School of Business Administration Deferral Report to

Transcription

1 Georgia Southwestern State University School of Business Administration Deferral Report to AACSB International Initial Accreditation Deferral Report School of Business Administration 800 GSW State University Drive Americus, GA John Kooti, Dean and the School of Business faculty Georgia Southwestern State University 1/1/2008 December 9, 2008

2 Georgia Southwestern State University School of Business Administration Executive Summary Georgia Southwestern State University is a senior unit of the University System of Georgia. The University was founded in 1906 as the Third District Agricultural and Mechanical School. In 1964, the College became a senior unit of the University System, conferring its first baccalaureate degrees in June of In July 1996, the Board of Regents authorized state university status, and the institution became Georgia Southwestern State University. Georgia Southwestern State University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award the following degrees: Bachelor of Arts, Bachelor of Business Administration, Bachelor of Fine Arts, Bachelor of Science, Bachelor of Science in Education, Bachelor of Science in Nursing, Master of Business Administration, Master of Education, and Master of Science. The School of Business Administration is one of five academic units at Georgia Southwestern State University reporting to the Vice President for Academic Affairs. As a unit of the University System of Georgia (USG), Georgia Southwestern State University receives annual funding for USG through appropriation by the State of Georgia. Funds are then allocated to the School of Business Administration through the University s budget process. The Dean of the School of Business Administration is responsible for all administrative activities of the School. The continuing budget provides support for the faculty and staff salaries, supplies, equipment, travel, communications, and other operational and developmental needs of the academic and related programs of the School. The University commits funds to support faculty intellectual contribution activities. The University also provides funds for students activities including the Students in Free Enterprise (SIFE), and Study Abroad programs. The School of Business budget doubled from fiscal year 2003 to 2008 and the number of faculty increased from 11 to 19. In spite of the budget situation, the School of Business Administration faculty continue to present papers at academic conferences, attend AACSB Assessment Seminars and Conferences, and participate in other academic and professional development. The university s current enrollment is 2,700 students, of which the School of Business enrollment is 600 including 46 students in the MBA program. The mission of the School of Business Administration is to provide its diverse student population quality undergraduate and graduate-level educational programs that produce graduates with the knowledge and skills to help them excel in their business careers, further academic studies, and fulfill their personal potential. The School strives to enhance students academic experience through relevant faculty teaching activities, community service, applied scholarly endeavors relevant to the southwest Georgia region, and professional activities. This commitment includes abiding by the following standards: Honesty and integrity in interactions and undertakings Respect for the rights, differences, and dignity of others Accountability for personal behavior

3 Since the last fiscal year, the School of Business has made significant strides in the areas identified by the visiting committee, including: Faculty publications and conferences 14 Faculty participated in academic presentations and peerreviewed publications within the last year. The professionally qualified faculty who hold senior-level positions have been continuously active in their profession and have maintained their qualifications. Assessment We have documented and refined our assurance of learning to have a systematic process for planning, implementation, evaluation and recommendation for improvement (closing the loop).

4 INTRODUCTION The faculty, staff, and administration of the School of Business Administration at Georgia Southwestern State University are pleased to provide its AACSB International Initial Accreditation Deferral Report. The report describes successful resolution of the issues detailed in the team visit report, these were: 1. Academically /Professionally as well as Participating/Supporting faculty standards for undergraduate and graduate faculty needs to be more clearly defined and systematically implemented. (Standards 9 &10) 2. Expectations for graduate faculty classification should be definitive. (Standards 9 & 10) 3. Instruments and processes for Assurance of Learning should be coordinated and reviewed by the Assessment Committee. (Standards 16 & 18) 4. Although faculty discussions indicated that direct measures of Assurance of Learning were present, process should be established to report and collect those data. (Standards 16 & 18) 5. Measures of graduate program objectives are not currently at a mature stage. Direct and indirect assessments should be clarified and implemented during the next year. (Standard 18) RESPONSE TO CONCERNS 1. Academically /Professionally as well as Participating/Supporting faculty standards for undergraduate and graduate faculty needs to be more clearly defined and systematically implemented. (Standards 9 & 10) Response: The School of Business Administration faculty reviewed and approved a clear definition of Academically and Professionally faculty in April The guideline clearly defines requirements for academically and professionally qualified faculty. Exhibit I shows the definitions of Academic and Professional qualification for all participating and supporting faculty teaching in the School of Business Administration. Tables 9-1, 10-1, and 10-2 summarize how Standards 9 and 10 are met. Supporting documentation for these standards are found in the AQ/PQ Guideline and Faculty Vitae (Exhibit II).

5 EXHIBIT I SCHOOL OF BUSINESS ADMINISTRATION Academically and Professionally Faculty I. Academically Faculty A faculty member teaching in the School of Business Administration will be considered academically qualified (AQ) provided s/he meets the following conditions: 1) Must have an earned doctorate degree in their teaching field or related field. 2) Must have published a minimum of: 3 refereed articles (at least two must be a journal article, the other may be a refereed conference proceeding article) in the most recent 5-year period. Exceptions: (i) Faculty with a master s degree in taxation or a combination of graduate degrees in law and accounting will be considered as having a terminal degree to teach taxation. (ii) Faculty members who are ABD will be considered AQ if they are completing their first year of service in the School of Business Administration. (iii) Faculty members who have received a terminal degree in the discipline in which they teach within the last 5 years will be considered AQ. II. Professionally Faculty A faculty member in the School of Business Administration will be considered professionally qualified (PQ) provided s/he meets the following conditions: 1) Must have an earned master s degree or doctorate degree in their teaching field. 2) Must have and maintain relevant business experience in their field of teaching as demonstrated by the following: a) Is currently holding a senior level full-time, part-time or consulting position with responsibilities related to the field in which s/he is teaching, or b) Has held a full-time senior level position with responsibilities related to the field in which s/he is teaching within the last 5 years, or c) Has completed 1 refereed article over the past 5 years.

6 2. Expectations for graduate faculty classification should be definitive. (Standards 9 & 10) Response: The Scholarship Committee has reviewed and increased expectations for all academically qualified faculty. Exhibit I shows the new guidelines for academically and professionally qualified graduate faculty. The guideline is definitive, with a higher level of expectation than before, and systematically implemented. Standard 9. The school maintains a faculty to provide stability and ongoing quality improvement for the instructional programs offered. The deployment of faculty resources reflects the mission and programs. Students in all programs, majors, areas of emphasis, and location have the opportunity to receive instruction from appropriately qualified faculty. Table 9-1 shows that Georgia Southwestern State University s participating faculty size is adequate in relation to AACSB accreditation standards and the mission of the School of Business Administration. The table below shows the adequacy of participating faculty in the School of Business Administration. Table 9-1 Georgia Southwestern State University SUMMARY OF FACULTY SUFFICIENCY IN DISCIPLINE AND SCHOOL (USING STUDENT CREDIT HOURS) Academic Year Participating or Supportive (P or S) Amount of teaching if P Amount of teaching if S Accounting Fall Spring Total Fall Spring Total Bishop, Carol P Dorestani, Alireza P Howell, Curtis P Jourdan, Jessica P TOTAL ACCOUNTING 969 1,005 1, % Ratio Participating or Supportive (P or S) Amount of teaching if P Amount of teaching if S Economics Fall Spring Total Fall Spring Total Szmedra, Philip P Kooti, John P TOTAL ECONOMICS % Ratio Participating or Supportive (P or S) Amount of teaching if P Amount of teaching if S Finance Fall Spring Total Fall Spring Total Valentine, Randall P TOTAL FINANCE % Ratio

7 Participating or Supportive (P or S) Amount of teaching if P Amount of teaching if S Management Fall Spring Total Fall Spring Total Cheokas, Gaynor P Fathi, Michael P Grimes, Mark S Heshizer, Brian P Jourdan, Zack P Ledman, Robert P Murie, Shaun P NeSmith, Bill S Perry, Shannon P Stone, Eric S Wilson, Liz P TOTAL MANAGEMENT 2,121 2,001 4, % Ratio Participating or Supportive (P or S) Amount of teaching if P Amount of teaching if S Marketing Fall Spring Total Fall Spring Total Maldonado, Cecilia P Stovall, John P Valentine, Dawn P TOTAL MARKETING 999 1,215 2, % OVERALL TOTAL 4,837 4,908 9, % Ratio

8 Standard 10. The faculty has, and maintains, intellectual qualifications and current expertise to accomplish the mission, and to assure that this occurs, the school has a clearly defined process to evaluate individual faculty member s contributions to the school s mission. Tables 10-1 and 10-2 illustrate that Georgia Southwestern State University s School of Business faculty meet the minimum standard for academically qualified and professionally qualified by discipline.

9 Accounting Bishop, Carol Dorestani, Alireza Howell, Curtis Jourdan, Jessica Highest Earned Degree & Year MACC 1982 /ABD MTAX 2003 TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS AND PROFESSIONAL RESPONSIBILITIES (RE: Standards 2 & 10) Academic Year Number of Contributions during the last five years Date of First Appoint ment to School Percent of Time Dedicated to the School s Mission Academically Professionally Other Learning & Pedagogical Discipline- Based Contributions to Practice5 Scholarship5 Scholarship5 PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities PQ UG CPA License # 7279 Assessment Committee Co-chair AQ UG/GR AQ 3 4 UG/GR CPA License # PQ UG

10 Economics Kooti, John Szmedra, Philip Highest Earned Degree & Year TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS AND PROFESSIONAL RESPONSIBILITIES (RE: Standards 2 & 10) Academic Year Number of Contributions during the last five years Date of First Appoint ment to School Percent of Time Dedicated to the School s Mission Academically Professionally Other Learning & Pedagogical Discipline- Based Contributions to Practice5 Scholarship5 Scholarship5 PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities AQ UG/GR ADM AQ UG/GR Finance Valentine, Randall Highest Earned Degree & Year 2006 TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS AND PROFESSIONAL RESPONSIBILITIES (RE: Standards 2 & 10) Academic Year Number of Contributions during the last five years Date of First Appoint ment to School Percent of Time Dedicated to the School s Mission Academically Professionally Other Learning & Pedagogical Discipline- Based Contributions to Practice5 Scholarship5 Scholarship5 PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities AQ UG/GR

11 Cheokas, Gaynor Fathi, Michael Grimes, Mark Heshizer, Brian Jourdan, Zack Ledman, Robert Murie, Shaun NeSmith, Bill Perry, Shannon Stone, Eric Wilson, Liz Highest Earned Degree & Year MSA 1994 DBA 1985 DBA MBA 2004 JD 1997 MBA 1993 JD/MBA 2005/ TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS AND PROFESSIONAL RESPONSIBILITIES (RE: Standards 2 & 10) Academic Year Number of Contributions during the last five years Date of First Appoint ment to School Percent of Time Dedicated to the School s Mission Academically Professionally Other4 Learning & Pedagogical Discipline- Based Contributions to Practice5 Scholarship5 Scholarship5 PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities6 Management/HR Management PQ UG Director of Center for Business and Economic Development AQ UG ADM PQ Vice President, Sumter Regional Hospital AQ UG/GR AQ 2 4 UG AQ UG/GR PQ 1 UG Director PQ UG Law Partner PQ UG CEO PQ UG Plant Manager PQ 1 6 UG ADM

12 Marketing Maldonado, Cecilia Stovall, John Valentine, Dawn Highest Earned Degree & Year TABLE 10-1: SUMMARY OF FACULTY QUALIFICATION, INTELLECTUAL CONTRIBUTIONS AND PROFESSIONAL RESPONSIBILITIES (RE: Standards 2 & 10) Academic Year Number of Contributions during the last five years Date of First Appoint ment to School Percent of Time Dedicated to the School s Mission Academically Professionally Other Learning & Pedagogical Discipline- Based Contributions to Practice5 Scholarship5 Scholarship5 PRJ OIC PRJ OIC PRJ OIC Normal Professional Responsibilities AQ 4 9 UG/GR AQ 1 4 UG AQ 17 9 UG/GR

13 Table 10-2: Calculations Relative to Deployment of Faculty (RE: Standard 10) (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % Mission (From Table 10.1) PQ Faculty- % Accounting Bishop, Carol PQ 100 Dorestani, Alireza AQ 100 Howell, Curtis AQ 100 Jourdan, Jessica PQ 100 TOTAL ACCOUNTING Other2 Faculty - % % % 0.00 % Ratios Per STD 10 (AQ=50 %) (AQ+PQ=100%) AQ Ratio: AQ/(AQ+PQ+O) % AQ and PQ Ratio: (AQ+PQ)/(AQ+PQ+O) % (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % PQ Faculty- % Other2 Faculty - % Ratios Per STD 10 Economics Szmedra, Philip AQ Kooti, John AQ TOTAL ECONOMICS AQ (AQ=100 %) AQ/(AQ+PQ+O) 100 % 100 % (AQ+PQ=100 %) (AQ+PQ)/(AQ+PQ+O) 100 % 0 % 0 % 100 % (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % PQ Faculty- % Other2 Faculty - % Ratios Per STD 10 Finance Valentine, Randall AQ AQ (AQ=100 %) AQ/(AQ+PQ+O) 100 % 0 % 0 % 100 % (AQ+PQ=100 %) (AQ+PQ)/(AQ+PQ+O) 100 % 0 % 0 % 100 %

14 Table 10-2: Calculations Relative to Deployment of Faculty (RE: Standard 10) (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % PQ Faculty- % Other2 Faculty - % Management/ HR Cheokas, Gaynor PQ Fathi, Michael AQ Grimes, Mark PQ 30 0 Heshizer, Brian AQ Jourdan, Zack AQ Ledman, Robert AQ Murie, Shaun PQ 20 0 NeSmith, Bill PQ 40 0 Perry, Shannon PQ 50 0 Stone, Eric PQ 20 0 Wilson, Liz PQ 70 0 TOTAL MANAGEMENT/HR % % 0.00 % AQ/(AQ+PQ+O) % (AQ+PQ)/(AQ+PQ+O) 100 % (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % PQ Faculty- % Other2 Faculty - % Ratios Per STD 10 AQ (AQ=54.79%) (AQ + PQ)=100% Ratios Per STD 10 Marketing Maldonado, Cecilia AQ Stovall, John AQ Valentine, Dawn AQ AQ=100 %) TOTAL MARKETING (AQ + PQ)=100% AQ/(AQ+PQ+O) % 0.00 % 0.00 % 100 % (AQ+PQ)/(AQ+PQ+O) 100 % (Academic- AQ, Professional- PQ, Other-O) (From Table 10.1) AQ Faculty- % PQ Faculty- % Other2 Faculty - % GRAND TOTAL FOR SCHOOL 1, % RATIO % % 0.00 % AQ Ratio: AQ/(AQ+PQ+O) AQ and PQ Ratio: (AQ+PQ)/(AQ+PQ+O) Ratios Per STD 10 require ment for AQ = % % 100 % require ment for (AQ + PQ= 100%)

15 3. Instruments and processes for Assurance of Learning should be coordinated and reviewed by the Assessment Committee. (Standards 16 & 18) Response: The School of Business Assessment Committee (Dr. Cecilia Maldonado, Chair, and Carol Bishop, Co-chair) has: a) Reviewed the School of Business Assurance of Learning Manual, learning plan, learning goals, and instruments. As a result, the committee decided to provide a separate Assurance of Learning Manual for the undergraduate program and the graduate program. (Please see the Assurance of Learning Manual for Undergraduate and the Assurance of Learning Manual for Graduate. b) Systematically implemented the plan in conjunction with the faculty. Please see the Report of the Assessment Committee c) Continued implementation of the plan during the current academic year. Please see the Preliminary Report of the Assessment Committee Although faculty discussions indicated that direct measures of Assurance of Learning were present, process should be established to report and collect those data. (Standards 16 & 18) Response: The Assessment Committee has developed and faculty approved the process of collecting AOL data using direct measures. The Committee in collaboration with faculty has collected, analyzed, and reported AOL data to the School of Business faculty. Please see the Report of the Assessment Committee and the Preliminary Report of the Assessment Committee Measures of graduate program objectives are not currently at a mature stage. Direct and indirect assessments should be clarified and implemented during the next year. (Standard 18) Response: The Assurance of Learning Manual for Graduate and the Report of the Assessment Committee and the Preliminary Report of the Assessment Committee show that the MBA program Assurance of Learning is at a mature stage.