A Strategic Review. of the DOCTOR OF BUSINESS ADMINISTRATION PROGRAM. in the. College of Administration and Business Louisiana Tech University

Transcription

1 A Strategic Review of the DOCTOR OF BUSINESS ADMINISTRATION PROGRAM in the College of Administration and Business Louisiana Tech University Dr. Shirley P. Reagan, Dean (Retired - June 2007) Dr. Marc Chopin, Associate Dean (Former) Dr. Rebecca Bennett, Associate Dean (Currently Professor of Management) January 5, 2007 B-i

2 TABLE OF CONTENTS Table of Contents... ii History...1 Student Diversity...2 Contributions to Instruction by Doctoral Teaching Assistants...2 Doctoral Student Credit Hours...6 Contributions to University Doctoral Degrees...7 Placement/Success of Graduates...9 Possible Future Directions for the DBA Program...10 Costs of the DBA Program...10 Value of the DBA Program...13 Future Directions...16 Continue the DBA Program with Limited Changes OR Change From DBA to a PhD with Five Concentrations...17 Continue DBA Program with Fewer Concentrations Changing To PhD in Future...18 Discontinue the Doctoral Program...18 Role and Value of the Business Doctoral Program...19 Conclusion and Recommendations...20 Appendix A...21 Universities with Doctoral Programs in Business...22 Appendix B...25 Placement of DBA Graduates...26 B-ii

3 Strategic Review Doctor of Business Administration College of Administration and Business Louisiana Tech University The following report was developed in response to a request by the AACSB Accounting Accreditation Team that we complete a strategic review of the Doctor of Business Administration (DBA) program in the College of Administration and Business. The program evaluation includes the program history, an evaluation of program costs and benefits, and a discussion of possible future directions. In conclusion, the report identifies the role and value of the program in light of College resource needs and proposes actions for the future. History The Doctor of Business Administration program is beginning its 39th year. The Doctor of Business Administration and Doctor of Philosophy in Economics programs were established in The first graduate completed the DBA with a concentration in Management Science in This student is one of the 275 who have completed the programs since their inception. A listing of the academic areas and the number of graduates is provided below. Accounting 74 Business Educ 5 CIS 1 Finance 52 Management 48 Mgmt Sc 6 Marketing 52 QA 24 Econ 13 The Doctor of Philosophy degree in Economics was terminated in October DBA concentrations in Business Education and Management Science were eliminated as changes in business disciplines occurred. The CIS Concentration was added to the program in The doctoral degree in business brings prestige to Louisiana Tech University given the limited number of such degree programs available nationwide and the reputation of universities that have such a degree. Doctoral degrees in the concentrations offered by Louisiana Tech are available at a limited number of United States universities. A search conducted with the AACSB Database found 86 universities including Louisiana Tech that are either business or business/accounting accredited by AACSB and that offer the doctorate in accounting, CIS, finance, management and marketing (See Appendix A). Of these universities, 22 are in the top 50 universities and 48 in the top 100 universities as reported by U.S. News and Report. The only other university that offers a comprehensive doctoral business program in Louisiana is Louisiana State University Baton Rouge. Universities in contiguous states that offer a B-1

4 comprehensive business doctorate include: University of Arkansas, University of Mississippi, Mississippi State University, University of North Texas, University of Texas (at Arlington, Austin, Dallas, and San Antonio), Texas A & M University College Station, and Texas Tech University. Student Diversity Students who enter the DBA program represent a diverse mix of undergraduate universities and geographic regions. Table 1 shows the location of residence and universities awarding bachelors and masters degrees to students who received their DBA between 2001 and Table 2 provides the same information for students currently enrolled in the DBA program. Of the 60 students listed, twelve are from Louisiana, two have undergraduate degrees from Louisiana Tech, and 12 have masters degrees from Louisiana Tech. Of the 60, 38 are international students representing 15 different countries. This diversity enriches the experiences of all students enrolled in the program, the CAB, and the University. Contributions to Instruction Made by Doctoral Teaching Assistants The College of Administration and Business recognizes that doctoral teaching assistants (TAs) need to develop strong research skills, and, if they plan to seek employment in higher education, they need strong instructional skills. Generally, doctoral TAs are assigned teaching responsibilities after their first or second year of study. During the first two years of study, TAs work with doctoral faculty to initiate their research, develop research skills, and undertake publishable research projects so they can center the job market with papers that are published, in press, or under reviews. These first two years, also, provide TAs experiences that prepare them to teach principles and other undergraduate classes. After TAs complete their first/second year of study, academic unit heads assign most students between two and four courses per year. These assignment parameters are designed to provide doctoral graduates the opportunities to enter the job market with both journal publications and teaching experiences. A graduate who has mastered his/her content area and who has a strong teaching record as a TA combined with publications in high quality journals has the credentials for placement at higher quality universities. Current students and recent graduates have received invitations to interview at universities such as Ball State, Pennsylvania State, Baylor, and Kansas State. B-2

5 Table 1 Geographic Residence and Universities Awarding Undergraduate/Masters Degrees to DBA Graduates Name Residence University Awarding Degree Degree(s) Quarter Entered Quarter Graduated Kenneth Green Monticello, AR University of Arkansas/Louisiana Polytechnic BS/MBA 1979 F 2002 W Musa Dwairi Jordan Alexandria-Eygpt/Central State Univ/Univ of N Texas BA/MBA/DBA 1992 SP 2004 W David Williams Wichita Falls, TX McMurry Univ/Texas Tech University BA/MBA 1994 F 2001 F Peter Ochlers Voorhees, NJ Drexel University MBA 1994 F 2003 W Chaitanya Singh India University Delhi-India/Univ of Louisiana Monroe BC/MBA 1995 F 2002 W Jian-Zhou Zhu China Shaani Institute of Finance and Economics BE/ME 1996F 2001 SP Lisa Toms Magnolia, AR Southern Arkansas University/Louisiana Tech University BA/MBA 1996F 2004 SP Debra Hunter Delhi, LA Louisiana College/Baylor BS/MBA 1996 SU 2004 W Kuan-Shun Chiu Taiwan Pittsburg State Univ/University of Central Oklahoma BBA/MBA 1997 F 2002 SU Morsheda Hassan Egypt University of Helwan-Egypt/Grambling State Univ BA/MBA 1997 F 2002 SU Nicholas Twigg Hammond, LA State Univ of New York/Southeastern State Univ BS/MBA 1997 F 2004 W Teresa Webb Troy, AL Troy State University BS/BA/MBA 1997F 2004 SP Amy McMillan Jackson, MS San Diego State Univ/Mississippi College BA/MBA 1998 F 2003 SP Can Topuz Turkey Univ of Yildiz Istanbul/Yidiz Univ/St Jospeh's Univ/Univ of New Orleans BA 1998 F 2002 W Harold Davis Hammond, LA Southeastern State University BS/MBA 1998 F 2002 F Kaveephong Lertwachara Thailand King Mongkut's Institute/Univ of Utah/Southern La. Univ BS/BS/MBA 1998 F 2003 SP Kulkanya Napompech Thailand Chulalonghoru Univ/Central Missouri State University BA/MBA 1998 F 2002 W Natalya Delcoure Russia Labour Institute-Moscow/University of Louisiana - Monroe Bacc/MBA 1998 F 2001 SP Xueming Luo China Hunan University/China BS 1998 F 2003 W Khaled Elkhal Tripoli Bilkent University/Louisiana Tech University BS/MBA 1998 SP 2002 F B-3

6 Name Residence University Awarding Degree Degree(s) Quarter Entered Quarter Graduated Kyle Ristig Ft. Smith, AR Arkansas Tech University/Louisiana Tech University BS/MBA/MA 1998 W 2004 SP Gary Whitten Arkadelphia, AR Ouachita Baptist Univ/Henderson State University BA/MBA 1999 SP 2004 SP Kishwar Joonas India University of Bombay BS/Master 1999 SP 2004 SU Cynthia Daily Arkadelphia, AR Henderson State University BS/MBA 1999 SU 2002 F Margaret Chen Taiwan Nat'l Taiwan University/Louisiana Tech University BA/MS 1999 SU 2003 SP Colin Pillay South Africa Univ of Durban-S Africa/Iowa State U/Texas Bach/MS/MBA/MS 1999 W 2004 SP Xiaoli Wang China Wuhau University/Louisiana Tech University BA/MBA/MPA 2000 F 2004 W Gordon Mosley Newburyport, MA Michigan State University BA/MBA 1995 F 2006 W Iman Akour Jordan Yarmouk University/Grambling BS/MBA 1997 F 2006 W Barbara Allison Alabama University of Alabama/University of Alabama BS/MBA 1999 F 2005 SU Son Le Vietnam Enational Economics Univ/Boise State University BA/MBA 2001 SP 2006 W Fang Zhao China Tianjin University/Louisiana Tech University BA/MBA 2002 F 2006 SP Mary Anderston Mississippi Arizona State University/Univ of Southern Mississippi BS/MBA 2002 SU 2005 SU Dheeraj Sharma India University of Delhi/Dr. Bhim Rao Amberkar University BC/MBA 2004 SU 2006 W B-4

7 Table 2 Geographic Residence and Universities Awarding Undergraduate/Masters Degrees to DBA Students Enrolled Fall 2006 Name Residence University Awarding Degree Degree(s) Quarter Entered Wai Man Caroline Leung Hong Kong Hong Kong Shue Yan College/ULM BE/MBA/ME 1998 F Donald White Louisiana Grambling State University BS/MBA 1998 SP David Romer Tennessee University of Tennessee - Knoxville BS/MBA 1998 W Hua Wang China Shanghai Univ of Finance & Econ/Louisiana Tech BE/MBA 2000 F Laurent Josien France Southeastern Louisiana Univ/LSU - BR MS/MBA 2000 F Tracy Bundy Louisiana University of Louisiana - Lafayette BS/MBA 2001 SP Laura Marler Louisiana Louisiana College / Louisiana Tech University BS/MBA 2002 F Pavani Tallapally India Osmania Univ/ Indiana Univ of Pennsylvania BC/MBA/MBA 2002 F Beth Hegab Louisiana Georgia Institute of Tech/Louisiana Tech University BIE/MSIE/MBA 2004 F Eugenie Goodwin Louisiana Northeast Louisiana University BA/MBA 2004 F Hui Di China Tianjin Foreign Studies Univ/Louisiana Tech Univ BA/MBA 2004 F Shalini Wunnava India Osmania University BA/MBA 2004 F Susie Cox Louisiana Louisiana Tech University BS/MBA 2004 F Wei-Chih Chiang Taiwan Tsinghua University/Wayland Baptist University BS/MBA 2004 F Ying Wang China Shandong University/Colorado State University BE/MS 2004 F Yingxu Kuang China Central South University/Hunan University Bachelor/Master 2004 F Abdullahel Bari Bangladesh Bangadesh Univ of Engr&Tech/Oklahoma State U/LA Tech BS/MS/DE 2004 SU Krist Swimbergh Belgium Catholic Univ of Brussels/Catholic Univ of Louvain Bachelor/Master 2004 SU Steven Hanke Wisconsin University of Wisconsin-Whitewater BA/MBA 2004 SU Katherine Loveland Louisiana Lewis & Clark College/Univ of Tennessee BA/MPA 2005 SP B-5

8 Name Residence University Awarding Degree Degree(s) Quarter Entered Shaji Khan India Governors State University BA/MS/MBA 2005 SU Birmingham Southern College/Univ of Alabama/ Benjamin McMillan Alabama Univ of Birmingham BA/MBA/BS 2005 F Karen Pierce Kentucky Morehead State Univ / Univ of Kentucky BSA/MBA 2005 F Michael Clayton Posey Mississippi Capiah-Lincoln Com Col / Miss. State / Jackson State AA/BBA/MBA 2005 F Jim Watkins Louisiana Louisiana Tech University BS/MPA/MBA 2005 F Lorraine Woodard Louisiana Muskingum College BA 2006 SP B-6

9 The TAs who provide undergraduate instruction are important to achieving the instructional goals of the CAB. Without these teaching assistants, course offerings would be severely limited unless the number of instructional faculty were increased. Over the past six years (Fall 2000 Spring 2006), TAs have taught 162 course sections (504 semester credit hours) with an enrollment of 7495 undergraduate students (Table 3) for a total of 22,485 student credit hours. The goal is to maintain enrollment between 40 and 45 doctoral students with approximately 35 enrolled as full time students and serving as TAs. At that enrollment, TAs would teach approximately 50 course sections or 150 semester credit hours each year which would be the equivalent to instruction delivered by ten to twelve tenure track faculty or six instructors at a cost of $480,000 to $1,000,000. Table 3 Doctoral Student Undergraduate Course Coverage and Enrollment Fall 2000 to Spring 2006 Quarter Number of Sections Enrollment Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring TOTALS Doctoral Graduate Student Credit Hours Over the past six years (Fall 2000 through Spring 2006), our faculty taught 96 doctoral seminars or 288 semester credit hours of doctoral course work (Table 4). These figures do not include AB 690: Research and Dissertation or Independent Studies. B-7

10 The TAs delivered 453 semester credit hours of instruction as they received 288 semester credit hours through doctoral course work. Further, the graduate students generated over 22,000 student credit hours of instruction. Table 4 Number of Doctoral Courses Taught Fall 2000 Spring 2006 Quarter Number of Course Sections Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring TOTAL 96 Contributions to University Doctoral Degrees DBA graduates have made a significant contribution to the pool of Louisiana Tech University doctoral graduates. Over the past 19 years, Louisiana Tech University has produced 404 doctoral graduates and 171 or 42% have been DBA graduates (Table 5). A summary of DBA graduates ( ) by concentration is provided in Table 6. In the last 19 1 years ( ), the DBA students comprised 32% of the doctoral enrollment for Louisiana Tech University (Table 5). Over the full 18 year period, enrollment in the DBA program has ranged from a high of 82 to a low of 24. During the mid- to late-1990s the CAB worked to support the University s goals of increased doctoral enrollment and ultimately increased doctoral graduates. From 1990 through Period selected on basis of information available. The first Louisiana Tech University Fact Book was for the period of B-8

11 doctoral enrollment in the CAB ranged from a low of 47 to a high of 67. While recruiting efforts helped to identify qualified DBA applicants, many of those accepting admission to the program during this period struggled to complete their doctoral studies despite significant (and in some cases continuing) efforts of the faculty. Academic Year Table 5 Louisiana Tech University DBA and Doctoral Enrollment and Graduates 1987/88 to 2004/2005 DBA Students University Doctoral Students DBA Stu./ Univ. Stu. DBA Graduates University Doctoral Graduates DBA Grads/ Univ. Doc Grads 2005/06 * / / / / / / / / / / / / / / / / / / Total Average Average.42 * Projected. Not included in totals or averages. Also during the 1990s and early 2000s, the AACSB revisited the guidelines for business accreditation. Of significance were changes in the AACSB preferences and expectations with respect to appropriate doctoral enrollment for a given faculty. Therefore, beginning in the late 1990s and in preparation for the College s self study and re-affirmation visit, the College restricted admissions to the DBA program. Concurrent with these efforts, the CAB faculty worked diligently to facilitate doctoral student progress and completion to help achieve the University s goal of 30 doctoral graduates per year. During the five years from the fall of 2000 through 2004 the ratio of doctoral graduates to doctoral graduate faculty in the CAB averaged Together these efforts to restrict enrollment and facilitate progress for those in the program resulted in decreased doctoral student enrollment, for which the AACSB visit team commended the College. B-9

12 Table 6 DBA Graduates by Academic Concentration Academic Year Acct Fin Mgmt Mktg QA CAB Total 2005/ / / * / / / / / / / / / / / / / / / / / / ** * One CIS graduate ** One Business Education graduate University Total During 2001 the College emphasized doctoral student recruiting efforts in anticipation of a new doctoral student class beginning the program in the fall of The terrorist attacks of September 11, 2001, and the limited availability of international student visas hampered recruiting efforts. In addition, three students who were expected to join the program during the fall of 2002 did not begin their studies. Further, two doctoral students chose to leave the program at the end of the academic year. In February of 2003 the Severe Acute Respiratory Syndrome (SARS) outbreak also impacted international students ability to travel to the US to study. The College s recent student recruiting efforts have been more successful, with a total of 25 new students beginning their studies in 2004, 2005, and Six new students started the program in the 2006 academic year. From 1987 to 2004, the ratio of doctoral graduates to the number of doctoral faculty has averaged 0.22 and ranged from a low of 0.03 to a high of The ratio for the current year is Placement/Success of Graduates Many DBA graduates have enjoyed considerable professional success and are serving in universities across the country. See listing in Appendix B. For example, graduates are presently working in universities such as Cornell, Indiana University, Texas A&M (2), University of Arkansas-Fayetteville (3), University of Mississippi (2), University of Montana, University of Wyoming, Ball State University, and many others. Graduates also play a significant role in the administration of colleges and universities across the country. Several graduates are presently or B-10

13 have served in the past as Dean, Associate Dean and Department Head in universities such as the University of Arkansas, Mississippi State University, and many others. At least one graduate has served as Provost (Coastal Carolina University). Graduates also assist in business higher education regionally with many graduates employed as faculty and administrators in sister schools in Louisiana and colleges and universities across the region. With the changes that have been made in the program, the placement of students will continue to improve. Graduates of the program are readily employable with many students accepting employment at the ABD stage. The need for qualified faculty in business schools is growing with an average of 4.43 faculty members being hired by U. S. business schools each year. Demand is increasing as the number of doctoral business graduates declined and then increased slightly (Table 7). Also, business schools are experiencing a large number of retirements, a trend expected to continue for the next decade as Baby Boomers retire. Table 7 Trends in the Number of Business and Management Doctorates Awarded by AACSB Accredited Universities by Field/Disciplines U. S. Field/Discipline Accounting Banking/Financial Support Services Business Administration/Management Business/Managerial Economics Human Resource Development International Business MIS/Business Data Processing Marketing Management and Research Operations Research Organizational Behavior Business Management/Admin. Services, General Business Management/Admin. Services, Other Total 1,172 1, Copied from Pocket Guide to Business Schools produced by AACSB International in 2005 (page 33) and 2006 (page 17). Costs of the DBA Program Possible Future Directions for the DBA Program The primary costs of a doctoral program compared to undergraduate/master s only program in business are related to faculty salaries and doctoral teaching assistant stipends. The difference in faculty salaries is the most difficult to determine; whereas, the doctoral stipends can be defined fairly easily. When AACSB International began including graduate programs in their accreditation of business programs, the standards for faculty teaching in doctoral programs increased. A critical number of faculty who have discipline-based research is necessary for every doctoral program. Faculty members with these research credentials are, thus, in great demand; however, the supply is limited and the salaries necessary to hire these faculty are relatively high compared to salaries for B-11

14 faculty without the discipline-based research. Also, employment packages typically include summer research stipends. Because these faculty are teaching doctoral seminars and working with students on dissertations, their teaching loads are less than those of faculty who teach undergraduate and/or master s level course work. The exact cost differential is very difficult to determine. One would assume that the operating budget per full time faculty member would be greater for universities with doctoral programs; however, a review of Table 10 shows that this is not uniformly true for public colleges/universities in Louisiana. The Louisiana Tech College of Administration and Business operating budget per full time faculty member ($133,415) is less than the operating budget per full time faculty member for each of the following business programs: Louisiana State University Baton Rouge (has doctoral program) at $181,732 University of New Orleans (doctoral program in economics) at $165,590 Southeastern Louisiana University (bachelor s and master s) at $140,530 For the Louisiana public universities with bachelor s and master s programs, the range is from a low of $70,439 (McNeese) to a high of $140,530 (Southeastern). Doctoral teaching assistant stipends in the College of Business are currently $15,000 for 12 months. This stipend is comparatively low given the fact that most universities with business doctoral programs include a tuition waiver as part of the assistantship package. A 2006 survey of doctoral business programs reported that doctoral student stipends ranged from $11,700 to $30,000 with a mean of $18,448. Over 90% of the schools provided a waiver of tuition as part of the graduate assistant package. Work requirements ranged from none to a high of 20 hours per week with a mean work week requirement of 14.6 hours. At the current time (November 2006), there are 28 DBA students with 21 being employed as teaching assistants. The goal is to have between 30 and 35 students enrolled full time and employed as teaching assistants. Given our current stipends the costs for teaching assistantships is shown below: with 21 on teaching assistantships: $315,000 Goal for future enrollment o 30 on teaching assistantships: $450,000 o 35 on teaching assistantships: $525,000 B-12

15 University Operating Budget Table 8 Data for Public Colleges and Universities Offering Business Degree Programs Op. Budg./ FT Faculty LA Tech 7,071, , / UNO 14,075, , / LSU-BR 20,353, , / LSU-S 2,983, , / UL-Lafayette 6,132,612 98, / Southeastern** 8,993, , / UL Monroe 4,440, , / McNeese 2,113,183 70, / Nicholls 3,211,153 80, / 183 Northwestern** 2,225,277 63, / 127 Faculty Undergraduate Masters Doctoral FTE FT FT Fac with Doc. FT Students/ FT Faculty Enr. FT/PT Degrees Enr. FT/PT Degrees Enr. FT/PT Degrees / / / / 29 NA NA / 62 NA NA NA NA / 35 NA NA NA NA / 0 NA NA NA NA NA NA B-13

16 University Operating Budget Table 8 Data for Public Colleges and Universities Offering Business Degree Programs Op. Budg./ FT Faculty FTE FT FT Fac with Doc. Grambling** 2,080,535 80, / 41 Faculty Undergraduate Masters Doctoral FT Students/ Enr. Degrees Enr. Degrees Enr. Degrees FT Faculty FT/PT FT/PT FT/PT 149 NA NA NA NA Mean 112, *Data from AASCB website, October 2006 **Data Southeastern, Northwestern, and Grambling is noted on website as B-14

17 Table 9 Peer Institutions Ranked by Operating Budgets University Operating Budget Operating Budget/ FT Faculty Faculty Undergraduate Enrollment Masters Enrollment Doctoral Enrollment FT Students/ FTE FT FT with Doctorate FT Faculty FT PT Degrees FT PT Degrees FT PT Degrees Southern Illinois- Carbondale 6,622, ,509 Binghamton U 6,900, , Louisiana Tech 6,911, , U of Rhode Island 7,372, , Mississippi State 7,963, , U of Mississippi 7,000, , New Mexico State 10,807, , U of Oregon 10,970, , Cleveland State U 11,748, , U of Missouri-Columbia 12,194, , U of Massachusetts 12,490, , Amherst U of Kansas 12,649, , Clemson 12,973, , U of North Texas 13,079, , U of Kentucky 13,563, , UT-Arlington 14,760, , B-15

18 Faculty Undergraduate Enrollment Masters Enrollment Doctoral Enrollment University Operating Budget Operating Budget/ FT with FT Students/ FT FT Faculty FTE FT Doctorate Faculty FT PT Degrees FT PT Degrees FT PT Degrees U of Utah 15,494, , U of Oklahoma 15,694, , U of Wisconsin- 16,374, , Milwaukee U of South Florida 16,452, , Florida State Univ 16,482, , U of Buffalo 16,494, , U of Nebraska-Lincoln 16,660, , U of Colorado-Boulder 17,510, , Virginia Commonwealth U 18,300, , UT-San Antonio 18,413, , U of Cincinnati 18,490, , Texas Tech U 18,837, , LSU 19,322, , Virginia Tech U 19,383, , Florida Atlantic U 19,700, , Oklahoma State U. 19,818, , Auburn University 19,872, , U of Arkansas 19,884, , U of Memphis 20,056, , Washington State U 20,396, , B-16

19 University Operating Budget Operating Budget/ FT Faculty Faculty Undergraduate Enrollment Masters Enrollment Doctoral Enrollment FT Students/ FT with FT Doctorate Faculty FT PT Degrees FT PT Degrees FT PT Degrees FTE FT U of Houston 21,400, , U of Alabama 22,442, , U of Central Florida 23,440, , U of Pittsburgh 23,460, , UT-Dallas 23,715, , U of California Irvine 24,664, , U of South Carolina 25,271, , Florida International U 27,774, , U of Iowa 29,109, , Georgia State U 36,063, , U of Delaware Kent State U Data from College Profiles on the AACSB Website. Collected Summer Data for Mississippi State University not listed on website and was provided by Dean. B-17

20 In addition, to the teaching assistantship stipends and tuition waivers, most other universities provide conference/travel funds (range of $200 to $1500 with mean of $614 per person). Some provide research and travel support for doctoral students as well. Unlike programs in the sciences, the availability of research grants to provide faculty research support, graduate assistantships and other doctoral student support is quite limited. Because of this limitation, business colleges must rely upon operating budgets and funds from external development to support these endeavors. External support for these endeavors is difficult to achieve unless the College has large endowments. Value of DBA Program It is recognized that the doctoral program in business is expensive to staff and that the grant/contract funds available to support research of business faculty and doctoral students are very limited. However, the value of the program manifests itself in a number of ways. When compared to other doctoral business colleges, the program is cost effective. The Louisiana Tech University College of Administration and Business has continued its doctoral program and enhanced its quality while keeping costs down comparatively. Table 9 presents Peer Institutions Ranked by Operating Budgets. The operating budget for the Louisiana Tech University College of Administration and Business is one of the lowest for operating budget per full time faculty member of the 48 universities listed. The program attracts students from a very diverse geographic area national and international. The applicant pool is projected to increase rather than diminish as occurs with programs that focus on enrolling students residing in the immediate geographic region. It is important that Louisiana Tech University have an array of programs that attract students outside the immediate geographic region. There is a high demand for doctoral business graduates. The number of doctorates awarded in business/management in the U. S. has not increased substantially at a time when the demand for university faculty has increased greatly. The result has been increasing salaries for new university faculty hires. AACSB in collaboration with businesses and universities has a number of projects dedicated to increasing enrollments in university doctoral programs. At full enrollment, we project that our program can produce 8-10 graduates per year. This assumes an average enrollment of 40 students. The recent implementation of our new policies (requirement of full time enrollment for coursework, promotion of research publication prior to graduation, and instructional mentors of TAs) will enhance placements of our graduates. Doctoral teaching assistants make a significant contribution to undergraduate instruction in the CAB. Over the past six years, TAs have taught 168 course sections with an enrollment of 7495 undergraduate students. This is an average of 28 courses per year with an annual enrollment of 1249 students. CAB doctoral faculty have strong research/publication records. These research and publication records are important in attracting doctoral students and providing doctoral students quality learning and research experiences. Given that these faculty teach in the MBA, the MPA and undergraduate programs as well, all students in the CAB benefit from the level of expertise of the faculty. Louisiana Tech faculty publishing research articles in quality professional journals lends prestige and recognition to the University as well. B-18