CBT CREDENTIALING AND QUALIFICATION EXPECTATIONS 1 College of Business and Technology The University of Texas at Tyler

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1 CBT CREDENTIALING AND QUALIFICATION EXPECTATIONS 1 College of Business and Technology The University of Texas at Tyler Draft 10/19/10 Initial Draft 10/22/2009 Revised 6/23/2011 Reviewers will consider all faculty members in determining the currency and relevance of information brought to teaching and learning. This includes all faculty members who are a part of the teaching faculty at the term reported in the Self-Evaluation Report or the Maintenance of Accreditation Report. Regardless of the contractual arrangement of a teaching faculty member with the school, each will be included--full-time, part-time, visiting, clinical, etc. All faculty members are expected to demonstrate activities that maintain the currency and relevance of their instruction (AACSB Eligibility Procedures and Accreditation Standards for Business Accreditation, July 2, 2009 revision, page 47; emphasis added). The credentials of our faculty and administrators play a central role in our efforts to achieve and maintain overall high quality programs. We expect a large majority of our faculty to exceed the minimal qualification standards articulated by the AACSB and SACS. Further, we expect each of our full-time faculty, whether employed in tenured, tenure-track, visiting, or non-tenure track appointments to exceed the minimal standards of Academically or Professionally Qualified as articulated by the AACSB and interpreted below. However, minimal maintenance of an individual s qualification status is not indicative of a pattern of satisfactory performance. Satisfactory performance requires each of our full-time faculty members and administrators, whether employed in tenured, tenure-track, visiting, or non-tenure track appointments to significantly exceed the minimal standards of Academically or Professionally Qualified (AQ/PQ). Classification as academically or professionally qualified will be lost if there is inadequate evidence of development activities within the past five years that demonstrate currency and relevancy in the field of teaching. Loss of AACSB qualification status requires a mandatory professional development plan, and may be cause for termination. Our objective is to obtain a 100% AQ/PQ coverage rate. We realize that unexpected personnel changes will sometimes prohibit us from achieving this goal, and that this standard exceeds the minimal requirements of AACSB accreditation (i.e., 90%). 1 Much of the language in this document is excerpted directly for the AACSB Accreditation Standards. Please refer to the standards for further clarification and examples.

2 Further, our self definition as an institution with a higher emphasis on teaching, a moderate emphasis on theory, and a lower emphasis on practice requires a higher concentration of AQ faculty than some of the other profiles we might have chosen 2. As a consequence of this choice and our niche doctoral program we require 100% AQ status for doctoral faculty, 75% AQ status across the college (excluding the accounting discipline), and 60% AQ status within our accounting faculty. We anticipate that most of our Professionally Qualified faculty will serve in part-time, nontenure track roles. Academically Qualified Faculty Members Academic qualification requires a combination of original academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities. The following descriptions are not meant to be exhaustive, but indicative, of the meaning of academic qualification. 1. A doctoral degree in the area in which the individual teaches. 2. A doctoral degree in a business field, but primary teaching responsibility in a business field that is not the area of academic preparation. Normally, persons meeting this condition will be considered to be academically qualified if they maintain active involvement in the areas of teaching responsibility through writing, participation in professional meetings, or related activities. 3. A doctoral degree outside of business, but primary teaching responsibilities that incorporate the area of academic preparation. Normally, faculty meeting this condition will be considered academically qualified, provided they maintain active involvement in areas of teaching. 4. A doctoral degree outside of business and primary teaching responsibilities that do not incorporate the area of academic preparation. To be considered academically qualified, an individual meeting this condition must have completed additional coursework or personal study sufficient to provide a base for participation in the mix of teaching, intellectual contribution, and service sought by the school. Additionally for persons meeting this condition to be considered academically qualified, they must maintain active involvement in the areas of teaching responsibility through writing, participation in professional meetings, and other related activities. 5. A specialized graduate degree in taxation. 2 See the Final Report of the AACSB Impact on Research Task Force.

3 Individuals with a graduate degree in taxation or a combination of graduate degrees in law and accounting will be considered academically qualified to teach taxation and entry-level accounting courses. 6. Substantial specialized coursework above the masters level in the field of primary teaching responsibilities, but have not yet completed a research doctoral degree. One group of individuals included in this category are Doctoral Students teaching classes related to their primary area of study who have not yet advanced to candidacy. These individuals are to be considered academically qualified but their number should be limited in each discipline and they are subject to a 10 percent limit of total faculty resources. A second category includes Doctoral students in research doctoral programs who have completed all but the dissertation in their program of study. Such students are considered academically qualified for a period of no more than three years beyond the most recently completed graduate comprehensive examination or other milestone that puts the student into the dissertation stage. Doctoral students in this category are not subject to the 10 percent limit. Doctoral Faculty Qualifications As part of the growth and development of the University of Texas at Tyler, The College of Business and Technology is responsible for one of the two Ph.D. programs at the university The Doctoral Program in Human Resource Development. As a consequence of this program, we provide the following guidelines for faculty who desire to teach at the doctoral level 3. Doctoral Faculty are required to 1) maintain a stream of basic research; 2) have demonstrated the ability to publish basic research in not only the home discipline, but also in journals relevant to the HRD discipline; 3) have significant review experience for important journals that focus on basic research (i.e., service as an editorial board member is preferred) and 4) have significant experience coauthoring conference papers at national level academic conferences such as AHRD, AOM, SIOP, SMS, AMA, AAA, FMA, and others. The decision to award Doctoral Faculty Status with the College of Business and Technology will be made by the Dean in consultation with all members of the CBT faculty who have been awarded full graduate status by the UT Tyler Graduate School. 3 Admission to the graduate faculty is a prerequisite for faculty to achieve doctoral qualifications within the college. Permission to serve as Dissertation Advisor is also determined by the Graduate School and exceeds the standards necessary for qualification within the college as Doctoral Faculty.

4 Professionally Qualified Faculty Members Professionally qualified faculty can be an important component of the total faculty resources deployed by the business school. The deployment of professionally qualified faculty within the context of these standards should be viewed as an appropriate strategic decision that is consistent with supporting high quality academic programs and the mission of the business school. Academic preparation and relevant professional experience will be required to establish a faculty member as professionally qualified. Normally, the academic preparation should consist of a master s degree in a field related to the area of teaching assignment 4. Normally, the professional experience should be relevant to the faculty member's teaching assignment, significant in duration and level of responsibility, and current at the time of hiring. We interpret significant duration to mean approximately five or more years of service, and significant level of responsibility to be an upper-level executive in a large corporation or government operation. Further, we expect the level of experience to rise with the level of the class being taught. As a consequence of this expectation, we have lower duration and responsibility expectations for persons teaching lower-level class versus persons teaching upper division classes. 5 Professionally Qualified Administrators Professionally qualified and/or academically qualified administrators in the roles of Dean, Associate Dean, Departmental Chairs and Directors are critical to achieving the mission of the College of Business and Technology. Academic preparation and relevant professional experience will be required to establish an administrator as professionally qualified. Normally, the academic preparation should consist of a doctoral degree relevant to the program being supervised. Normally, the professional experience should be relevant to the mission of the College and focus on interaction and service within the business community and appropriate accreditation organizations. Furthermore we expect the level of experience and involvement to rise with higher level administrative responsibility. MAINTENANCE OF ACADEMIC OR PROFESSIONAL QUALIFICATIONS 4 As a SACS accredited school, this Master s degree should include 18 graduate hours of the teaching discipline. An MBA degree does not always satisfy SACS accreditation 5 To comply with state law we are required to accept 1000 and 2000 level courses from all in-state junior colleges which are driven by SACS rather than AACSB accreditation standards. Thus our qualification requirements for supporting faculty teaching lower division classes will be guided by SACS requirements rather than the more rigorous AACSB standards we will apply to participating faculty.

5 While entry qualifications (academic or professional) are important, the world of business changes very rapidly and faculty members must be involved in continuous development throughout their careers to stay current. Regardless of their specialty, work experience, or graduate preparation, faculty members are required to maintain their competence through efforts to learn about their specialty and how it is applied in practice. The intent is that all students at all levels, in all programs, across all disciplines, and in all locations are exposed to faculty members who are well versed in the current practice of business as well as current research and theory. Maintenance of Academic Qualifications for Faculty and Administrators The simplest way for a faculty member or administrator to document ongoing maintenance of Academic Qualification is to provide evidence of refereed intellectual contributions over the time period. Consistent with our mission, we place greater emphasis on refereed publications, and define our maintenance of Academic Qualification guidelines accordingly. While there are many acceptable forms of intellectual contributions, we require each faculty member to have a minimum of 2 peer refereed publications, and a total of three quality intellectual contributions, within a five year window. Three publications in peer reviewed journals over a five year period is considered prima fascia evidence of AQ status. Examples of other combinations of intellectual contributions that are sufficient to document maintenance of Academic Qualifications include: 6 Two peer reviewed journal articles and a conference proceeding from a national academic conference. Two peer reviewed journal articles and a scholarly book chapter. Two peer reviewed journal articles and a significant level of review activity (e.g., editorial board member or frequent reviewer) for an exceptional or meritorious research journal. Two peer reviewed journal articles and the publications of significant teaching materials such as a textbook or a business case in a widely used textbook. Two peer reviewed journal articles and a professional consulting report (nonproprietary) approved by the Dean. Two peer reviewed journal articles and service as an officer in a national level academic society. 6 The list of examples is not intended to be exhaustive, but rather to denote the types of activities that might also be used to demonstrate maintenance of Academic Qualifications. The responsibility for presenting the case falls on the individual faculty member in consultation with the Department Chair and Dean.

6 Maintenance of Professional Qualifications for Faculty Defining the set of professional activities that are appropriate for the maintenance of Professional Qualifications is a complex task because a much broader set of activities can be used to maintain the PQ status. In the simplest case, an individual who has attained PQ status via full-time work experience can maintain his or her PQ status by ongoing tenure in the same position in the current firm, a similar position in the same or a different firm, or a position of greater responsibility in the same or a different firm. After separation from such full-time employment, individuals have a five (5) year extension of their PQ status. During this five year period individuals are expected to engage in significant professional development activities to maintain their PQ status. A second method for PQ individuals to maintain their qualifications is to engage in the production of intellectual contributions to their field. If such individuals are doctorally qualified, and meet the maintenance standards for Academic Qualification, the individual s status may change from PQ to AQ. If the person is not doctorally qualified, but meets the maintenance standards for Academic Qualification then their AQ status will be extended. A third method for an individual to maintain his or her academic qualifications is to engage in a series of professional development activities. Generally, we would expect individuals to engage in a variety of different activities at the rate of one or more activities per year and about three different types of activities across the five year period. The quality and intensity of individual activities will be considered when evaluating the extent of professional development. Such activities include, but are not limited to 7 : Participating in continuing education such as is required for CPA s and CFA s. Creating and delivering executive education as approved by the Dean. Obtaining new professional certification relevant to teaching area. Serving as an officer in a regional or national professional association. Significant role on local government organization such as city council member. Participation in select AACSB seminars and workshops. Serving on the boards of companies and philanthropic organizations. Involvement with the Chamber of commerce. 7 The list of examples is not intended to be exhaustive, but rather to denote the types of activities that might also be used to demonstrate maintenance of Professional Qualifications. The responsibility for presenting the case falls on the individual faculty member in consultation with the Department Chair and Dean.

7 Maintenance of Professional Qualifications for Administrators Defining the set of professional activities that are appropriate for the maintenance of Professional Qualifications for administrations is a complex task because a much broader set of activities can be used to maintain the PQ status. An administrator who engages in the production of intellectual contributions to their field, is doctorally qualified, and meets the maintenance standards for Academic Qualification, the individual s status may change from PQ to AQ. Administrators can maintain their PQ status by engaging in a series of professional development activities. Such activities include, but are not limited to 8 : Participating in continuing education such as is required for CPA s and CFA s. Serving as an officer in a regional or national professional association. Significant role on local government organization such as city council member. Participation in select AACSB seminars and workshops. Serving on the boards of companies and philanthropic organizations. Involvement with the Chamber of commerce. Involvement with appropriate accreditation agencies relevant to the college. 8 The list of examples is not intended to be exhaustive, but rather to denote the types of activities that might also be used to demonstrate maintenance of Professional Qualifications. The responsibility for presenting the case falls on the administrator in consultation with the Dean.

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