AACSB Status Report College of Business

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AACSB Status Report College of Business

• Wednesday, September 4, 2002
• Prepared by Dennis Gehris

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AACSB Standards

• Preconditions
• Mission and Objectives
• Faculty Composition and Development
• Curriculum Content and Evaluation
• Instructional Resources and Responsibilities
• Students
• Intellectual Contributions

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Preconditions

• These standards deal with the characteristics of
  the institution relative to eligibility and
  readiness for accreditation review.
• In Compliance

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Mission and Objectives

• M.1 The school must have a clear and published
  mission statement that is subjected to periodic
  review and revised when needed.
• Revision needed based on the concern that our
  current mission does not differentiate our
  College from all others colleges of our type.

ISSUE
5
Mission and Objectives

• Current Vision
• The faculty of the College of Business aspires to
  promote a superior education for students and to
  provide services to other stakeholders. The
  College will strive to ensure that each student
  is prepared to function effectively in the
  global, national, regional and local marketplace
  and society.
• Proposed Revised Vision
• The College of Business strives to be one of the
  leading business programs in the Pennsylvania
  State System of Higher Education. Our vision is
  to prepare students whose talents are valued by
  our stakeholders.

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Mission and Objectives

• Current Mission
• Within our region we provide the opportunity for
  a business education recognized by our
  stakeholders for its quality.
• Proposed Revised Mission
• Within our region we provide a business
  education recognized by stakeholders for its
  quality. A Bloomsburg University Business
  Education prepares students to perform in initial
  professional positions appropriate to their
  course of study to build upon experience for
  career advancement. To support and strengthen
  the quality of their teaching, faculty regularly
  engage in a variety of intellectual activities
  which include applied research and instructional
  development that is subject to peer review. With
  a strong emphasis on undergraduate and applied
  masters programs, the majority of faculty
  intellectual activities will be in applied
  research and instructional development. We offer
  small, high quality graduate programs to students
  seeking advance business education within our
  region.

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Mission and Objectives

• M.2 The schools mission must be appropriate
  to higher education for business and management
  and consonant with the mission of the institution
  of which it is a part.

In Compliance (if mission is revised)
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Mission and Objectives

• M.3 The school must specify the education
  objective of each degree program offered and
  identify the characteristics of students and
  other constituents served by each of those degree
  programs.
• ISSUE

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Mission and Objectives

• Issue
• Overall objectives for the College are being
  developed.
• Strategic goals are contained in the proposed
  strategic plan.
• These strategic goals that can be used as outcome
  measures need to be refined.
• Goals must be reinforced by departmental
  objectives which can be assessed.

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Mission and Objectives

• M.4 The school must specify its relative
  emphasis on teaching, intellectual contributions,
  and service
• M.5 The schools activities must be consistent
  with its mission.

In Compliance
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Faculty Composition and Development

• FD.1 Faculty size, composition,
  qualifications, and development activities should
  result in a comprehensive planning process. The
  process must consider the schools teaching,
  intellectual contributions, and professional
  service responsibilities.
• We have sufficient faculty lines to meet this
  standard. Recruiting academically qualified
  faculty for all open positions is imperative.

In Compliance
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Faculty Composition and Development

• FD.2 FACULTY RECRUITMENT, SELECTION, AND
  ORIENTATION
• FD.2a Recruitment and selection practices should
  be consistent with the schools mission and
  degree programs.
• FD.2b The school should have appropriate
  practices for the orientation of new faculty to
  the school.
• FD.2c The school should demonstrate continuous
  efforts to achieve demographic diversity of its
  faculty.

In Compliance
13
Faculty Composition and Development

• FD.3 FACULTY DEVELOPMENT, PROMOTION, RETENTION,
  AND RENEWAL
• FD.3a Processes should be in place to determine
  appropriate teaching assignments and service
  workloads.
• Faculty are assigned courses by areas of
  expertise.
• Faculty loads are appropriate to undergraduate
  and graduate programs.

In Compliance
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Faculty Composition and Development

• FD.3.b A formal periodic review process should
  exist for reappointment, promotion, and tenure
  decisions
• FD.3.c The school should support continuing
  faculty intellectual development and renewal.
• FD.3.d The school should support faculty
  participation in academic and professional
  organizations.

In Compliance
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Faculty Composition and Development

• FD.3e The school should have clear policies
  concerning outside faculty activities, both paid
  and unpaid, consistent with the schools mission
  and with other institutional policies.
• We must develop a system for having faculty
  interact with practitioners.

ISSUE
16
Faculty Composition and Development

• FD.4 FACULTY SIZE, COMPOSITION, AND DEPLOYMENT
• FD.4.a The school should maintain a full-time
  faculty sufficient to provide stability and
  ongoing improvement for the degree programs
  offered.

In Compliance
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Faculty Composition and Development

• FD.4.b The deployment of faculty resources
  should reflect the schools mission and degree
  programs
• MFTE One FTE for each 400 undergraduate student
  credit hour per term and one FTE for each 300
  graduate student credit hours. (Fall 2001 MFTE
  32.9 Actual FTE 44.)
• Full-time faculty must constitute 75 of the
  MFTE.
• At least 60 of the student credit hours must be
  taught by full-time faculty.

In Compliance (as of Fall 2001)
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Faculty Composition and Development

• FD.5 FACULTY QUALIFICATIONS
• The faculty, in aggregate, should have sufficient
  academic and professional qualifications to
  accomplish the schools mission.
• The total number of FTE faculty who are
  academically qualified must constitute at least
  90 of the faculty.

ISSUE
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Faculty Composition and Development

• Academic Qualifications a combination of
  original academic preparation (degree completion)
  and subsequent intellectual activities that
  maintain or establish preparation for current
  teaching responsibilities.
• Academic degree categories
• A doctoral degree in the area in which the
  individual teaches. ? 18 faculty
• A doctoral degree outside of business, but
  primary teaching responsibilities that
  incorporate the area of academic preparation. ?
  11 faculty

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Faculty Composition and Development

• Minimum intellectual contribution requirements
  for undergraduate faculty to be considered
  academically qualified
• For the Last Five Years
• One peer-reviewed journal article in primary
  teaching area
• Two peer-reviewed presentations in primary
  teaching area
• One other intellectual contribution in a teaching
  area

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Faculty Composition and Development

• Graduate Faculty (MBA and Macc)
• For the Last Five Years
• Three peer-reviewed journal articles in the
  faculty member's graduate teaching area.
• Two peer-reviewed presentations in a teaching
  area.

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Faculty Composition and Development

• Issue
• Fall 2002 (but using Intellectual Contributions
  data from Fall 2001) Only 29 out of 39 faculty
  teaching undergraduate courses (74.4) are
  academically qualified. Out of the 10 faculty
  not currently qualified, 6 need to pursue
  additional intellectual contributions.
• Needed 6 additional academically qualified
  faculty (total of 35) to meet the 90 requirement
  by May 2003.

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Faculty Composition and Development

• Fall 2002 (but using Intellectual Contributions
  data from Fall 2001) 11 out of 20 faculty
  teaching graduate courses (55) are totally
  academically qualified. Nine (9) are very close
  to completing the necessary intellectual
  contributions. We must be in compliance by May
  2003.

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Curriculum Content and Evaluation

• C.1 CURRICULUM CONTENT
• C.1.1 Perspectives Undergraduate and MBA Both
  undergraduate and MBA curricula should provide an
  understanding of perspectives
• Ethical and global issues
• Political, social, legal and regulatory,
  environmental and technical issues
• Impact of demographic diversity on organizations
• COB Curriculum committee will maintain oversight
  of the core courses and individual departments of
  the specialized courses for the majors.

In Compliance
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Curriculum Content and Evaluation

• C.1.2 Each undergraduate curriculum should have
  general education component that normally
  comprises at least 50 percent of the students
  four-year program.
• Need to develop curriculums with 120 credits that
  adhere to this standard.

In Compliance (for 128 credits)
ISSUE
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Curriculum Content and Evaluation
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Curriculum Content and Evaluation

• C.1.2.b The curriculum should include foundation
  knowledge for business in the following areas
• Accounting
• Behavioral science
• Economics
• Mathematics and statistics

In Compliance
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Curriculum Content and Evaluation

• C.1.2.c The business curriculum should include
  written and oral communication
• C.1.2.d The school should state additional
  requirements.
• C.1.2.e The school should require that at least
  50 percent of the business credit hours required
  for the business degree be earned at the
  degree-awarding institution.

In Compliance
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Curriculum Content and Evaluation

• C.1.3 MBA
• C.1.3.a The curriculum should include
  instruction in the following core areas
• Financial reporting, analysis and markets
• Domestic and global economic environments of
  organizations
• Creation and distribution of goods and services
• Human behavior in organizations
• Dr. Kleiman.

In Compliance
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Curriculum Content and Evaluation

• C.1.3.b The MBA curriculum normally should
  require a minimum of 30 semester hours beyond the
  MBA core areas. A minimum of 18 hours is
  required in courses outside the area of
  specialization, if any.
• C.1.3 c Basic skills in written and oral
  communications, quantitative analysis, and
  computer usage, should be achieved either by
  prior experience and education, or as part of the
  MBA curriculum.

In Compliance
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Curriculum Content and Evaluation

• C.1.3.d Each schools curriculum planning
  process should set additional requirements
• C.1.3.e The curriculum should integrate the core
  areas and apply cross-functional approaches to
  organizational issues.

In Compliance
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Curriculum Content and Evaluation

• C.1.4 Specialized Masters Programs
• C.1.4.a Specialized masters programs should
  prepare students who seek specialized roles in
  business, management, and related professions.
• C.1.4.b Normally each specialized masters
  program should require a minimum of 30 semester
  hours, of which at least 12 should be in the area
  of specialization.
• Dr. Baker

In Compliance
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Curriculum Content and Evaluation

• CURRICULUM PLANNING AND EVALUATION
• C.2.1 The curriculum for each degree program
  should be the result of a curriculum planning
  process and should be consistent with the
  schools mission.
• Clear processes must be put into place to assure
  planning and evaluation of core courses and
  specialized courses for majors.

ISSUE
34
Curriculum Content and Evaluation

• C.2.2 Each degree program should be
  systematically monitored to assess its
  effectiveness and should be revised to reflect
  new objectives and to incorporate improvements
  based on contemporary theory and practice.

ISSUE
35
Curriculum Content and Evaluation

• Core Curriculum (responsibility of the COB
  Curriculum Committee) Need a process to feed
  back information based on graduating student
  surveys and ETS field tests and departments need
  to respond appropriately.
• Curriculum for Individual Majors (responsibility
  of departments) Need a process to respond to
  graduating student surveys and ETS field tests..
• Graduate Programs Dr. Kleiman and Dr. Baker.
• Process must be implemented during 2002-2003.

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Instructional Resources and Responsibilities

• IN.1 INSTRUCTIONAL RESOURCES
• IN.1 The school should provide and manage
  resources to meet the instructional
  responsibilities created by the programs offered.
• Upgrading for classrooms for technology, library
  business collection improvement, technology
  support person, etc.

In Compliance
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Instructional Resources and Responsibilities

• IN.2 COLLECTIVE FACULTY INSTRUCTIONAL
  RESPONSIBILITIES
• IN.2 The schools faculty in aggregate and the
  facultys sub-units are responsible for
• Effective creation and delivery of instruction.
• Evaluation of instructional effectiveness and
  student achievement.
• Continued improvement of instructional programs
• Innovation in instructional processes.

ISSUE
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Instructional Resources and Responsibilities

• Issues
• Development, administration, and analysis of
  outcomes assessment for all courses containing
  behavioral objectives using Blooms Taxonomy
  during 2002-2003.
• Teaching innovations which are ongoing need to be
  documented during 2002-2003. This is expected of
  us because we identify ourselves as primarily an
  undergraduate institution in our mission.

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Instructional Resources and Responsibilities

• Use of group projects
• Use of group case analyses
• Computerized simulations
• Use of the web and other on-line resources in
  classroom
• Use of e-mail/chat rooms to facilitate discussion
• Internship opportunities
• Guest speakers
• Hands-on training in information technology area
• Use of integrated media presentation systems in
  classrooms
• Faculty participation in Teaching and Learning
  Effectiveness Center Workshops
• Small class sizes
• Integration of computers with coursework
• Use of student class presentations
• ? Need to know where and how these are being
  used and additional examples.

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Instructional Resources and Responsibilities

• IN.3 INDIVIDUAL FACULTY INSTRUCTIONAL
  RESPONSIBILITIES
• Individual members of the faculty are responsible
  for
• Currency in their instructional field(s)
• Delivery of effective instruction.
• Accessibility to students consistent with the
  schools expectations
• Need documentation from faculty to demonstrate
  improvement via annual plans and self-assessment.

ISSUE
41
Students

• S.1 STUDENT SELECTION
• S.2 CAREER PLANNING AND PLACEMENT

In Compliance
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INTELLECTUAL CONTRIBUTIONS

• IC.1 Faculty members should make intellectual
  contributions on a continuing basis appropriate
  to the schools mission. The outputs from
  intellectual contributions should be available
  for public scrutiny by academic peers or
  practitioners.
• Faculty need to focus on instructional
  development and applied scholarship.
• As of Fall 2001, 74.4 of undergraduate faculty
  and 55 of graduate faculty were academically
  qualified.
• Need to achieve 90.

ISSUE
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Faculty/Department Chairperson Calendar
2002-2003

• Fall 2002
• Sept. 12 (Faculty) Respond in writing to
  student evaluations and outcome assessments from
  Spring 2002 courses. Submit to/meet with
  department chairpersons to discuss
  evaluations/assessments.
• Sept. 20 (Faculty) Review and respond in
  writing to 2001-2002 Personal Plan. Submit
  to/meet with department chairpersons to discuss
  the review.

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Faculty/Department Chairperson Calendar
2002-2003

• Sept. 27 (Faculty) Develop 2002-2003 Personal
  Plan. Submit to /meet with department
  chairperson to discuss the plan.
• Oct. 3 (Dept. Chairs) Submit faculty student
  evaluations/outcome assessments from Spring 2002
  to Dean.
• Oct. 11 (Dept. Chairs) Forward 2001-2002
  faculty Personal Plan review and 2002-2003
  Personal Plans to Dean.

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Faculty/Department Chairperson Calendar
2002-2003

• Oct. 11 (Faculty) Revise Vita and submit to
  department secretary. Submit intellectual
  contribution documentation for placement in
  portfolio to Deb Stolz.
• Dec. 6 (Faculty) Administer student
  evaluations/outcomes to Fall 2002 classes

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Faculty/Department Chairperson Calendar
2002-2003

• Spring 2003
• Jan. 30 (Faculty) Respond in writing to student
  evaluations and outcome assessments from Fall
  2002 courses. Submit to/meet with department
  chairpersons to discuss the evaluations/assessment
  s.
• Feb. 20 (Dept. Chairs) Submit faculty student
  evaluations/outcome assessments from Fall 2002
  courses to Dean

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Faculty/Department Chairperson Calendar
2002-2003

• May 2 (Faculty) Administer student
  evaluations/outcome assessments to Spring 2003
  classes.

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Any Questions?