Speaking from Experience: AACSB Continuous Improvement Review under 2013 New Standards
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1 Speaking from Experience: AACSB Continuous Improvement Review under 2013 New Standards
2 Review Team Stefanie A. Lenway (Chair), The Eli and Edythe L. Broad Dean, Michigan State University Francois Ortalo-Magne, Albert O. Nicholas Dean, University of Wisonsin- Madison Thomas Gilligan, Dean, The McCombs Business School, University of Texas at Austin
3
4 AACSB 2013 New Standards Standard 1: Mission, Impact, and Innovation Standard 2: Intellectual Contributions and Alignment with Mission Standard 3: Financial Strategies and Allocation of Resources Standard 4: Student Admissions, Progression, and Career Development Standard 5: Faculty Sufficiency and Deployment Standard 6: Faculty Management and Support Standard 7: Professional Staff Sufficiency and Deployment Standard 8: Curricula Management and Assurance of Learning Standard 9: Curriculum Content Standard 10: Student Faculty Interactions Standard 11: Degree Program Educational Level, Structure, and Equivalence Standard 12: Teaching Effectivenes Standard 13: Student Academic and Professional Engagement Standard 14: Executive Education Standard 15: Faculty Qualifications and Engagement
5 AACSB 2013 New Standards Themes Innovation Impact Engagement
6 Standard 1: Mission, Impact, and Innovation The school articulates a clear and distinctive mission, the expected outcomes this mission implies, and strategies outlining how these outcomes will be achieved. The school has a history of achievement and improvement and specifies future actions for continuous improvement and innovation consistent with this mission, expected outcomes, and strategies.
7 Standard 1: Mission, Impact, and Innovation The mission of the Smeal College of Business at the Pennsylvania State University is to provide quality education at the undergraduate, masters, and doctoral levels through exposure to leading faculty, dedicated academic and career advisers, and alumni mentors from some of the world s top companies.
8 Standard 1: Mission, Impact, and Innovation The College achieves its mission through four guiding strategic goals all aimed toward the vision of the college being a Top 5 business school. Providing an extraordinary education for our students, Supporting and producing top research that impacts the academy and society, Continuing to build a rich dialogue with society, and Growing a community with distinction, driven by values of honor, diversity, and respect
9 Standard 1: Mission, Impact, and Innovation The school and university understand the value of clear strategy but we do not see one developed in line with the requirement of Standard 1. In particular Standard 1 requires the school articulates a clear and distinctive mission with expected outcomes and outline how outcomes will be achieved.
10 Standard 3: Financial Strategies and Allocation of Resources The school has financial strategies to provide resources appropriate to, and sufficient for, achieving its mission and action. The financial model does not allow the school to deal appropriately with significant variations in undergraduate enrollment and incentivizes dispersed entrepreneurial activities that does not appear tied to a distinctive and focused strategy. The financial model does not support high quality degree program for all teaching and learning delivery methods because of the bias it introduces in favor of online and non-residential programs.
11 Standard 8: Curricula Management and Assurance of Learning Curricula facilitate student-faculty and student-student interactions appropriate to the program type and achievement of learning goals. The school demonstrates appropriate early steps toward articulating learning outcomes for each of their programs and relevant assessment strategies. The next step ought to involve moving from the current high-level uniform outcomes across programs toward articulating specific outcomes for each program.
12 Standard 14: Executive Education If applicable, executive education (activities not leading to a degree) complements teaching and learning in degree programs and intellectual contributions. The school has appropriate processes to ensure high quality in meeting client expectations and continuous improvement in executive education programs. Executive Education is aligned with the strength of the school. More could be done over time to ensure continuous improvement in Executive Education.
13 Standard 15: Faculty Qualifications and Engagement The school maintains and strategically deploys participating and supporting faculty who collectively and individually demonstrate significant academic and professional engagement that sustains the intellectual capital necessary to support high-quality outcomes consistent with the school s mission and strategies. Per Standard 15, School should develop specific policy to provide criteria by which qualification status and granted and maintained. It appears the clinical faculty could benefit from greater clarity as to expectations for advancement.
14 Standard 15: Faculty Qualifications and Engagement Scholarly Academics are research active faculty who publish in scholarly journals, hold journal editorships, supervise doctoral candidates, are invited to present at academic or professional meetings, and have works in progress. These faculty are tenured or tenure track faculty appointments.
15 Standard 15: Faculty Qualifications and Engagement Practice Academics are faculty who publish in professional or trade journals, are quoted in the media, teach executive education, present at academic or professional meetings, receive teaching awards, have editorial responsibilities, receive grants and contracts, develop curricula, and engage in professional activities like consulting. These faculty have doctoral degrees and hold tenured, tenure track, or clinical faculty appointments.
16 Standard 15: Faculty Qualifications and Engagement Scholarly Practitioners are faculty who publish in scholarly journals, are invited to present at academic or professional meetings, and are asked to be expert witnesses. These faculty may or may not have a doctoral degree, but are highly regarded in their profession as experts in the field or discipline.
17 Standard 15: Faculty Qualifications and Engagement Instructional Practitioners are faculty who engage in professional development to stay current in subject/discipline, apply for grants, give professional presentations, are active on college and university committees, advise students, are excellent teachers, supervise student case competitions, and develop innovations to the curriculum. The majority of faculty members in this category at Smeal hold master s or higher level degrees.
18 AACSB 2013 New Standards Themes Innovation Online Supply Chain Master s Program Research, Instruction, and Information Technology (RIIT) Group Intellectual contributions exceeded the standard Quality of intellectual contributions (peer review journals or equivalent outcomes) exceeds the standard
19 AACSB 2013 New Standards Themes Impact Research Centers Intellectual contributions exceeded the standard Quality of intellectual contributions (peer review journals or equivalent outcomes) exceeds the standard While the Smeal College has a webpage entitled Research with Impact, the college could do more to be specific to how going forward the impact of research will be measured beyond citations and mentions in the press.
20 AACSB 2013 New Standards Themes Engagement The school does a great job in supporting and enhancing student-faculty interactions. The centers provide great opportunities to interact with corporate partners and work on applied projects. The school might consider establishing a position/team to oversee the development of corporate relations in support of a more focused corporate engagement strategy. The college could also benefit from exploring partnerships with other Penn State colleges in areas of strength.
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