Fifth-Year Maintenance of Accreditation Report

Transcription

1 Fifth-Year Report November 2011 Prepared for AACSB International Harley Langdale, Jr. College of Business Administration Address Questions and Inquiries to: Dr. L. Wayne Plumly, Jr., Dean Harley Langdale, Jr. College of Business Administration Valdosta, Georgia

2 Table of Contents A. Situational Analysis... 1 History and Structure of... 1 History and Structure of Langdale College... 1 Factors that Shape our Mission and Operations... 2 Location and Service Region... 2 Increases in Population and Enrollment... 2 VSU and Langdale College Enrollments... 2 Challenges... 3 Budget Constraints... 3 Space Limitations... 3 Langdale College Undergraduate Credit Hours and Class Size... 4 Competitors... 4 Enhancement of Educational Opportunities... 4 Programs Included in the Review and Number of Graduates... 5 Degrees Conferred by Langdale College and VSU, FY FY Fall 2010 Summer 2011 Langdale College Graduates by Degree Program and Major... 5 B. Progress Update on Concern from the Previous Review... 6 Number of Academically Qualified Faculty Members in Accounting and Finance... 6 Curriculum Changes Resulting from Assurance of Learning Processes... 6 Renovation of Facilities and Progress on a New Building... 7 C. Mission Statement and Strategic Plan Summary... 8 History and Context... 8 Langdale College Mission Statement... 8 Applications of the Mission Statement... 9 Summary of the Strategic Plan D. Strategic Management Planning Process and Outcomes The University s Strategic Resource Management Process History of Langdale College s Strategic Planning The Langdale College Strategic Planning Process Langdale College Strategic Plan: Participants and Responsibilities Assessment of the Strategic Plan (Sample Page) Continuous Improvement Outcomes and Achievement of Goals E. Financial Strategies State Personnel Services and Operating/Travel Budgets Langdale College: Faculty and Operating Funds by Area External Support Endowments Langdale College Endowments: Principal and Income Annual Gifts FY 2012 Gifts to Langdale College by Area and Amount... 17

3 Supporting Funds Available External Support for FY Strategic Action Plans: Costs, Timing, and Funding Sources AACSB International Financial Strategies Table F. New Degree Programs Master of Accountancy History Needs Served by the Program Intended Student Market Program Purpose and Program Structure Master of Accountancy Curriculum Sources of Faculty, Technology, and Facility Support Learning Goals and Assessment G. Intellectual Contributions Intellectual Contribution Requirements Intellectual Contributions by Discipline Infrastructure Supporting Intellectual Contribution Development H. Students Enrollment Trends, Diversity, and Student Characteristics Admissions Criteria Student Services I. Faculty Composition of Faculty Context for Faculty Policies Planning for Needed Faculty Recruitment and Hiring Orientation and Mentoring Support for Teaching and Research Process for Faculty Reviews Annual Faculty Evaluations and Individual Faculty Development Plans J. Curriculum Development and Revisions Curriculum Revision Process New Offerings Since Previous Accreditation Review International Business Major Certificate in Internal Auditing Certificate in Human Resources Management Certificate in Healthcare Administration Honors Program Other Curriculum Additions and Revisions K. Assessment Tools and Procedures Overview of the Assessment of Learning Process Langdale College of Business AOL Structure... 34

4 Bachelor of Business Administration Program BBA Learning Goals BBA Curriculum/Assessment Alignment BBA Learning Goals and Courses in Which Assessment Occurs Five-Year BBA Assessment Timeline BBA Assessment Summaries Table A. Five Year BBA Assessment Summary (With Action Plans) Table B BBA Assessment Results, Action Plans, and Closing the Loop Activities Master of Accountancy Program MAcc Learning Goals MAcc Curriculum/Assessment Alignment Five-Year MAcc Assessment Timeline MAcc Assessment Results Summary Master of Business Administration Program MBA Learning Goals MBA Curriculum/Assessment Alignment Five-Year MBA Assessment Timeline MBA Assessment Results Summary Table A. Three-Year MBA Assessment Summary (With Action Plans) Table B MBA Assessment Results, Action Plans, and Closing the Loop Activities Georgia WebMBA Program Georgia WebMBA Assurance of Learning Processes Assessment Data Reporting and Access Assessments Completed and Improvements Made Institutional Effectiveness Reports Summary of the Assurance of Learning Process Curriculum and Instruction Changes as a Result of Assessment L. Other Material Best Practices of Langdale College (as cited by the 2007 Peer Review Team) Executive Summary of Progress Relative to the Mission during the Past Five Years Appendices AACSB Table 2-1: Summary of Intellectual Contributions ( )...A1 AACSB Table 9-1: Summary of Faculty Sufficiency (Fall 2011)...A8 AACSB Table 10-1: Summary of Faculty Qualifications, Development...A10 Activities, and Professional Responsibilities ( ) AACSB Table 10-2: Calculations Relative to Deployment...A18 of Qualified Faculty (Fall 2011) Five-Year Summary of Intellectual Contributions ( )...A21

5 A. Situational Analysis: A brief analysis of the context in which Langdale College operates. History and Structure of South Georgia State Normal College opened as a two-year women s college in In 1993, it received its third name change, becoming, one of two regional universities in the University System of Georgia. Today, VSU is a comprehensive university with six colleges and divisions serving 13,000 students by offering Associate degrees in 3 fields, Bachelor s degrees in 49 majors, Master s degrees in 33 majors, Educational Specialist degrees in 6 majors, a Doctor of Education in 3 majors, and a Doctor of Public Administration. History and Structure of Langdale College The Division of Business Administration was established in 1971 and renamed the School of Business Administration in The School of Business Administration became the College of Business Administration in 1994 and was renamed the Harley Langdale, Jr. College of Business Administration in 2000, in honor of a significant endowment gift. AACSB accredited VSU s BBA program in 1981, and accredited both the BBA and MBA degree programs in The structure of Langdale College is shown in the organizational chart below. DEAN ASSOCIATE DEAN ADVISING A CENTER (DIRECTOR and ASSISTANT DIRECTOR) MBA DIRECTOR DECISION CENTER (DIRECTOR and ASSOCIATE DIRECTOR) DIRECTOR OF DEVELOPMENT SMALL BUSINESS DEVELOPMENT CENTER (DIRECTOR and ASSISTANT DIRECTOR) CENTER for BUSINESS and ECONOMIC RESEARCH DIRECTOR ACCOUNTING and FINANCE DEPARTMENT HEAD and MACC DIRECTOR MANAGEMENT and INTERNATIONAL BUSINESS DEPARTMENT HEAD MARKETING and ECONOMICS DEPARTMENT HEAD FACULTY FACULTY FACULTY 1

6 Factors that Shape Our Mission and Operations Location and Service Region Valdosta, a city of 54,000 (2010 Census) located 18 miles from Florida, is a business, medical, and shopping hub for its adjacent South Georgia counties. In 2000, Valdosta/Lowndes County was officially designated as the Valdosta Metropolitan Statistical Area, and the Census Bureau estimated the 2010 MSA population to be 139,000. The official service region for Valdosta State University is a 41-county area in South Georgia that covers the lower third of Georgia, extending west to the Alabama line, east to the Southeastern Georgia coast, and south to the Florida line. However, VSU s service region is really no longer just South Georgia. For a number of years, the percentage of students from the Atlanta Metropolitan Area has been increasing to the point that VSU now has more new freshmen from there than from its traditional 41-county service region. Also, reciprocal in-state tuition agreements with three Florida counties enable VSU to enroll almost 300 students from Florida. Increases in Population and Enrollment Georgia s population increased by 26 percent in the 1990s and by another 18 percent between 2000 and During the 2000s, the number of Georgia high school graduates (VSU s primary pool of college freshmen) grew by approximately 24 percent. According to federal data analyzed by the Chronicle of Higher Education, the number of state graduates is projected to increase another 22 percent between 2010 and 2019, as compared to a 10 percent increase for the nation. VSU and Langdale College enrollment data for recent years are shown below. Term/Year Freshmen Enrollment VSU and Langdale College Enrollments Total Undergraduate Enrollment Graduate Enrollment Total Enrollment Langdale College Enrollment G33 Fall ,284 9,588 1,323 10,911 1,420 Fall ,268 9,826 1,454 11,280 1,458 Fall ,294 9,847 1,666 11,513 1,479 Fall ,682 10,508 1,901 12,409 1,410 Fall ,821 10,794 2,103 12,897 1,406 Fall ,315 11,065 2,019 13,084 1,350 Source: Semester Enrollment Analysis ( At, enrollment for the last decade increased from 9,230 in Fall Semester 2001 to a record-high 13,084 in Fall Semester 2011, a 42 percent increase. During the past five years, from Fall 2006 to Fall 2011, there was a 15% increase in undergraduate enrollment, a 53% increase in graduate enrollment, and a 20% increase in total enrollment. Despite population increases, s new freshmen enrollment is expected to decline slightly in Fall 2012 due to higher admissions standards. 2

7 Langdale College of Business enrollment remained essentially stable from 2006 to 2010, but declined this year, so that the decrease from 2006 to 2011 is 4.9 percent. Despite this decline, most classes continue to be at or near full capacity and all classrooms are used almost every period of the day and evening. Business enrollment as a percentage of total VSU enrollment has decreased from 13.0% to 10.3% since Fall This decline, which is reflective of a national trend, may be attributable partly to the bad economy, i.e. parents advising their children not to become business majors. Challenges Budget Constraints The national economic downturn greatly affected the University System of Georgia budget, beginning in As a result, VSU s budget was cut by a total of 38% during fiscal years 2009, 2010, and Fortunately, State of Georgia budget conditions have now improved somewhat, and for FY 2012 (beginning in July 2011), the almost total hiring freeze was lifted. Although Langdale College has felt the strain, the quality of our programs has not suffered. In fact, as described later in this report, new programs have been added. Endowment funds from the Steele Foundation have been invaluable in allowing us to maintain our support for student scholarships and faculty research. Along the way, the number of business faculty decreased from 41 in to 38.5 in , but the number rebounded to 40.5 for the academic year Student enrollment demands have been met with fewer faculty by offering a few 80-seat and 150-seat sections each semester (five in Fall 2011). Prior to Fall Semester 2009, all business classes met in Pound Hall s regular classrooms, ranging from 26 to 50 in capacity. Space Limitations Langdale College is also constrained by its facilities (Pound and Thaxton Halls on the Rea and Lillian Steele North Campus). Classrooms and offices are at full capacity. While many new buildings have been added to VSU s campus in the last 5 to 10 years, no new square footage has been added to the Langdale College since the acquisition of Thaxton Hall in the 1980s! Thus, it is has been a challenge for more than 10 years to provide the space necessary to support student demand for existing programs and to expand both undergraduate and graduate program offerings. The only available option for creating more offices and expanding classrooms has been to redesign existing space for more efficient utilization. However, this situation may be remedied in the next several years. The Board of Regents has approved construction of a new building and funding for this facility may be approved as early as April This new building will enable Langdale College to provide for the expected business enrollment growth when the economy improves and for program advancement in the not-too-distant future. (See the Renovations and Progress on a New Facility section for details.) Beginning in 2000, Langdale College proactively addressed limited facility resources by embarking on a four-year enrollment management plan. By 2004, the required GPA for admission to the upper-division program had increased three times, ultimately to the current requirement of As a result, Langdale College s credit hours decreased 16 percent between 2001 and 2005, and class size decreased to its lowest level in Fall As shown below, 3

8 student credit hours have increased by 4.6 percent since Fall 2005, despite decreases in the last two years. The average class size at the freshman/sophomore level has substantially increased. Langdale College Langdale College Undergraduate Credit Hours and Class Size Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Student Credit Hours 10,286 10,634 11,324 10,945 11,826 11,339 10,759 Average Freshman/ Sophomore Class Size Average Junior/Senior Class Size Source: Semester Enrollment Analysis ( Langdale College of Business Enrollment Analysis data. Competitors The only other four-year institution in VSU s 41-county service region is Albany State University, a historically African-American institution, which is not AACSB-accredited. Of the 19 universities (besides VSU) in Georgia that have AACSB Business Accreditation, VSU s primary non-urban competitors are Georgia Southern University, Georgia Southwestern State University, Georgia College and State University, and the University of West Georgia. With the ever-increasing population in the Metro-Atlanta area, Kennesaw State University is certainly a formidable competitor. Nevertheless, as mentioned earlier, metro-atlanta students compose an increasing percentage of new VSU students each year. Some Georgia competitor institutions still offer a wider variety of business programs than VSU. For example, Georgia Southern University offers undergraduate majors in Information Systems, Logistics, and Regional Economic Development, as well as various emphases within the Finance, Management, and Marketing majors. Kennesaw State University has a major in Professional Sales, and the University of West Georgia offers majors in Management Information Systems and Real Estate. It is a challenge to continue developing educational opportunities to successfully compete. However, new Langdale College offerings (Master of Accountancy, international business major, and several certificates) added in the past five years has increased our competitiveness. Enhancement of Educational Opportunities In the Langdale College s FY Strategic Plan, the strategic goals included expanding educational opportunities for business students and selectively expanding elective offerings in Accounting (internal auditing), Finance (portfolio management), Management (human resources), and the MBA. The expansion was contingent on the availability of additional facilities and faculty. Despite lean financial times, these goals have all been met. These additions are explained in detail in the New Offerings section. The proposed new Health Sciences and Business Building (see the Renovation and Progress on a New Facility section) will provide a convenient opportunity to develop collaborative programs in healthcare administration with South Georgia Medical Center (SGMC). Nevertheless, the continued 4

9 shortage of state funding and the rising cost of qualified faculty will make the expansion of faculty the greatest challenge to program development. Programs Included in the Review and Number of Graduates All degree programs within Langdale College are included in the accreditation review. These programs consist of the BBA degree in six majors (Accounting, Economics, Finance, International Business, Management, and Marketing), an on-campus MBA degree (started in 1993), an online WebMBA degree program (begun in 2000; offered in collaboration with five other AACSB-accredited business schools in Georgia), and a Master of Accountancy (MAcc) degree (reactivated in 2010). The tables below present information about degrees awarded by VSU and Langdale College in recent years. Enrollment in all categories has increased between 2007 and 2011, with the number of Langdale College undergraduate and graduate degrees increasing by 40 percent and 146 percent, respectively. The dramatic increase in Master s degrees conferred by Langdale College in FY 2011 is due both to the addition of the MAcc program and a substantial increase in MBA enrollment. It is anticipated that the number of graduate degrees awarded by Langdale College will remain high the years ahead. The number of undergraduate degrees awarded by Langdale College is likely to remain flat in the next few years until the economy recovers and more instructional space is provided. Degrees Conferred by Langdale College and VSU, FY 2007 FY 2011 College Undergraduate Students FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2007 Graduate Students FY 2008 FY 2009 FY 2010 FY 2011 Langdale College VSU 1,507 1,673 1,687 1,697 1, Source: VSU Semester Enrollment Analysis ( Fall 2010 Summer 2011 Langdale College Graduates by Degree Program and Major Degree Programs and Majors BBA Degrees Graduates BBA Degrees Graduates Accounting 90 Finance 58 Management 91 International Business 3 (new major) Marketing 70 Economics 18 Total BBA 330 Master s Degrees MBA 24 MAcc 8 (reactivated) Total Master s 32 Grand Total 362 Source: VSU Semester Enrollment Analysis ( 5

10 B. Progress Update on Concerns from the Previous Review: Actions taken with regard to areas of concern in the 2007 Team Visit Report. The 2007 Team Visit Report mentioned three areas that needed to be addressed prior to the next maintenance review. These areas were also cited as opportunities for continuous improvement. Langdale College s responses are stated below. Number of Academically Qualified Faculty Members in Accounting and Finance When the AASCB Peer Review Team came in Spring 2007, intellectual contributions had been reported for the five-year window Langdale College AQ standards require that faculty have a minimum of two peer-reviewed journal articles and one additional intellectual contribution, all related to the teaching discipline, during the previous five years. In the management, marketing, and economics disciplines, the proportion of faculty members who were academically or professionally qualified were well above the AACSB minimum standards. The AQ proportion for those three disciplines ranged from 79% to 100%, and the AQ or PQ proportion ranged from 93% for management to 100% for marketing and economics. For all of Langdale College, the AQ proportion was 72% and the AQ or PQ proportion was 93%. However, the AQ or PQ proportion for accounting (89%) was slightly below the AQ or PQ standard of 90%, and the AQ proportion was marginal at 54%. Four of the accounting faculty members are no longer at VSU in , and a faculty member who was classified as Other in 2006 has published 6 peer-reviewed articles during the last five years. Based on data, the AQ proportion is excellent at 84%, but the AQ or PQ proportion (8/9.5) is also 84%, which is below the 90% standard. One faculty member, classified as Other, will be replaced next year by an AQ faculty member who is on a leave of absence during The other 0.5 classified as Other are two part-timers who will be replaced by a full-time tenure track person in Therefore, it is anticipated that the accounting faculty will be 100% AQ in Fall Finance was a more serious problem in 2007 with an AQ proportion of only 25% and an AQ or PQ proportion of 75%. Since the team visit, one faculty member classified as Other retired and was replaced by an AQ person, and two others who were also classified as Other have published four or more peer-reviewed articles during the last five years. So a dramatic turnaround has occurred in finance, with their faculty now being 100% AQ, based on data. Curriculum Changes Resulting from Assurance of Learning Processes Since 2006, many new courses have been added to the curriculum (see the Curriculum Development and Revisions section) and several new offerings (Master of Accountancy, international business major, and certificate programs) have been initiated. Instruction within courses is continually changing in order to better meet the self-imposed standards for assessment results. These changes are documented in annual Assurance of Learning Reports and Institutional Effectiveness Reports (IERs). Based on IERs submitted by all VSU units, the Southern Associations of Colleges and Schools (SACS) Visitation Team in Spring 2010 made no 6

11 recommendations for improvement at (a rare occurrence) and they praised the assessment processes throughout the university. Two major curriculum changes have been made that relate directly to assurance of learning processes and faculty surveys. In view of the unsatisfactory AOL results in written communication and concurrence by the faculty that business students need to improve their written communication skills, Langdale College worked with the Department of English to develop a new writing course. The new course, Writing for the Professions (ENGL 2010) replaced Business Writing (ENGL 3010) as a required course for all business majors beginning in Fall Semester Writing for the Professions deals solely with writing skills in terms of grammar, sentence and paragraph structure, and punctuation. In contrast, Business Writing focused on writing memorandums, letters, and other types of business correspondence, with emphasis on style and format issues. Although overall scores for the technology goal were satisfactory, an area of weakness was working with Excel formulas and functions. Also, faculty and employer surveys revealed that upper-division students and graduates need further development in Excel, especially with regard to using spreadsheet formulas, and a greater familiarity with Access. Fundamentals of Computer Applications (CISM 2201, required of all business majors), was expanded from 2 hours to 3 hours and redesigned to include increased coverage of both Excel and Access, beginning in Fall Semester These two new courses are significant examples of closing assessment loops and are expected to create substantive improvement with regard to two of Langdale College s learning goal areas, Written Communication and Technology. Additional details are provided in the Curriculum and Instruction Changes as a Result of Assessment section. Renovation of Facilities and Progress on a New Building In 2005, proposed the development of a new Health Sciences and Business Building on the Steele North Campus. This new building has continually been a part of the strategic plans of both VSU and the Langdale College since that time. In 2007, it was placed on the Board of Regents capital list. Budget issues created some delays, but preliminary architectural drawings have now been completed and the building has been moved to the top of the capital list. Ground-breaking for the four-story building, which will include academic spaces and services for students in Business, Nursing, Social Work, Communication Disorders, Sports Medicine, and Marriage and Family Therapy, is expected to take place in It will be strategically located just across the street from South Georgia Medical Center, a comprehensive facility that serves Lowndes County and several surrounding counties. The completion of the building will give Langdale College the opportunity to expand current programs and to develop new programs, including programs related to health care. In anticipation of more classroom and office space, courses in Healthcare Administration, Health Care Marketing, and Health Care Economics, and a Certificate Program in Healthcare Administration have already been added to the curriculum. 7

12 Several renovation projects have taken place since Although no new square footage has been added to either of the Langdale College buildings, existing space has been redesigned to allow more efficient utilization. In three separate projects, a net of 11 additional offices were created between 2007 and 2011 by converting work areas and reducing the size of existing offices. The capacity of the computer classroom was expanded from 25 to 42, a student presentation practice room and group meeting room were added, and the Financial Trading Center was completed in July C. Mission Statement and Strategic Plan Summary: History and context for the mission statement, factors influencing changes in the mission statement, and a summary of the strategic plan. History and Context The wording and format of Langdale College s mission statement has been revised several times over the years. However, a common theme is embodied in each of the versions. The primary aspect of the Langdale College s mission relates to teaching and learning. Undergraduate education for professional and managerial careers in business is emphasized, and graduate education is designed to advance the careers of individuals in the local region. Research and publication, also important parts of the mission, are critical for maintaining and advancing faculty knowledge and skills. Promoting economic development of the local community is the third aspect of the Langdale College s mission. Although the general themes of the mission have not altered, Langdale College acknowledges changes in the geographic composition and interests of its undergraduate student population to which it must respond. Traditionally, and Langdale College served first-generation college students who were from South Georgia and wanted to remain there after graduation. But an ever-increasing percentage of students (probably now the majority) are second-generation college students, and they tend to have a broader view of where they wish to live when they begin their careers. Also, as mentioned previously, each year, the percentage of freshmen from the metro Atlanta area increases. All of these factors have created a Langdale College student population that is more diverse in background and career expectations. The mix of graduate students has also changed, with an increasing proportion of students going directly from receipt of an undergraduate degree to enrollment in the MBA or MAcc program. Langdale College Mission Statement The Mission Statement prior to the current one was adopted in In early 2010, a Mission Review Committee was formed to review and revise the mission statement, as needed. The changing student populations mentioned in the previous section were among the factors considered during the review and revision process. Input was obtained from the Business Advisory Board, the Student Advisory Council, the Langdale College faculty and staff, and the Langdale College Executive Committee. 8

13 Many good suggestions for revision of the mission statement were received from the various stakeholders and have been incorporated into the new mission statement. Among the suggested revisions were the following: (1) Expanding our regional focus to better reflect our current scope of influence; (2) Emphasizing the global nature of business education; (3) Removing the implied restriction of graduate programs to working professionals; and (4) Adding comments about learning standards, continuous evaluation of programs, and quality of education. A first draft incorporating a number of changes from all constituencies was re-circulated for further revisions. The final version as stated below was adopted by the Langdale College faculty in October Langdale College prepares graduates for rewarding career opportunities, applies and expands knowledge, and promotes regional economic progress. Challenging undergraduate and graduate programs provide students of diverse backgrounds and aspirations the knowledge and skill base needed to successfully compete in the global marketplace. In order to accomplish this, the Langdale College does the following: Provides a learning environment where students can acquire knowledge, skills, experience, and ethical and global awareness needed for successful managerial and professional careers; Supports application and expansion of knowledge through research with emphasis on contributions to business practice and research about teaching and learning; Builds relationships with stakeholders to promote economic development within its scope of influence. The faculty and staff of the Langdale College aspire to improve continuously the quality and effectiveness of programs, scholarship, and services. Langdale College currently places more emphasis on research and publication than other units of. However, adhering to VSU s history and mission, Langdale College s primary emphasis is teaching. Applications of the Mission Statement Langdale College s undergraduate education mission encompasses the BBA degree with majors in Accounting, Economics, Finance, International Business, Management, and Marketing. Each of the majors requires 51 semester hours in general education, 36 hours of common business core courses, and 33 hours of major-specific courses. As reflected in our mission, the BBA degree creates an educational foundation on which students with diverse backgrounds and aspirations can build their careers. Langdale College s graduate education mission includes the on-campus evening MBA degree program and the online Georgia WebMBA Program, which is offered in collaboration with five other AACSB-accredited business schools [Georgia Southern University, Kennesaw State University, the University of West Georgia, Georgia College and State University, and Columbus State University (added in 2009)]. Completion of either program results in the same MBA degree diploma. All MBA program courses and four of the ten WebMBA courses are taught by Langdale College graduate faculty. Both MBA degree 9

14 programs are designed primarily to serve the graduate education needs of working managers and professionals, but the on-campus program has a number of students who enrolled immediately after completion of their undergraduate degree. To support the primary mission of teaching and learning, to advance the academic disciplines and their application, and to maintain their academic or professional qualification, Langdale College faculty members are expected to engage in scholarly and professional activities. Information about the requirements for establishing and maintaining AQ or PQ status is included in the Intellectual Contributions by Discipline of this report. These scholarly and professional activities are supported from various fund sources (see the Infrastructure Supporting Intellectual Contribution Development section). Faculty and staff advance the economic development of our region through business consulting, economic impact studies, regional forecasting and cost of living projects, student class projects for local businesses and organizations, faculty internships in local businesses, and seminars on business topics. Langdale College s Center for Business and Economic Research, and Small Business Development Center sponsor and pay for many of these consulting and development activities. Langdale College s Students in Free Enterprise (SIFE) organization also provides business education and consulting for the region. Langdale College works closely with a number of local organizations, including the Valdosta-Lowndes County Chamber of Commerce, Valdosta-Lowndes County Industrial Authority, Wiregrass Georgia Technical College, Southern Georgia Regional Commission, and the Valdosta and Lowndes County public school systems, to advance regional development. Summary of the Strategic Plan Langdale College s Strategic Plan, adopted by the faculty during Fall Semester 2009, contained eight strategic goals: 1. Expand educational opportunities for business majors, 2. Expand opportunities for international experiences, 3. Enhance student retention and graduation rates, 4. Support faculty teaching and research, 5. Increase enrollment and enhance diversity of MBA students, 6. Maintain AACSB-International accreditation, 7. Expand relationships with the business community, and 8. Build alumni relations. It also included three operational goals: 1. Improve existing instructional facilities, 2. Modernize instructional technology, and 3. Maintain SACS accreditation. Each strategic and operational goal is divided into multiple objectives, and these items are stated for each objective: Action Plans, Resources Required, Responsibility, and Progress/Status. More details are provided in the Langdale College Strategic Planning Process section. 10

15 D. Strategic Management Planning Process and Outcomes: A description of the strategic management planning process and accomplishment of strategic and operational goals. The University s Strategic Resource Management Process The strategic resource management process at goes beyond base operating budgets to include a variety of strategic funding pools designed to provide opportunities for new program development and innovative endeavors. The Strategic Focus pool, for example, is specifically targeted for areas the university community has identified as key priorities (recruitment, retention, scholarship, financial resources, and new academic initiatives). Proposals for pool funding are reviewed in an open process that includes the Deans Council and the Planning and Budget Council, and projects are selected for funding based on overall impact. Langdale College has benefited greatly from these strategic funds, which are permanent. In 2010, the Langdale College obtained more than $50,000 to create a Langdale College honors program. Fifteen new business honors scholarships were created ($3,250 each per year). In 2011, the Langdale College obtained $100,000 from the Instructional Setting Renovation and Academic Equipment pools to construct a Financial Trading Center and purchase RISE Display equipment and computers for the center. History of Langdale College s Strategic Planning Langdale College s strategic planning process, which began in 1989, has been revised and expanded many times to meet new challenges and requirements. Although minor changes in the process occur each year, the last substantive revision occurred in The process was revised at that time for three reasons: (1) To incorporate more long term (strategic) goals as opposed to short run (operational) goals; (2) To increase participation from internal and external stakeholders; and (3) To coordinate with VSU s strategic planning and budget initiatives process. The Langdale College Strategic Planning Process Development of the most recent Strategic Plan, for , began in May 2009 with faculty, staff, administrators, the Business Student Advisory Council, and the Business Advisory Board submitting their proposed visions and goals for the Langdale College. The stakeholders based their proposed visionary and operational goals on an evaluation of the internal and external environment. Using their input, the Strategic Plan was finalized by the Langdale College Executive Committee during summer 2009 and was approved by the faculty at the beginning of Fall Semester The strategic plan incorporates operational goals that may take one to two years to complete and strategic goals that may take three to five years to complete. The table below lists the participants in the strategic planning process along with their responsibilities. 11

16 Langdale College Strategic Plan: Participants and Responsibilities Participants Responsibilities Faculty Staff Business Advisory Board Business Student Advisory Council Recommend Strategic Plan goals, objectives and action plans. Executive Committee Coordinate strategic planning process, including (1) evaluating the College s mission and planning processes; (2) assessing progress on strategic goals, objectives, and action plans; (3) evaluating strategic opportunities, and (4) developing strategic plans for faculty discussion and vote. Faculty Discuss, amend, and vote on Strategic Plan goals, objectives, and action plans proposed by the Executive Committee. Executive Committee Operational Committees Strategic Plan Task Forces Implement Strategic Plan objectives and action plans. Report progress on Strategic Plan goals, objectives, and action plans. The Strategic Plan is assessed every year; every two years, it is both assessed and revised; every five years, a completely new Plan is developed. Thus, in 2010, the Plan was assessed, and in 2011, the Plan was assessed and revised. The years 2012 and 2013 will follow the same pattern. In 2014, a completely new five-year strategic plan will be created, potentially including new broad visionary goals, and submitted to the Langdale College faculty for approval. During each year when a revision is due, Langdale College s faculty, staff, the Business Advisory Board, and the Business Student Advisory Board are consulted for input. Using this input, the Executive Committee completes a draft to submit to the faculty for approval. When new goals are proposed or existing goals are revised, four primary issues are addressed: (1) objectives for each goal, (2) action plans for each objective, (3) resources required (funding, time, new faculty positions, equipment, etc.), and (4) people responsible for achieving each goal. When necessary, special taskforces or committees are appointed to implement action plans. Also, many action plans are converted into Strategic Initiatives and submitted to the VSU Budget Advisory Council to solicit funding. This is described further in the Financial Strategies section of this report. Annual assessment, done by the Executive Committee, evaluates progress toward the completion of each goal. Each action plan is rated on a scale from 0 to 5, ranging from temporary suspension to various levels of implementation to completion. After the dean reports progress to the faculty, the Executive Committee makes adjustments to ensure completion of unfinished action plans. The first page of the 2011 assessment of the current (August 2009 July 2014) strategic plan is shown below. Complete strategic plans and their assessments are available on request. 12

17 2011 Assessment of the August 2009 July 2014 Strategic Plan (Sample Page) 0 = Temporarily Suspended; 1 = Planning and Development Phase; 2 = Implementation Phase, 3 = Completed and in the Evaluation Phase, 4 = Completed with Continuing Responsibilities Assigned; 5 = Totally Completed Objectives Action Plan Resources Required Expand Construct new Time and Funding Instructional business building and Office Facilities Responsibility VSU Administration, Executive Committee, and Facilities Manager Progress Status 1* Support New Instructional Programs Expanded Content Areas in Finance Major Hire additional faculty and staff: International Business, Health Care Administration, MAcc faculty and Student Internship/ Placement staff Create Portfolio Management Student Trading Group and Develop Financial Trading Room New Positions, Time and Funding Time and Funding Executive Committee Executive Committee, Finance Faculty, and Facilities Manager 2 ** 2 *** * Funding approval of new building is still pending; added three new faculty offices. ** Hired International Business and MAcc faculty. *** Financial Trading Center constructed. New portfolio management course created. Continuous Improvement Outcomes and Achievement of Goals Despite the slow economy and drastic cuts in state appropriations, Langdale College has maintained continuous improvement and made significant progress throughout the last five years in attaining both long-run and short-run goals. Major achievements from 2007 to 2011 are listed below. Income from the WebMBA and endowments provided by Harley Langdale, Jr., and the Rea and Lillian Steele estate was used to significantly expand support for faculty research, instructional development, student scholarships, student organizations, college development, and instructional technology. (Strategic Goals 1, 2, and 4; Operational Goals 1 and 2) The Business Advisory Board and the Business Student Advisory Council were effectively used to advise Langdale College on its mission, strategic plans, and student services. 13

18 A strategic planning process continued to guide Langdale College s actions in Assurance of Learning (AOL), enrollment and resource management, and faculty recruiting and development. This strategic planning process will direct Langdale College through the next five-year period of expected enrollment, program, faculty, and facility expansion. Progress was achieved in closing the loop on AOL learning goals, and SACS, MBA, and MAcc assessment processes were integrated with BBA assessment processes into one seamless AOL program. The Georgia WebMBA Program was continued in cooperation with five other AACSB- International accredited Georgia institutions to increase graduate study opportunities. The WebMBA provides students an alternative format for earning the MBA degree, our faculty the opportunity to learn and implement advanced online / pedagogical methods, and Langdale College the opportunity to share best-practice techniques with Georgia peer institutions. (Strategic Goal 1; Operational Goal 2) Langdale College s student organizations continued to have great success. In , the Students in Free Enterprise (SIFE) team had more than 150 members, making it one of the largest in the world. It provided more than 9,000 service-learning hours in 42 varied community programs in Lowndes County, as well as economic development programs in Kenya and Guatemala. With almost 750 teams competing nationally, Langdale College s SIFE service-learning projects have placed the team in the top twenty nationally for 12 consecutive years and in the top four nationally four times, most recently with a third-place finish in In February 2011, the grand opening of the SIFE Skills Success Center occurred. The SIFE team raised more than $184,000 in monetary and in-kind donations to build the learning center in a low-income housing project. SIFE is also known for the excellent career placement of its members. The Mu Zeta Chapter of Beta Alpha Psi (Accounting and Finance honor society) was recognized as a Superior Chapter in 2010 and 2011, and Beta Gamma Sigma has attained Premier Chapter status for the past six consecutive years. Agreements were signed with universities in Vietnam and Korea in September 2011 to bring students from their countries to VSU. This will increase student diversity in Langdale College, as well as increase enrollment. (Strategic Goal 2) Diversity increased in the WebMBA program with 50 percent of the new students being African-American, and enrollments in the MBA program increased to record levels. (Strategic Goal 5) A Langdale College Recruiting and Retention Committee was formed to make scholarship selections, develop student recruiting and retention strategies, and design and implement new cost-effective promotional methods. (Strategic Goal 3) 14

19 Funding was secured to establish a Langdale College Honors Program in The Recruiting and Retention Committee worked closely with the VSU s newly-formed Honors College in the development of this program. The first honors business course was offered during Fall Semester (Strategic Goal 3) In order to attract highly-qualified business students, recruitment letters were sent offering 25 renewable scholarships of $2,500 each to Georgia high school seniors with 1240 SAT scores and 3.25 HS GPAs. (Strategic Goal 3) Other new scholarships included 18 Study Abroad scholarships of $1,500 each (funded by the Steele and First Bank State Bank Endowments) created in conjunction with the Business Honors Program, $7,500 per year for MAcc students, and scholarships from a new $200,000 endowment for undergraduate finance majors. (Strategic Goals 1, 2) Langdale College offered Study Abroad programs in Germany each of the past five summers, with 20 or more students participating each time, and a program will added in Turkey in Summer An International Program Committee was formed and later refined to oversee and promote our International Business major and Study Abroad programs. (Strategic Goal 2) Financial support was increased for faculty and students to participate in national ethics and financial investment competitions. (Strategic Goal 1) The Master of Accountancy was reactivated, a BBA in International Business major was added, and three certificate programs and an Honors program were added. (Strategic Goal 1) Curriculum revisions in the MBA program created flexibility allowing students to choose a program of study more suited to their individual career needs. (Strategic Goal 1) A tenure-track assistant professor position was added in international business, instructor positions were added in management (director of the Center for Business and Economic Research) and economics (both are PQ), an instructor position in accounting was upgraded to a tenure-track assistant professor position, and a part-time instructor from South Georgia Medical Center was hired to teach a course in the Healthcare administration certificate program. Additional financial incentives for quality research were implemented. (Strategic Goal 4) The design and development phase of a new Health Sciences and Business Building has been completed. Funding for construction is pending. It is expected to be approved by April (Strategic Goal 1) Funding was received from the VSU Academic Equipment Pool to purchase equipment for a Financial Trading Room and from the VSU Instructional Pool to renovate an existing computer classroom for this purpose. The facility will provide hands-on trading 15

20 experience for students and serve as part of a comprehensive plan for a student-managed portfolio of actual stocks and bonds. A Financial Trading Center Advisory Board was formed and investment funds were secured. (Strategic Goal 1; Operational Goals 1, 2) Thaxton and Pound Halls were renovated creating 11 additional offices, a student presentation practice room, and a student group meeting room. (Operational Goal 1) Technology in Pound Hall Auditorium was updated to enable effective large-section instruction and the open computer lab has been updated regularly with new computers. (Operational Goal 2) Digital signage was installed in Pound and Thaxton Halls. (Strategic Goal 3) New relationships were established in the regional business community through sponsorship of the first and second annual South Georgia Community Bank Symposiums in 2010 and Both sessions were attended by more than 90 regional bankers, making it the largest community banking symposium in Georgia. (Strategic Goal 7) Regional development was supported through consulting and training provided by the Small Business Development Center and through forecasting, alternative land use, and impact studies conducted by the Center for Business and Economic Research (CBER). CBER also received two substantive community contracts and expanded its economic development activities. (Strategic Goal 7) E. Financial Strategies: A description of Langdale College s available funds, strategic action plans, and costs, timing, and funding sources for achieving these action plans. State Personnel Services and Operating/Travel Budgets The state personnel services (salaries and benefits) and operating and travel budgets for Langdale College for FY 2012 (July 1, June 30, 2012), are shown in the table below. Each Langdale College unit is provided an annual operating budget. The administrator of each unit is responsible for the monitoring and use of these funds. Langdale College: Faculty and Operating Funds by Area FY 2012 Number of Faculty/Staff FY 2012 Personnel Services Funds FY 2012 Operating & Travel Funds FY 2012 Total State Funds Unit Dean s Office 1 3/6 $ 735,926 $ 86,255 $ 822,181 ACCT/FIN 13/1 $1,802,173 $ 15,170 $1,817,343 MGNT/IB 13/1 $1,522,875 $ 14,614 $1,537,489 MKTG/ECON 12/1 $1,534,257 $ 14,898 $1,549,155 TOTAL 41/9 $5,595,231 $ 130,937 $5,726,168 1 Includes the Decision Center, Student Advising Center, Development Office, and the Center for Economic and Business Research. 16

21 External Support Endowments Langdale College has the Rea and Lillian Steele Endowment, the Harley Langdale, Jr. Endowment, the College Endowment, and several individual scholarship endowments. The Executive Committee manages foundation endowments which are used for strategic purposes. Income from the Langdale Endowment and the College Endowment supplements money from the College s Operating and Travel Funds, all of which focus primarily on funding for faculty research, travel and development, college development, building improvements, technological equipment, and hardware/software. The Steele Endowment provides funding for specific initiatives, including faculty teaching and research development, student scholarships including study abroad scholarships, college advancement, and student organizations. Langdale College Endowments: Principal and Income Endowment Endowment Amount (September 27, 2011) Endowment Income (FY 2012) Harley Langdale, Jr. $ 1,361,160 $ 37,465 Rea and Lillian Steele $ 10,572,990 $ 309,577 College $ 166,814 $ 4,574 Individual Scholarships $ 625,618 $ 20,300 TOTAL $ 12,726,582 $ 371,916 Annual Gifts Annual gifts to the college may be restricted to specific activities or areas (e.g., a particular department or student organization) or may be unrestricted to the College. Restricted and unrestricted gifts to Langdale College for Fiscal Year 2012 are provided in the table below. The primary uses of these funds are scholarships, faculty research, hardware/software, databases, travel, and development, hiring part-time faculty, building and technology improvements, recruiting and moving expenses, and student organization support. FY 2012 Gifts to Langdale College by Area and Amount Designated to: Annual Gift Amount Langdale College $ 66,263 Academic Departments $ 3,722 Scholarships $ 8,025 Student Organizations $ 25,299 TOTAL $ 103,309 Supporting Funds The table below lists the total external support available to Langdale College to support Fiscal Year 2012 activities. The Executive Committee manages external funds generated by the 17