ACCREDITATION PLAN GAP ANALYSIS AND ACTIONS TAKEN

Transcription

1 ACCREDITATION PLAN GAP ANALYSIS AND ACTIONS TAKEN Item Std Improvement Resources Needed Action Taken Timeline Person responsible Status 1 1 o Restructuring of Business School to more closely reflect the mission t 5 statement - Management Dept broken into two departments - Management and GSEFB Recruitment - Marketing Academics recruited to meet participating short fall. Finance, Economics and Management 2 9, 0 departments 1 recruited Professors with strong publication records. Policy to recruit academics who meet AACSB criteria of standards 9 and 10 has been drafted. Recruit International academics with high publishing record 3 10 e.g. Professor Mike Harvey from University of Mississippi and P. Jerry Francis to teach & work as mentors for research/ publishing activities with existing academic staff. Workload Model - Points allocation for tasks in the workload 4 9, 0 model 1 re-designed to emphasize the importance of publishing in PRJ's Research Focus - incentives to increase research activity & PRJ publications. - create mentor and development programs to increase research activity e.g. seminar series. AACSB Mentor suggested that incentives be built into the workload model that encourages academics to publish in highest quality journals None Restructure discussed and approved at FEC. Late 2007 $100,000 $70,000 None None 29/10/09: Ray to finalise recruitment guidelines for Business School. Limited expense, academic are embedded into teaching schedule. See list of international academics recruited. Changes to workload model approved at FEC. Please note that workload model has since been redrafted. Incentives built into workload model. Senior academics acting as research mentors built into service section of workload model, seminar series re-established and invigorated. Build incentives in to workload model. These incentives have been reviewed and included and ongoing Early 2008 Early 2008 Dean, AACSB AACSB a Dean, HOS, Director AACSB AACSB highest quality journals. in the Faculty's 2011 research plan. AACSB Mentor recommended that a recruitment strategy be 7 9, 0 implemented 1 that reflects AACSB faculty sufficiency and qualification criteria. Recruitment plan was already in place. Both the Dean and HOS-business have sign off on all recruitment. More formal guidelines have now been communicated to faculty, especially those responsible for hiring adjunct staff, indicating that all recruitment of academic staff on a full time basis must meet AACSB requirements (stds 9&10). Dean and HOS Business had already communicated to the university's Senior management group how this would impact the faculty's business model (e.g.. increase in cost of salaries on an ongoing basis (up to 5% of revenue increase). The faculty's recruitment strategy is developed each year and is embedded in its operational planning document from which budget funding is allocated by central administration. and On going AACSB and HOD

2 8 5 AACSB Mentor requested more information on how the university/faculty would maintain a 10:1 student teacher ratio and still produce PhD students (faculty funding) As above. SMG has accepted and budgeted for up to 5% increase in cost of salaries for Business faculty. Faculty will benchmark its work load model with specific interest in teaching vs. research workloads. University will review its PhD supervision policy so that only AQ staff can supervise PhD students. Dir AACSB to attend AACSB "Managing high performing faculty" seminar Faculty now ratified policy that requires principle supervisors of PhD students to have published at least three articles in Peer reviewed journals over the most recent 5 year period. Mid-2009 DVC, Dean, HOS, University HDR supervision policy complete. Faculty workload model updated relative to benchmark data (40% Teaching, 40% research, 20% teaching). accreditation completed seminar. 9 1,2,3 AACSB Mentor suggested that mission statement needed to: Be better defined; Needs to incorporate research and intellectual contributions: Needs to be measurable and provide a framework for continuous improvement; The strategic planning retreat involving internal and external stakeholders was held in late The mission statement was defined at this retreat and put in place for three years. An internal stakeholder group was to review the mission statement and add more operational goals in line with the mentors recommendations. A more comprehensive review will be conducted at the next strategic retreat and mission review retreat. Mission review process now complete with revised mission statement now operational - addresses mentor's recommendations. Faculty benchmarked other AACSB institutions to developed statement, plan was updated., Association Dean T&L AACSB Mentor requested that an agreed standard that defines AQ/PQ across the faculty be developed. AACSB Mentor requested that a comprehensive list of tasks expected from a participating staff member be developed. Faculty has gone through several interactions of its accreditation plan with the PAC and IAC. The AQ/PQ definitions have been revised based on the most recent communication with IAC. Policy documents have been altered and place on the faculty web page. Faculty to developed the list and add it to the policy that defines participating and supporting status for academic staff. Published on the faculty's web page. Faculty to develop definition and add to AQ/PQ status policy. Published on the faculty's web page AACSB Mentor requested that Management/ administrative academics have there AQ/PQ status defined

3 13 5, 9, 10 Mentor requested that the faculty review the teaching vs. research contribution ratio of it's staff. Faculty to review the ratio. The review revealed that the faculty has a number of academic not fulfilling the required combination of 40% teaching, 40% research and 20% service as outlined by the faculty's workload model. A number of academics are not fulfilling the research portion. A committee was formed that contains a cross section of stakeholders to re-work the workload model. All research active academics have their research progress reviewed during their year PDR session. Those academic who do not meet their agreed research activity will be required to teach addition classes and work to a plan aimed at them meeting such requirements. In short those academic who do not achieve the required number of publications to maintain AQ status will need to teach more. Faculty to develop AOL progress. All Program directors and AACSB administration officer to attend AACSB Assessment seminar in Singapore. to attend AOL seminar in Sydney. Program directors and admin officer attended seminar in Singapore., HOS to 21 AACSB Mentor requested that the metrics by which AOL will be measured be defined. AOL process has been developed based on embedded assessment. $20,000 First loop of process has been completed. A number of improvement actions have been recommended by the Curriculum and Quality Assurance Committee (CQAC - see development of committee below). Mid 2011, Associate Dean TL, AACSB administration officer, HOS, Program directors Curriculum and process changes recommended at the closing of the loop have been implemented (e.g. move to Capstone format) and loop has been closed for the second time.

4 Changes to workload model approved at FEC. Please note that workload model has since been redrafted AACSB Mentor suggested that faculty needed to be diligent with assigning peer and aspirant institutions. Peer and aspirant institutions were reviewed and considered satisfactory. AACSB Faculty has decided to revisit this recommendation and will discuss with New Mentor. New Mentor thought that the selected peers and aspirants were appropriate. to work with Japanese partner BBT to develop a continuous improvement strategy that satisfies AACSB concerns. worked with BBT management and developed a strategy to move BBT academics from supporting to participating status PAC request further information on My.Bond MBA program and how the faculty intended to address the participating vs. supporting status of its academics $15,000 After several interactions the PAC accepted strategic plan. In short, BBT academic will be required to participate in activities other than teaching: 1. A program Review Committee; 2. A student liaison committee; 3. A seminar schedule that will be compulsory for students to attend. While not required, academic participation in the activities listed in it P vs. S policy will be documented and audited. Early 2011, BBT Management IAC has requested further information on how Bond and BBT intend to migrate Japanese academics from a focus on publishing books and book chapters to PRJ's. BBT follows Bond's recruitment policy and the Director of the program for Bond must approve all appointments. Bond and BBT have developed further operations aimed at BBT lecturers viewing themselves a contributing to Bond's mission: student advisory roles, Bond-BBT research porthole, formal recording and reporting process of all activities other than teaching. Formal quality auditing process now in place. Reports available.

5 Identify those programs outside of the scope of accreditation and prepare exclusion applications. Programs identified and exclusion applications prepared and submitted. Policy for managing the scope of accreditation across the university submitted to Senior Management Group to 21 IAC requested that Bond apply for exclusions for those programs teaching traditional business subjects that were outside the scope of the designated AACSB accreditation. Exclusions status for application received back from AACSB. Humanities Faculty Communications Business and International Relations Business were the only programs not excluded. Humanities Faculty now working with Business faculty in preparation to meet all AACSB standards for these programs. Early 2010, AACSB Admin Officer. Humanities Faculty has now decided not to pursue AACSB accreditation and has decided to reduce the number of business subjects in it program to below that which would cause the programs to be within the scope of AACSB accreditation to to 21 IAC requested that Bond update its web site and program marketing collateral so that programs outside the scope of accreditation are not publicised as business programs. New Mentor Mike Tearney suggested that AOL process needs to be further detailed in the annual progress report. Discuss how the loop was closed and the recommendation made by the faculty's Curriculum and Quality Assurance Committee (CQAC) to recommend the introduction of a capstone unit for each program needs to be highlighted. Remove all programs that are outside of the scope of accreditation from the faculty's web site and marketing collateral. AOL team to write a detailed account of the AOL process. Director to meet with the Dean for preliminary discuss re the introduction of Capstone units. CQAC committee to meet and discuss the introduction of a capstone units. The changes to curriculum, including the introduction to capstone program formats, was ratified by CQAC, FTLC and FEC. Late 2009, University Marketing Director, Faculty Marketing Manager, Associate Dean TL, AOL team, CQAC, AACSB Task Force (as resources) New Mentor - Undergrad and post grad learning objectives need to be distinguishable New Mentor - Define acceptable percentage outcomes for levels 2 and 3 in the AOL metric Full report of AOL process and plan available. AOL team to work with program directors to ensure that undergrad and post grad learning objectives are distinguishable. AOL team to benchmark peer and aspirants and define levels accordingly. The Teaching and Learning Committee has set the acceptable levels of achievement for levels 2 and 3 of the assessment team metric. This is also a metric that the TLC will review on an ongoing basis. AOL team, ADT&L, CQAC, AACSB task Force (as resource) AOL team, AACSB Task Force (as resource)

6 accreditation to meet with Dean to discuss allocating additional resources to updating CV information. Meet with HOS to embed accountability for maintain CV data in the SEDONA database in academic PDR process. 22 2, 9 & 10 New Mentor - Ensure that CV data for academics remains current $40,000 It was ratified in the FEC that resources would be allocated to the ongoing maintenance of the SEDONA database. A data entry person has been employed and trained on the SEDONA database. All CV data entry is now the responsibility of this person, no academic has access to enter their own data. Working to a detailed schedule she contacts every academic each semester and makes updates to their CV data. She provides a report identifying which academic have not provided update information. The Director of AACSB communicates the names of these academic to the respective HOS's and tables report at each FEC., Dean, HOSs Mentor reviewed CV during 2011 visit and dicovered some discrepencies. Mentor assessed new process and schedule for updating all CVs and was satisfied that process will result in all discrepencies being addressed by Sept New Mentor - Show that BBT is an institution authorised to award degrees in its own right New Mentor - Ensure that BBT academics have input to curriculum New Mentor - Treat Bond-BBT group as a separate department Director of AACSB to obtain certificates of authorisation from BBT university. to ensure terms of reference for program review committee (Bond- BBT MBA) includes curriculum review. to update Sedona database to reflect Bond-BBT group as a separate department New Mentor - Check formulae for BBT lecturers contribution to the mission to work with AACSB administrator to rework the contribution to mission formulae based on new mentor's formulae. Director and administrator AACSB This was completed as per the Mentor's guidelines.

7 Task forces to develop summary update of progress for each standard New Mentor - provide an summary update of progress for all standards. This was completed. Further to this Continuous improvement teams were formed. Each team is accountable for maintaining a log of ongoing operational improvements related to each standard. The process is proactive rather than reactive and focused on identifying ways of improving systems and collecting the documentation required for the SER. Full report available. AACSB Task force team members Fay and Mignon to 21 New Mentor - provide update on continuous improvements initiatives mentioned in chapter 7 of Plan New Mentor - provide details on the creation of advisory boards AACSB Task Force members to provide update on continuous improvement initiatives. All continuous improvement initiative mention in chapter 7 of our accreditation plan have been completed with ongoing improvement efforts being embedded in the role of the continuous improvement teams formed in Minutes of team meetings and continuous improvement log available. AACSB task force members to update on the development of advisory boards. Heads of School have provded a report on their advisory boards. These reports are available for viewing. AACSB Task force team members Fay and Mignon AACSB Task force team members.