjunction with that for other assessment measures is evaluated at least annually to identify program enhancements that will improve student learning outcomes, as well as continuously improve the effectiveness of the assessment system as a whole. For example, assessment data is used when conducting Program Reviews, which are a formal and comprehensive process for ensuring the ongoing relevance and quality of our academic programs.