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FACULTY COMPOSITION AND DEVELOPMENT

The faculty is central to the College achieving its mission. The College seeks to attract and retain faculty members who share the College’s values and are committed to the College’s strategic vision. During the self-evaluation year, the College had 32 full-time and 27 part-time (8.25 FTE) faculty for a total of 40.25 full-time equivalent (FTE) faculty. The number of full and part-time faculty has increased over the last five years. During 1998-99 the College had 28 full-time and 20 part-time (6.25 FTE) faculty for a total of 34.25 FTE faculty. This chapter presents information on the processes and improvements since the last AACSB review in the areas of faculty planning, recruitment, selection, orientation, development, promotion, retention, renewal, size, composition, deployment, and qualifications.

FD.1 FACULTY PLANNING

FD.1: Faculty size, composition, qualifications, and development activities should result from a comprehensive planning process. The process must consider the school's teaching, intellectual contributions, and professional service responsibilities.

In the College of Administrative Science the faculty size, composition, qualifications, and development activities result from a comprehensive planning process. This process is continuous and is conducted with consideration of the College’s teaching, research, and professional service responsibilities consistent with the College’s mission.

The faculty, chairs, deans, Provost and President discuss and assess faculty needs on a formal and informal basis considering enrollment trends and financial trends. The following paragraphs describe the College’s process.

Inputs to the process for determining faculty size, composition and qualifications include: The strategic plan The existing array of programs, majors and specializations The existing full-time faculty by discipline Any retirement, resignation, or non-reappointment of full-time faculty The proportion of classes taught by part-time faculty The number of preparations per year of full-time faculty Projected student credit hours by discipline The demographic diversity of current full-time faculty Projected funds available Projected new programs, majors and specializations

Within the context of guidance from the Provost and President, the size and composition of the faculty in the College is determined by three ongoing activities of the faculty planning process. First, individual department chairs annually describe programs and project trends and faculty needs. Chairs identify staffing projections based on teaching requirements. The determination of the required specialization also considers research specializations and potential synergies. Second, the Faculty Composition and Development Committee (composed of the department chairs and chaired by the Dean) discuss and prioritize the staffing projections that have been identified in the departments. Third, the Dean negotiates with the Provost for the necessary budgetary resources to fill each required position and additional part-time faculty needs. These activities occur not only with the annual budgeting cycle but also when there is faculty turnover.

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The Provost takes into consideration the projected faculty needs from all colleges. After a review of all information, the Provost decides on the allocation of faculty positions by college and informs the deans. A similar decision is made about part-time faculty positions.

The Faculty Composition and Development Committee recommends faculty rank (lecturer, instructor, assistant, associate or full professor) for authorized positions. The Dean negotiates with the Provost for the budgetary resources commensurate with the rank. The department chair and the faculty search committee then determine the specific qualifications for candidates.

Finally, the Faculty Composition and Development Committee determines the annual budget for development activities. This occurs in conjunction with the annual budgeting cycle. Funded activities include participation in professional meetings, participation in professional development seminars, support for track chairs, and summer research fellowships for new faculty.

The College’s planning guidance since July 1998 from the Provost and President may be summarized in two parts: (1) increase student credit hours, and (2) use national benchmarks.

First, plan on a 5% annual increase in University enrollment and student credit hours until the University has added 1,000 full-time equivalent undergraduate students and 500 FTE graduate students. UAH’s Fall 1997 headcount enrollment was 6,464 (FTE=4,127). The goal was, and is, 1000 more FTE undergraduate students and 500 more FTE graduate students, or approximately 9,000 headcount enrollment (July 22, 1998 letter from President Franz to Chancellor Meredith). The 5-year goal was half of the above: 500 more FTE undergraduate students and 250 more FTE graduate students, or approximately 7,800 headcount. UAH’s Fall 2002 headcount enrollment was 7,045. The University’s growth rate is behind plan.

Second, use the University of Delaware national benchmark study’s ratio of full-time equivalent students to full-time equivalent instructional faculty by discipline to plan on the number of faculty needed for each discipline. In business disciplines this ratio was 20:1 and is the same as 300 undergraduate hours or 180 graduate hours per full-time equivalent instructional faculty.

The College’s faculty plan continues to be a net gain each year of 100 students and 800 semester credit hours (SCHs); a ratio of one full-time faculty for each 300 credit hours; and a maximum of 25 percent coverage by part-time faculty. The College’s planning goal continues to be an enrollment of 1,500 undergraduate and 300 graduate students; 14,400 SCHs for the Fall semester; and 48 full-time faculty. The credit hour to full-time faculty ratio of 300 is consistent with the median ratio of 298.7 for all AACSB schools [N=336] reported in the 2000-2001 Business Faculty and Staff Statistical Report.

The College’s growth rate has exceeded the plan. Consequently, we have made annual revisions in the College’s faculty plan. Table FD.1 displays a projection of full-time faculty needs for the next 5 years.


Table FD.1Projected Full-time Business Faculty Needs, 2003-2008

FallSemeste

r

TotalCollege

Enrollment

SemesterCreditHours(SCHs)

SemesterCreditHour

Increase(%)

Full-Time Faculty

SCH/300 Actual

1998 925 8,270 20.4% 27.6 281999 1,018 9,230 11.6% 30.8 312000 1,054 9,164 (0.7%) 30.5 312001 1,172 10,298 12.4% 34.3 312002 1,260 11,166 8.4% 37.2 32

Projected Projected Need2003 1,350 10,800 (3.3%) 362004 1,450 11,600 7.4% 382005 1,550 12,400 6.9% 412006 1,650 13,200 6.4% 442007 1,750 14,000 6.1% 4620081 1,800 14,400 2.9% 48

1 Goal reached.

AssessmentThe College’s faculty planning process has produced a structured faculty portfolio to meet the teaching, intellectual contributions and professional service responsibilities consistent with the College’s mix of degree programs and baccalaureate majors. The faculty planning process has worked relatively well until the last two years in maintaining a full-time faculty portfolio based on the ratio of one full-time faculty to 300 SCHs. During the last two years, the College’s enrollment and credit hour growth has exceeded the plan. Consequently, the College’s actual full-time faculty portfolio has not kept pace with its credit hour growth. The ratio has increased to 349 SCHs per full-time faculty. According to the 2000-2001 Business Faculty and Staff Statistical Report this ratio places the College near the 75th percentile [356.1] for all schools [N=336]. The College has provided the additional teaching responsibilities by increasing section sizes and adding full-time and part-time faculty. The College’s faculty is experiencing stress because they are unable to provide the type of learning experience for their students consistent with the features of their planned full-time faculty portfolio.

FD.2 FACULTY RECRUITMENT, SELECTION, AND ORIENTATION

FD.2.a: Recruitment and selection practices should be consistent with the school's mission and degree programs.

The University’s faculty recruitment and selection process is prescribed in Chapter 7.4 of the Faculty Handbook. The College follows it in recruiting and selecting qualified faculty who will be effective teachers, effective scholars, and who will make professional contributions to their disciplines and the community.A search committee is generally chaired by the relevant department chair and typically includes faculty in the discipline being recruited, faculty from outside the department, and at least one female. The Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost approve the search committee’s composition. The Search Committee drafts a position description, selection criteria, advertisement(s), _____________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 3

and a recruitment plan and submits them for approval to the Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost. The Search Committee receives applications, screens applicants and recommends the top candidates for on-campus interviews to the Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost.

Typically we ask final candidates to submit evidence of effective teaching, samples of research, and references about their potential development. At least two candidates are chosen for on-campus interviews. During the on-campus interviews, candidates present a seminar on their research to which the faculty and graduate students are invited. Candidates meet with members of the search committee, faculty from all departments, and the dean. UAH participants are asked to make assessments about the candidate’s effectiveness as a teacher and scholar, fit with the mission/vision of the College, collegiality as a member of the College, and prospects for growth to meet the College’s promotion and tenure requirements. UAH participants submit written evaluations to the Chair of the Search Committee.

The Search Committee identifies the acceptable candidates. The department chair reports the acceptable candidates and recommendations for hiring to the Dean. The Dean requests hiring approval from the Provost. When it is given, the Department Chair negotiates with the candidate. The Dean then submits a formal offer letter to the Provost for approval and delivery to the candidate.

Recently hired faculty report the following factors as the main reasons they were attracted to UAH.

UAH’s reputation as a national research university. The College emphasizes teaching and research. The College’s collegiality and culture of working together across disciplines. The Huntsville region is a stimulating place to live and work.

Recruitment and selection of part-time faculty follows University policy prescribed in Chapter 7.4 of the Faculty Handbook. The College advertises once each year for new applicants for part-time faculty positions. In addition, faculty members recruit applicants through their participation in professional associations in the Huntsville region. From these sources, each Department Chair develops a pool of applicants for part-time faculty positions. The chair secures from each applicant a resume, a transcript, and three letters of recommendation addressing the individual’s professional qualifications and perceived teaching effectiveness. The Department Chair and, in some cases, senior faculty interview the applicant and discuss the expectations of the course(s). The Department Chair makes a recommendation to the Dean who issues a formal letter of offer.

AssessmentThe faculty recruitment and selection process is consistent with the faculty resource plan. The process has enabled us to recruit faculty into the discipline vacancies in the faculty plan’s portfolio. Effectiveness in teaching and research provide additional outcome assessment measures.

The expectation of competent and effective teaching is a primary consideration for hiring. Collectively and individually, teaching effectiveness is formally assessed through the Student Instructional Evaluations (SIEs) and with the Educational Benchmarking, Inc. (EBI) student satisfaction surveys given to graduating students. Overall, the College receives good marks in the areas of teaching. More detailed results are discussed in the Instructional Resources and Responsibilities chapter.


The effectiveness of each faculty member’s research skills is another primary consideration for hiring. The process for the assessment of research effectiveness on an annual basis and for promotion and tenure cases is described in section FD.3.b.

The College’s record of faculty retention, tenure and promotion indicates successful recruitment. In 1997-98 the College had 25 tenured and tenure-earning faculty. Of these 25, plus the 16 faculty hired over the next five years, only 7 (17%) resigned and only one (2.4%) was not reappointed. During the same time, there were 9 individuals (22%) who were promoted and/or tenured.

FD.2.b: The school should have appropriate practices for the orientation of new faculty to the school.

The College has an excellent faculty orientation process that thoroughly communicates, on an ongoing basis, the College's performance expectations and available support infrastructure. It has evolved over many years and been improved by input from the faculty who have gone through it. It consists of four levels of orientation: the Provost offers an orientation to the University; the Dean offers an orientation to the College; the Department Chairs offer an orientation to the department and the faculty development process; and the faculty, through peer review, offer an orientation to the College’s culture of teaching, research, and service. The program begins during a candidate’s on-campus interview and ends in the fifth year with the preparation for promotion and tenure. A table that outlines the program details is available upon request.

Orientation for part-time faculty consists of three levels: the Department Chair’s orientation to the course and the department; the Dean’s orientation to teaching effectiveness; and the Provost’s orientation to University policies and procedures. The Department Chair discusses with the part-time faculty member the course’s objectives, the course’s master syllabus and actual syllabi recently used, class policies and procedures, office hours, department support services, office and computer facilities. The Dean provides each new part-time faculty member with a copy of McKeachies’ Teaching Tips for College Teachers. The Provost provides each new part-time faculty member a copy of the University’s Instructor’s Manual. In addition, the Department Chairs and the Dean invite the part-time faculty to participate in the professional and social life of the department and College.

AssessmentFeedback solicited from new faculty indicates that they are very satisfied with both the University’s and College’s orientation programs. Over time faculty have made suggestions for improvements to the College’s orientation program and that is how the current structure has evolved. New faculty in the College report that the peer-review process provides very helpful faculty development guidance.

FD.2.c: The school should demonstrate continuous efforts to achieve demographic diversity in its faculty.

The College’s dean, chairs and faculty have always emphasized the need to identify and recruit minority and women faculty, with employment decisions based upon a candidate's ability, experience, and other job related criteria. Each year the University reviews its EEO/AA program utilizing the various sources of information maintained under the program. Recruitment activities are structured to ensure that employment opportunities are communicated to women and minorities with selection made on the basis of relevant job qualifications. The University's EEO/AA efforts and results are described in detail in the University's Affirmative Action Plan. The full Plan, with annual updates, is available upon request._____________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 5

On October 22, 2001 Provost Radonovich announced that the institutional budget for 2002-03 would include funds for a tenure-track African-American faculty member in addition to any current vacancies. On July 10, 2002 President Franz appointed a nine person “Black Faculty and Administrator Recruitment and Retention Committee” chaired by the Provost. Five members are African-American and at least 50% of the membership will be African-American. Its main purpose is to advise the administration on the best methods for increasing and retaining black representation on the faculty and administrative staff.

The University divides its faculty into six faculty "job groups", one for each of the five colleges and one for the library. It compares its utilization rate of minorities, blacks, and females in each job group with the estimated availability rate for those classes of individuals. For job groups with less than fifty incumbents, a hiring goal is established when the utilization rate is less than 80 percent of the availability rate. Table FD.2.c details the statistics for the College. Until the year of the self-study, the utilization of faculty in the College has reflected availability and no formal hiring goals have been necessary. In the self-study year, 2002-03, preliminary analysis indicates that the availability ratios in each category increased, which may result in a hiring goal for females.

AssessmentThe College has demonstrated that its efforts to achieve demographic diversity in its faculty have been effective. While the institution continues its commitment to expand the representation of minority, black and female groups, intense competition among many potential employers for black and female doctoral degree holders in all disciplines remains a reality of the marketplace. A significant impediment to successful recruitment continues to be the disparity in salary levels at the University as compared with competing employers. As long as there is a continuation of fiscal constraints on the funding of public higher education in the state, as experienced in recent years, the College's ability to meet utilization goals will be handicapped.

FD.3 FACULTY DEVELOPMENT, PROMOTION, RETENTION, AND RENEWAL

FD.3.a: Processes should be in place to determine appropriate teaching assignments and service workloads, to guide and mentor faculty, and to provide adequate support for activities that implement the school’s mission.

TeachingThe University policy for full-time faculty members is a teaching load of four courses (12 semester hours) per semester which constitutes 80% of the workload. The other 20% of the workload consists of undergraduate advising, graduate student supervision, and service. All tenure track faculty members are expected to produce intellectual contributions, so one course equivalent is reassigned to research (20%), resulting in a teaching load of three courses (9 hours) per semester (60%). Non-research active faculty and clinical professors teach four courses. Specific course assignments are made by the chairs with consultation of the faculty. We try to minimize the number of course preparations for faculty and to get them on a two or three day teaching schedule.


Table FD.2.cDiversity of the College’s Full-Time Instructional Faculty

YearTotal

Employed1

Females Blacks Minorities

Availability

Estimate (%)

Utilization

(%)

Under-utilizatio

n?

Availability

Estimate (%)

Utilization

(%)

Under-utilizatio

n?

Availability

Estimate (%)

Utilization

(%)

Under-utilizatio

n?

2002-032

29 31.9 20.7 Yes 4.5 3.4 No 11.5 17.2 No

2001-02

28 27.3 21.43 No 2.8 3.57 No 9.9 17.86 No

2000-01

26 27.3 26.9 No 2.8 3.8 No 9.9 11.5 No

1999-00

27 27.3 29.6 No 2.8 11.1 No 9.9 18.5 No

1998-99

24 27.3 20.8 No 2.8 12.5 No 9.9 20.8 No

1 Does not include the Dean, Associate Dean, and department chairs. Does include part-time participating faculty.2 PreliminarySource: Annual UAH Affirmative Action Plans

Availability ratios are published every five years by the US Dept. of Education, National Center for Educational Statistics, Degrees and Other Awards Conferred by Institutions of Higher Education.

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Exceptions to the three courses per semester load are made for special assignments (Director of Assessment, graduate faculty advising, etc.). Department chairs review teaching loads each term and reallocate loads if necessary. The College’s Executive Committee reviews the assignments in the aggregate for consistency across faculty and for compliance with mission.

In pursuit of our mission to be the premier business school in North Alabama, the College promotes teaching excellence in a number of ways, first by propagating a culture where the importance of teaching is emphasized and rewarded, and second, by providing various instructional development opportunities:

The University has an Instructional Minigrant program to encourage and fund teaching innovation.

Each year the College hands out Outstanding Undergraduate and Graduate Teaching Awards selected from nominations by the students.

Each term Information Services offers a variety of tutorials to assist faculty with instructional technology such as providing courses over the web, and the use of Web CT and PowerPoint.

The dean provides all new instructors with a copy of Teaching Tips by Wilbert J. McKeachie upon their arrival at UAH, regularly distributes a flyer giving teaching tips, and funds professional development activities related to teaching.

ServiceIn Spring 1999 the College's governance structure was restructured to better reflect our organization (seven governance committees, one member from each department), and to try to keep the membership and chairmanship of the committees consistent over time. To help our junior faculty be successful in our profession, we explicitly try to keep their service responsibilities to a minimum. This process evolved informally. Then in Fall 2001 the Executive Committee established formal guidelines for making committee assignments (10-16-01 Memorandum). The guidelines are in keeping with the basic view that new faculty be given no institutional service obligations, second and third year faculty start getting introduced to the workings of the College by being assigned to a committee, by the fourth and fifth year they are beginning to give substantial support to the institution, and tenured faculty carry the bulk of the institutional service load.

Guidance and Mentoring of FacultyMuch of the guidance and mentoring of faculty is tied to the reappointment processes to be described in the next section (FD.3.b). However, independent of that review process there are both formal and informal mentoring processes in the College. The formal processes include the new faculty orientation process, the faculty brown bag series, and the annual award of College faculty development fellowships. These fellowships include cash awards the faculty member can use for faculty development.

The College’s orientation process is designed to do more than just present the College’s mission and responsibilities to the new faculty. It is our intent to integrate new faculty into the culture of the College and to show them the resources available to help them be successful. Formally, the process entails several steps and continues over several years as outlined in section FD.2.b. When successful, the process is enhanced by informal relationships that build between newer faculty members and individuals with experience.

The College’s brown bag series is a lunchtime forum for faculty members of all ranks to give research presentations to the College. These presentations serve several roles. First, and perhaps most importantly, it lets the faculty know what others in the College are doing. Common interests in research focus or in methodology arise, leading to cooperation and perhaps collaboration. This cross-discipline communication can be particularly important for research on technology and technology management topics specifically addressed in _____________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 8

our mission. Second, since early feedback can be extremely valuable, the brown bags give faculty a chance to present work in progress for comment. Third, it can trigger ideas for future research as well as giving junior faculty a chance to hone their presentation skills.

Every year the College awards two or three faculty development awards that give $1000-1500 to support an individual’s development activities. The Dean, with the advice of the Executive Committee, selects the recipients. The awards not only provide an individual with some additional research support, but also highlight the importance of research to the entire faculty.

FD.3.b: A formal, periodic review process should exist for reappointment, promotion, and tenure decisions that produces results consistent with the school’s mission and objectives. Within the total criteria used for evaluation, attention should be given to course development, effective teaching, and instructional innovations.

Reappointment Review ProcessThe reappointment review process follows University policy prescribed in section 7.8 of the Faculty Handbook. Depending on their status at the time of hire, individual faculty members are put on a one-year or two-year reappointment cycle. The reappointment process itself is rigorous and concentrates on the individual’s teaching acumen and research productivity. The individual faculty member assembles a dossier consisting of the Faculty Activity Report (see Volume II of the Self Evaluation Report for the format) and supporting documents which include copies of their teaching evaluations, course syllabi, sample tests and homework exercises, as well as a statement of their own assessment of their teaching success and their plans for future improvement. Evidence on research includes copies of any papers published or under review, and working papers, as well as descriptions of work in progress.

The dossier goes to a committee of senior faculty who evaluate the individual’s progress and his or her promise for future success. The committee evaluates the candidate’s effectiveness in teaching, research and service. Most importantly, the faculty committee makes suggestions on ways for the junior faculty member to improve. The goal is to find ways to help the faculty member to be successful. The committee’s report is honest and critical. In our collective opinion, this is the time to make suggestions and offer guidance since there is still time for a new faculty member to make adjustments in his or her priorities. The reviews in the third and fourth years are pre-tenure reviews and report on the candidate’s prospects for tenure.

The committee’s report goes to the chair of the department. The chair provides an independent review and incorporates the committee’s evaluation of the member’s work. Both the chair's recommendation report and the committee's recommendation report are given to the candidate. With this guidance, the faculty member prepares a faculty development plan. The entire package - dossier, both reports, and faculty development plan - is forwarded to the Dean.

The Dean reviews the dossier, along with the committee's and chair's reports, and then has a faculty development conference with the individual faculty member. They discuss the reports and the faculty member's faculty development plan. Then the Dean confers with the Provost and prepares a reappointment guidance letter to the faculty member. The Dean sends the official reappointment letter to the faculty member by March 1 for first year faculty and May 1 for faculty after the first year.The department chair meets with the reappointed faculty member to discuss concerns and to prepare the objectives of the faculty member's development plan for the next two years. _____________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 9

The chair prepares an annual performance evaluation and includes the faculty member's development plan.

Faculty Review Process, All FacultyFaculty members are encouraged to seek out senior faculty and/or visit their chair for additional advice. Faculty members are also encouraged to take the revaluation committee’s report very seriously as the members of the reappointment committee are likely to be on future tenure and promotion committees.

Promotion Review ProcessSee Section 7.10 of the Faculty Handbook (web address available in the Preamble)

Tenure Review ProcessSee Section 7.9 of the Faculty Handbook (web address available in the Preamble)

FD.3.c: The school should support continuing faculty intellectual development and renewal.

The mission statement for the University states, "UAH fosters…an engagement in the pleasure and challenge of a lifetime of learning". In the College we strive for such engagement for our faculty, staff, and students. The culture of this college is one of scholarship. We celebrate one another’s successes and use that success to fuel our own motivation to learn. Senior faculty engage in a variety of scholarly activities, including basic academic research, applied research, consulting, teaching initiatives, as well as others. A variety of support mechanisms are in place to enhance this lifetime-of-learning culture. The following list gives some of the more important examples:

The University offers several mini-grant opportunities in which faculty can get up to $10,000 to support their research. These research grants not only channel resources to the faculty, but the application and evaluation process is used as a learning tool to show faculty how to apply for grants from foundations outside the University.

The Provost's office also provides funds for teaching grants. These funds typically go to faculty members who have an interest in trying some innovation in their classes.

Within the College the Richard A. Witmondt faculty fellowships provide funds that directly support junior faculty research.

The C. David Billings faculty fellowship directs faculty development funds to senior faculty members in the College.

The University encourages continued intellectual development by waiving tuition for faculty and staff who want to take courses.

Sabbatical and leave of absences are available for qualified faculty who have an approved plan of study for the grace period.

Graduate Assistants are assigned to each department to assist faculty. College of Administrative Science Research Seminars (i.e. the “Brown Bags”). Computer Hardware, Software, and Databases. Technical support from the Director of Information Systems and the staff of the

Network Support Office (NSO). Funds to support travel to, and participation in, professional meetings.

The culture of continuous learning and academic excellence is also promoted by celebrating the success of our colleagues. While much of this recognition is informal, there are several specific awards used to draw attention to those individuals who have made an extraordinary contribution. There are University wide awards as well as awards within the College._____________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 10

The UAH Foundation Award for Research and Creative Achievement The UAH Foundation Award for Distinguished Teaching The CAS Outstanding Research Award The CAS Outstanding Undergraduate Teaching Award The CAS Outstanding Graduate Teaching Award The CAS Outstanding Service Award The Richard A. Witmondt Faculty Fellowship The C. David Billings Faculty Fellowship

In addition to shining a light on the work of extraordinary individuals who deserve the recognition, these awards demonstrate the University's and College's commitment to scholarship.

Over the last five years, 100 percent of the faculty were engaged in some form of continuing intellectual development activity and renewal. Over 78 percent produced at least one referred publication, and over 90 percent produced a publication and/or some type of relevant participation in an academic or professional association. Table FD.3.c indicates the types of activities for each faculty member as documented in the Faculty Activity Reports.

FD.3.d: The school should support faculty participation in academic and professional organizations.

The College considers it important for its faculty members to participate in their respective academic disciplines. Participation at professional and academic meetings is central to this effort. Consequently, the College has consistently supported travel for any faculty member presenting a paper at a professional meeting. Unfortunately the College’s travel funds are not sufficient to cover every expense for every request. Hence, some opportunities may be missed and individuals may, at times, have to cover some of the expenses themselves. An enhancement of these funds is an important goal of the College. Table FD.3.c gives a summary of the faculty's participation in meetings. Table IC.4 gives a summary of the faculty’s presentations at meetings and proceedings publication, while Tables IC.1 and IC.2 disaggregate that data.

Additional activities such as refereeing, organizing sessions at meetings, and serving as a session chair or discussant are examples of academic and professional service recognized by the College. Refer to the annual Faculty Activity Report format and the actual reports in Volume II of the Self Evaluation Report for the faculty’s participation in these activities.

FD.3.e: The school should have clear policies concerning outside faculty activities, both paid and unpaid, consistent with the school’s mission and with other institutional policies.

Section 9.3 of the Faculty Handbook addresses paid outside activities such as consulting outside of UAH, within UAH, and any other type of sponsored project. It also establishes a reporting procedure for such activity. The Staff Handbook includes policies on unpaid outside activities that are applicable to all UAH employees.


Table FD.3.cFall 2002 Faculty Engaged in Continuing Intellectual Development Activities

During 1998-2002

Full-Time Faculty PublicationConsulting/

Contract

RelevantAcademic/

ProfessionalAssociation

Participation

FacultyInternship

orSabbatical Manuscripts

AccountingAssociate Professors: Bryson

◙

Pendley ◙ ◙ ◙Assistant Professors: Kile

◙ ◙ ◙ ◙

Maddocks ◙ ◙Reed ◙ ◙

Lecturer: Geinert

◙ ◙

EconomicsProfessors: Schnell

◙ ◙

Schoening ◙ ◙ ◙Wilhite ◙ ◙ ◙ ◙

Associate Professor: Allen

◙ ◙ ◙

FinanceProfessors: Billings

◙ ◙ ◙

Evans ◙ ◙ ◙ ◙Associate Professor: Burnett

◙ ◙

Assistant Professor: Hall

◙ ◙ ◙ ◙ ◙

ManagementProfessors: Gramm

◙ ◙ ◙

Sherman ◙ ◙ ◙ ◙Assistant Professors: Bao

◙ ◙ ◙

Rogers ◙ ◙ ◙ ◙ ◙Weatherly ◙ ◙ ◙ ◙

Management Information SystemsProfessor: Gupta

◙ ◙ ◙

Associate Professor: Floyd

◙ ◙ ◙ ◙

Assistant Professors: Li

◙ ◙ ◙

Mok ◙ ◙ ◙Reid ◙ ◙ ◙ ◙

Templeton ◙ ◙Lecturer: Whitten

◙ ◙

Visiting Instructor: Knight

◙

Management ScienceProfessor: Stafford

◙ ◙ ◙ ◙

Associate Professor: Tseng

◙ ◙ ◙

MarketingProfessor: Simpson

◙ ◙ ◙ ◙ ◙


Full-Time Faculty PublicationConsulting/

Contract

RelevantAcademic/

ProfessionalAssociation

Participation

FacultyInternship

orSabbatical Manuscripts

Assoc. Professors: Berkowitz

◙ ◙ ◙ ◙

Wren ◙ ◙ ◙Source: 2002 Faculty Activity Reports


FD. 4 FACULTY SIZE, COMPOSITION, AND DEPLOYMENT

FD.4.a: The school should maintain a full-time faculty sufficient to provide stability and ongoing quality improvement for the degree programs offered.

The College of Administrative Science consists of a very stable full-time faculty of highly trained, academically and professionally qualified individuals. The stability and ongoing quality improvement of our degree programs is enhanced by a (Fall 2002) full-time faculty that is:

91% terminally qualified; 91% academically or professionally qualified; 56% tenured; and has an average length of service at UAH of 9.7 years.

More detailed information about the faculty for each of the last five years is shown in Table FD.4.a – 1 (Faculty Size, Composition, and Qualifications). In the interest of brevity, only data for the Fall 2002 faculty is presented here. Data for the previous four years is available upon request. The Table provides information about the number of full-time faculty and, individually, about their degrees, teaching fields, teaching loads, number of preparations, peer reviewed intellectual contributions, referred journal articles, and classification as academically or professionally qualified or other.

Adequate Faculty ComplementTable FD.4.a – 2 summarizes the size, composition, and qualifications of the faculty into a set of relevant faculty computations. The College’s full-time equivalent (FTE) faculty has exceeded the minimum full-time equivalent (MFTE) faculty required each year during the last five years. The FTE/MFTE faculty ratio has declined from 1.64 to 1.39 over the last five years. See Exhibit IN.1.

The College has made commitments to two alternate mechanisms for delivering quality instruction. The first is to allow, on a rotating basis, four of our graduate courses to be videotaped for students in the Engineering Management masters and Ph.D. distance learning programs. The additional engineering management enrollments in each of these four courses have been low and have not impacted the MFTE. The second is to offer a lower division finance course, FIN 100 (Personal Finance), asynchronously over the web. Its enrollments have impacted the MFTE for finance, and the finance faculty complement could be appropriately smaller than the finance MFTE.

The University has authorized the College to appropriate 20% of the tenure track faculty’s time to research. Consequently, the faculty complement should be larger than the MFTE in order to meet the research and professional service responsibilities of the College. An appropriate ratio of the actual number of FTE faculty to MFTE faculty should be 1.4 to provide a margin of excellence to deliver the research and professional service mission elements. The College has achieved this margin of excellence in each of the five years of review except Fall 2002 when the ratio was 1.39.

Adequate Full-Time Faculty ComplementThe full-time faculty complement has been more than 75 percent of the MFTE faculty each semester during the last five years.


Teaching LoadsThe College’s mission includes an explicit commitment to intellectual contributions. To support this commitment, teaching loads do not exceed 12 hours per semester for any faculty member. Since our College has a graduate program without a Ph.D. program, teaching loads are adjusted down and do not exceed 9 hours per semester for research active tenure track faculty. Most faculty have 2 or 3 preparations per academic year. During 2002-03, five tenure-track faculty had 4 preparations and three faculty had 5 preparations. See Table FD.4.a – 1. Faculty resources are managed to permit faculty members to meet the expectations that are held for them with regard to teaching, intellectual contributions, institutional service and professional service as derived from the College’s mission.

FD.4.b: The deployment of faculty resources reflect the school's mission and degree programs. Students in all programs, majors, areas of emphasis, and locations should have the opportunity to receive instruction from appropriately qualified faculty.

The College has deployed faculty resources with priorities to meet first, its teaching mission element; second, to meet its research mission element; and third, to meet its professional service mission element. Within the deployment of faculty resources to its teaching mission element, the College has given priority to the disciplines with majors in the BSBA degree program and with graduate degree programs. Those disciplines without majors are business legal studies, economics, and management science. The College has a Master of Science in Management with a focus on management of science and technology. The College added a Master of Accountancy degree program in Spring 1998 and a Master of Science in Management Information Systems degree program in Fall 2001. See Table FD.4.b – 1 for deployment of full-time faculty resources by discipline.

The College has supplemented its full-time faculty resources by taking advantage of the rich pool of academically and professionally qualified individuals in the high-technology industries in the Huntsville area. These individuals bring specialized experiences to the classroom by serving as class speakers, internship mentors, co-operative education supervisors, part-time faculty, and participating part-time faculty.

The College defines participating part-time faculty as those individuals who are engaged in the major academic issues of the College and are considered long-term members of the faculty even though their position with the College is not their principal employment. These include individuals who hold joint appointments with other units of the University. Three attorneys in the University’s Office of Counsel serve as the BLS faculty and are responsible for the BLS curriculum. The Director of the UAH Research Institute teaches the introductory technology management course in the MSM program. The University’s Director of Learning Technology teaches MIS courses, and a member of the Center for Management and Economic Research teaches economics courses. See Table FD.4.b – 2 for deployment of full-time and participating part-time faculty by discipline.


Table FD.4.a – 1Faculty Size, Composition, and Qualifications, Fall 2002

Full-Time Faculty

Full-Time Faculty1 Degree/Field

PrimaryField of

TeachingResearch

FTE AQ 2 PQ 3 Other

Teaching LoadFall/

Spring

TotalNumber of

CoursePreparation

sin

AY 2002-03

Numberof

Peer-Reviewed

IntellectualContributions4

Number ofJournalArticles5

Accounting Associate Professors

Bryson, Eugene Ph.D./ACC ACC 1 1 12/9 4 0 0

Pendley, John Ph.D./ACC ACC 1 1 9/9 3 6 5

Assistant Professors

Kile, Charles Ph.D./ACC ACC 1 1 9/9 4 5 5

Maddocks, Merle Ph.D./ACC ACC 1 1 9/12 4 0 0

Reed, Donna Ph.D./ACC (1999) ACC 1 1 9/9 3 0 0

Lecturer

Geinert, Anita MS/ACC ACC 1 1 9/9 4 0 0

Business Legal Studies None

Economics Professors

Schnell, John Ph.D./ECN ECN 1 1 9/9 3 2 1

Schoening, Niles Ph.D./ECN ECN 1 1 9/9 2 2 2

Wilhite, Allen Ph.D./ECN ECN 1 1 6/3 2 10 4

Associate Professor

Allen, David Ph.D./ECN ECN 1 1 9/9 4 3 3

Finance Professors



PrimaryField of

TeachingResearch

FTE AQ 2 PQ 3 Other

Teaching LoadFall/

Spring

TotalNumber of

CoursePreparation

sin

AY 2002-03

Numberof

Peer-Reviewed



Billings, David Ph.D./ECN FIN 1 1 0/0 0 0 0

Evans, Dorla Ph.D./FIN FIN 1 1 9/9 4 2 1

Associate Professor

Burnett, John Ph.D./FIN FIN 1 1 7/7 5 3 3

Assistant Professor

Hall, Thomas Ph.D./ECN FIN 1 1 6/9 3 8 4

Management Professors

Gramm, Cynthia Ph.D./L&IR MGT 1 1 9/9 5 2 2

Sherman, Daniel Ph.D./OB MGT 1 1 3/3 2 6 3


Bao, Yeqing Ph.D./MKT MGT 1 1 9/6 3 9 4

Rogers, Edward Ph.D./HRM MGT 1 1 9/9 4 4 3

Weatherly, Elizabeth Ph.D./HRM,OB MGT 1 1 9/9 3 6 4

Management Information SystemsProfessor

Gupta, Jatinder Ph.D./ISE MIS 1 1 3/3 2 71 38

Associate Professors

Floyd, Steve Ph.D./MSC MIS 1 1 9/6 2 2 2


Li, Xiaotong Ph.D./MIS MIS 1 1 9/6 2 6 2

Mok, Wai Ph.D./CS MIS 1 1 9/9 5 8 3

Reid, Randall Ph.D./MIS MIS 1 1 9/9 3 8 5

Templeton, Gary Ph.D./MIS MIS 1 1 9/9 2 4 3

Lecturer

Whitten, Alan MS/Math MIS 1 1 3/4 4 0 0



PrimaryField of

TeachingResearch

FTE AQ 2 PQ 3 Other

Teaching LoadFall/

Spring

TotalNumber of

CoursePreparation

sin

AY 2002-03

Numberof

Peer-Reviewed



Visiting Instructor

Knight, Craig MBA/OM/ABD1998

MIS 1 1 9/9 2 0 0

Management Science Professors

Stafford, Edward7 Ph.D./MSC MSC 1 1 0/0 0 3 2

Associate Professors

Tseng, Fan Ph.D./MSC MSC 1 1 9/6 2 3 2

Marketing Professors

Simpson, James Ph.D./MKT MKT 1 1 3/6 2 6 4

Associate Professor

Wren, Brent Ph.D./MKT MKT 1 1 9/9 3 8 6

Assistant Professor

Berkowitz, David Ph.D./MKT MKT 1 1 6/6 3 10 6

Full-Time FacultySUBTOTAL 32 27 2 3 -- -- 197 117


Table FD.4.a – 1 (continued)Faculty Size, Composition, and Qualifications, Fall 2002

Part-Time Faculty

Part-Time Faculty Degree/Field

PrimaryField of

TeachingResearch

FTEAcademically

Qualified2Professionally

Qualified3 OtherTeaching

LoadFall/

Spring

Number ofPeer-

ReviewedIntellectual

Contributions4

Number of

JournalArticles5

Accounting Lecturers

Peterson, Betty MBA/Bus Adm ACC 0.25 0.25 3/3 0 0

Thomason, Bill MBA/ Bus Adm ACC 0.25 0.25 3/3 0 0

Business Legal Studies Assistant Professors

Rieder, Robert6 J.D./LAW BLS 0.25 0.25 3/0 0 0

Spearing, Michael6 J.D./LAW BLS 0.25 0.25 3/6 0 0

Woodward, William6 J.D./LAW BLS 0.50 0.50 6/6 0 0

Economics Lecturer

Mitchell, Ralph MSM/MOT ECN 0.50 0.50 6/0 0 0

Instructor

Berry, Derek6 MA/ECN ABD 1999

ECN 0.75 0.75 9/9 0 0

FinanceLecturer

Shoemaker, Jill MA/FIN FIN 0.25 0.25 3/0 0 0

ManagementProfessor

Rhoades, Richard6 Ph.D./Chem Eng MGT 0.25 0.25 3/3 0 0

Lecturers

Grayson, Denise MS/HRM MGT 0.25 0.25 3/0 0 0

Ofenloch, John MS/MGT MGT 0.25 0.25 3/0 0 0

Perry, Foster MA/IREL MGT 0.25 0.25 3/3 0 0


Part-Time Faculty Degree/Field

PrimaryField of

TeachingResearch

FTEAcademically


Qualified3 OtherTeaching

LoadFall/

Spring

Number ofPeer-


Contributions4

Number of

JournalArticles5

Reavis, Michelle MSM & MBA/HR MGT 0.25 0.25 3/0 0 0

Management Information Systems Lecturers

Floyd, John G. MS/IS & ECN-BUS

MIS 0.50 0.50 6/6 0 0

Frees, David MS/CS MIS 0.25 0.25 3/0 0 0

McCullars, Jim BS/COMP & BUS MIS 0.25 0.25 3/3 0 0

Newby, Chris MS/CS MIS 0.25 0.25 3/0 0 0

Scott, Barry6 MED/ABD1998 MIS 0.25 0.25 3/9 4 4

Management Science Lecturers

Ballenger, John P. Ph.D./ED PSY MSC 0.25 0.25 3/3 0 0

Banks, Sherman MS/EEMS/ADM. SCI.

MSC 0.25 0.25 3/0 0 0

Jamshidi, Hossein Ph.D./ISE MSC 0.25 0.25 3/3 0 0

Jones, Albert Ph.D./MSC MSC 0.25 0.25 3/3 0 0

Renz, Allen G. MS/IND ENG MSC 0.50 0.50 6/6 0 0

Tankersley, Michael MBA MSC 0.25 0.25 3/0 0 0

Marketing Lecturers

Brown, Jean MA/MKT MKT 0.25 0.25 3/6 0 0

Claybourne, Hilary MS/ Bus Adm MKT 0.25 0.25 3/6 0 0

Grayson, Denise MS/HRM MKT 0.25 0.25 3/0 0 0

Part-Time FacultySUBTOTAL 8.25 1.00 5.50 1.75 -- 4 4

Table FD.4.a – 1 (continued)Faculty Size, Composition, and Qualifications, Fall 2002


SUMMARY

Faculty1 Degree/Field

PrimaryField of

TeachingResearch

FTEAcademically


Qualified3 Other

TeachingLoadFall/

Spring

Number ofPeer-


Contributions4

NumberOf

JournalArticles5

Full-Time FacultySUBTOTAL -- -- 32 27 2 3 -- 197 117Part-Time FacultySUBTOTAL -- -- 8.25 1.00 5.50 1.75 -- 4 4

Total FTE Faculty -- -- 40.25 28.00 7.50 4.75 -- 201 121

1 A full-time faculty member is one whose major employment is with the College, whose primary assignment is in teaching, research, and/or service, and whose employment is based on a contract for full-time employees of the College.2 Based on the College’s “Policy on Faculty Qualifications” which the faculty formally adopted March 15, 2002. To be academically qualified as a member of the undergraduate faculty, the instructor must: (1) be ABD in a pertinent or closely related field for less than four years, or (2) have received a Ph.D. (or equivalent terminal degree, e.g. D.B.A or for business law, J.D.) in the pertinent or closely related field in the last five years, or (3) have a Ph.D. and have at least two scholarly contributions in a pertinent field published in the last five years with at least one being a peer-refereed journal article, scholarly monograph, chapter in a scholarly monograph, textbook, or editorially refereed scholarly article.3 Based on the College’s “Policy on Faculty Qualifications” which the faculty formally adopted March 15, 2002. To be professionally qualified both relevant academic preparation and relevant professional experience will be required to establish a faculty member as professionally qualified. The academic preparation should consist of a master’s degree in a field related to the area of the teaching assignment. The professional experience should be relevant to the faculty member’s teaching assignment, significant in duration and level of responsibility, and current at the time of hiring.4 Taken from the Faculty Activity Report, Section III.A items 1 through 6, and Section II.F5 Taken from the Faculty Activity Report, Section III.A items 1 and 46 Denotes participating part-time faculty member: those individuals that are engaged in the major academic issues of the College and are considered long-term members of the faculty even though their position with the College is not their principal employment.7 On sabbatical


Table FD.4.a – 2 Faculty Computations, 1998-2003

Fall 98

Spr 99

Fall 99

Spr 00

Fall 00

Spr 01

Fall 01

Spr 02

Fall 02

Spr 03

Full-Time Equivalent (FTE) Faculty1. Total undergraduate student credit hours (USCH) 7,346 7,216 8,287 8,127 8,286 8,447 9,218 9,221 9,909 9,6272. Total graduate student credit hours (GSCH) 933 870 955 837 878 907 1,080 1,113 1,257 1,2123. Undergraduate Minimum FTE (USCH÷400) 18.37 18.04 20.72 20.32 20.72 21.12 23.05 23.05 24.77 24.074. Graduate Minimum FTE (GSCH÷300) 3.11 2.90 3.18 2.79 2.93 3.02 3.60 3.71 4.19 4.045. Total Minimum FTE (MFTE) faculty required (3+4) 21.48 20.94 23.90 23.11 23.65 24.14 26.65 26.76 28.96 28.116. Actual number of FTE faculty from Table FD.4.a – 1 35.25 35.25 38.00 39.25 38.00 36.25 39.25 39.25 40.25 40.25

Full-Time Faculty7. Minimum full-time faculty required (5×0.75) 16.11 15.71 17.93 17.33 17.74 18.11 19.99 20.07 21.72 21.088. Actual number of full-time faculty from Table FD.4.a – 1

29 29 31 32 31 31 33 33 32 32

Academically Qualified (AQ) Faculty9. Academically Qualified MFTE undergraduate faculty (3×0.50)

9.19 9.02 10.36 10.16 10.36 10.56 11.52 11.53 12.39 12.04

10. Academically Qualified MFTE graduate faculty (4×0.75)

2.33 2.18 2.39 2.09 2.20 2.27 2.70 2.78 3.14 3.03

11. Total Academically Qualified MFTE faculty (9+10) 11.52 11.20 12.75 12.25 12.56 12.83 14.22 14.31 15.53 15.0712. Actual number of AQ FTE faculty from Table FD.4.a – 1

22.00 22.25 23.50 24.50 23.75 23.50 28.75 28.25 28.00 29.25

Academically or Professionally Qualified Faculty13. Minimum academically or professionally qualified FTE Faculty (5×0.90)

19.33 18.85 21.51 20.80 21.29 21.73 23.99 24.08 26.06 25.30

14. Actual number of AQ FTE faculty from Table FD.4.a – 1

22.00 22.25 23.50 24.50 23.75 23.50 28.75 28.25 28.00 29.25

15. Actual number of professionally qualified FTE faculty from Table FD.4.a

7.25 7.00 8.25 8.25 8.25 7.75 6.75 6.75 7.50 7.25

16. Actual number of academically or professionally qualified FTE faculty (14+15)

29.25 29.25 31.75 32.75 32.00 31.25 35.50 35.00 35.50 36.50

Academically Qualified Faculty without Doctoral Degree

17. Maximum FTE faculty AQ without doctoral degree 3.53 3.53 3.80 3.93 3.80 3.63 3.93 3.93 4.03 4.03_________________________________________________________________________________________________________________________________AACSB SELF-EVALUATION REPORT – FACULTY COMPOSITION AND DEVELOPMENT FD - 22

(6×0.10)18. Actual FTE faculty AQ without doctoral degree from Table FD.4.a – 1

1.00 1.00 3.00 2.00 1.50 1.50 3.00 3.00 2.00 2.50


Table FD.4.b – 1Deployment of Full-Time Faculty by Discipline, 1998-2003

Discipline

Fall 98 Spr 99 Fall 99 Spr 00 Fall 00 Spr 01 Fall 01 Spr 02 Fall 02 Spr 03

ACC 7 7 7 7 7 7 6 6 6 6BLS 0 0 0.25 0.25 0 0 0 0 0 0ECN 5 5 5 5 4 4 5 5 4 4FIN 4 4 4 4 4 4 4 4 4 4MGT 5 5 5.75 5.75 5 5 5 5 5 5MIS 3 3 4 5 6 6 8 8 8 8MSC 2 2 2 2 2 2 2 2 2 2MKT 3 3 3 3 3 3 3 3 3 3

TOTAL 29 29 31 32 31 31 33 33 32 32

Table FD.4.b – 2Deployment of Full-Time and Part-Time Participating Faculty by Discipline, 1998-2003

Discipline


ACC 7 7.25 7.25 7 7 7 6 6 6 6BLS 1 0.75 1.25 1.25 1 0.75 1 0.75 1 1ECN 5 5 5 5 4.50 4.50 5 5 4.75 4.75FIN 4 4 4 4 4 4 4 4 4 4MGT 5.25 5.25 6.25 6.25 5.25 5.25 5.75 5.25 5.25 5.25MIS 3 3 4 5 6 6 8 8 8.25 8.75MSC 2 2 2 2 2 2 2 2 2 2.75MKT 3 3 3 3 3 3.50 3.75 3.25 3 3

TOTAL 30.25 30.25 32.75 33.50 32.75 33.00 35.50 34.25 34.25 35.50


Student Credit Hours Taught by Full-Time FacultyDuring the five years under review, the College’s full-time faculty taught at least 60 percent of the total student credit hours delivered (see Table FD.4.b – 3). The full-time faculty plus participating part-time faculty delivered at least 75 percent of the instruction in each of the last 10 semesters (see footnote #3).

During the five years under review, full-time faculty taught at least 60 percent of the student credit hours in each discipline with the following exceptions (see Table FD.4.b – 3):

MIS during AY1998-99 and AY1999-00; Marketing in Fall 2001; Business Legal Studies, which is staffed with part-time participating faculty who are

full-time employees of the University of Alabama System Office of Counsel; Economics during Fall 2002; and Management Science during Spring 2000, Spring 2001, and AY2002-03.

During the five years under review, full-time faculty plus participating part-time faculty taught at least 60 percent of the student credit hours in each discipline with the following exceptions: MIS in AY1998-99 and AY1999-00, and Management Science in Spring 2000, Spring 2001, and AY2002-03. (An expanded Table FD.4.b – 3 with this data is available upon request.)

Percent of Degree Programs Taught by Full-Time FacultyDuring the five years under review, full-time faculty taught at least 60 percent of the student credit hours in each of the degree programs with the exception of the MS-MIS program in Fall 2002 (see Table FD.4.b – 4). In most semesters the coverage exceeded 70 percent.

Day and Evening ProgramsThe College does not offer a separate evening business program with separate admission standards, advising and degree programs. Students admitted to the College’s degree programs may take courses whenever they are offered. The College offers undergraduate courses predominately during the day and graduate courses during the evening. About 80 percent of the undergraduate credit hours are taught during the day, and more than 90 percent of the graduate credit hours are taught during the evening.

LocationsThe College offers degree programs only in Huntsville.

AssessmentThe College is becoming increasingly dependent upon part-time faculty to deliver its instructional programs. To meet the projected increase in credit hour generation during the next five years, the University would need to provide funding for additional full-time faculty. These additional faculty would need to include academically and graduate qualified faculty, and would need to be distributed across programs and disciplines consistent with the College’s mission and the students’ needs.

As long as fiscal constraints on the funding of public higher education in the state continue, as experienced in recent years and forecasted to worsen, the University’s ability to address this problem will be handicapped. Without these additional full-time faculty, in order to sustain the programs’ high quality the College will have to change its plan of enrollment growth to become congruent with the then available resources. Should this action occur, it will thwart the College’s planned rate of improvement in programs as well as the achievement of other high quality elements of the College’s strategic plan.


Table FD.4.b – 3Percentage of Total Student Credit Hours Taught by Full-Time Faculty by Discipline, 1998-2003

Discipline Fall 98 Spr 99 Fall 99 Spr 00 Fall 00 Spr 01 Fall 01 Spr 02 Fall 022 Spr 032

Accounting 94.4 82.5 80.1 88.2 89.8 85.5 94.8 85.4 88.6 89.7BLS1 0.0 0.0 8.6 36.6 0.0 0.0 0.0 0.0 0.0 0.0Economics 88.2 89.9 100 100 70.5 86.2 92.9 82.0 58.5 71.7Finance 87.3 100 93.5 88.1 100 100 100 99.7 88.0 100Management 67.6 67.0 79.1 83.3 85.3 88.5 81.8 80.0 67.8 77.7MIS 45.6 51.3 54.9 46.3 60.7 79.6 73.6 88.8 74.2 70.7Management Science 81.0 67.6 77.3 59.4 70.5 47.9 71.2 61.5 25.8 26.6Marketing 100 80.9 92.0 93.5 73.7 64.7 56.5 80.6 68.7 74.1TOTAL3 73.6 71.7 74.9 75.5 73.1 76.6 79.0 79.5 66.2 71.21 If the Business Legal Studies participating part-time faculty are included, then the percentage would be 100 in each semester.2 Dr. Stafford was on sabbatical Fall 2002 and Spring 2003. If the courses he would normally teach are included, the Management Science percentages would be 56.6 for Fall 2002, 55.2 for Spring 2003, and the TOTAL percentages would be 68.9 for Fall 2002 and 74.3 for Spring 2003.3 Full-time plus participating part-time faculty taught the following percentages of total student credit hours:

Fall 98 Spr 99 Fall 99 Spr 00 Fall 00 Spr 01 Fall 01 Spr 02 Fall 02 Spr 03TOTAL 80.5 78.1 90.8 80.1 81.6 87.4 87.5 85.2 77.3 82.8

Table FD.4.b – 4 Percentage of Student Credit Hours Taught by Full-Time Faculty by Degree Program, 1998-2003

Degree Program


BSBA 73 70 75 75 73 77 80 78 66 71MSM 77 85 74 81 76 76 74 91 64 70MAcc 92 100 89 100 85 100 92 100 87 100MS-MIS -- -- -- -- -- -- 83 100 50 611 Dr. Stafford was on sabbatical Fall 2002 and Spring 2003. If the courses he would normally teach are included, then in Fall 2002 the BSBA percentage would be 70, and in Spring 2003 the BSBA percentage would be 74 and the MSM percentage would be 77.


FD.5 FACULTY QUALIFICATIONS

FD.5: The faculty, in aggregate, should have sufficient academic and professional qualifications to accomplish the school's mission.

The faculty have sufficient academic and professional qualifications to plan and deliver the programs necessary to accomplish the College’s mission. They are summarized in Table FD.4.a – 1 (Faculty Size, Composition, and Qualifications). Volume II (Faculty Data Sheets) of the Self-Evaluation Report presents the detailed information about the faculty’s qualifications.

The College’s criteria for being academically and professionally qualified are as follows:

Master's Qualified: Master's qualification requires the completion of at least 18 graduate semester hours in the teaching discipline and a master's degree, or a master's degree with a major in the teaching discipline. In exceptional cases, outstanding professional experience and demonstrated contributions to the teaching discipline may be presented in lieu of formal academic preparation.

Professionally Qualified: Both relevant academic preparation and relevant professional experience will be required to establish a faculty member as professionally qualified. The academic preparation should consist of a master's degree in a field related to the area of the teaching assignment. The professional experience should be relevant to the faculty member's teaching assignment, significant in duration and level of responsibility, and current at the time of hiring.

Academically Qualified: Requires a combination of doctoral degree completion augmented by subsequent activities that maintain or establish preparation for current teaching responsibilities. An individual without a doctoral degree who has a specialized master's degree in a business-related field, has completed coursework in a business doctoral program, and is a current student in a business doctoral program may be considered academically qualified for a limited time. The College will seek to limit the number of academically qualified faculty without doctoral degrees to 10 percent of the full-time faculty.

Section IC.1 defines the types of intellectual contributions emphasized in the College. Contributions that appear in refereed journals, research monographs, scholarly books, chapters in scholarly books, textbooks, and papers published in proceedings from scholarly meetings are referred to as Type I Intellectual Contributions. We refer to the other outputs of intellectual contributions identified in the Standards as Type II Intellectual Contributions. For the purposes of determining the academic qualifications of faculty members, we consider only the following subcategories of intellectual contributions:

Type I.1 Peer-refereed journal articles and scholarly monographs Type I.2 Chapters in scholarly monographs Type I.3 Textbooks and editorially reviewed scholarly articles Type I.4 Proceedings publications Type II.1 Presentations at meetings

To be academically qualified as a member of the undergraduate faculty, the instructor must:

1. be A.B.D. in a pertinent or closely related field for less than four years, or2. have received a Ph.D. (or equivalent terminal degree, e.g., D.B.A., or for

business law, the J.D. will suffice) in the pertinent or closely related field in the last five years, or


3. have a Ph.D. and have at least two scholarly contributions in a pertinent field published in the last five years, with at least one being in subcategory I.1, I.2, or I.3.

Table FD.4.a – 2 presents information about the minimum requirements for full-time equivalent (FTE) academically and professionally qualified faculty and how the College’s faculty measure up to those requirements.

Academically Qualified Portion of the FacultyThe standard states that “the academically qualified portion of the faculty … should not fall below 50 percent of the … MFTE faculty” and “the percentage of academically qualified faculty required for a school with graduate degree programs should exceed the percentage required for schools with no graduate degree programs.” Our College mission includes graduate degree programs, but no doctoral program. Therefore, our calculation of the total academically qualified MFTE faculty is 50 percent of the undergraduate MFTE faculty plus 75 percent of the graduate MFTE faculty (row 11 in Table FD.4.a – 2).

The academically qualified portion of the faculty has exceeded the minimum requirement every semester by at least 80 percent, a ratio of 1.80. In Fall 1998 the ratio of actual academically qualified FTE faculty to the academically qualified MFTE faculty was 1.91 (22.00÷11.52). In Fall 2002 the ratio was 1.80 (28.00÷15.53). The other semesters yield similar ratios. (Compare rows 11 and 12 in Table FD.4.a – 2.)

Academically or Professionally Qualified FacultyThe number of FTE faculty who are either academically qualified or professionally qualified should constitute at least 90 percent of the MFTE faculty. The College exceeds this requirement each semester. In Fall 1998 the requirement was 19.33 and the actual number was 29.25. In Fall 2002 the requirement was 26.06 and the actual number was 35.50. (Compare rows 13 and 16 in Table FD.4.a – 2.)

Academically Qualified Without Doctoral DegreesThe number of FTE faculty who are academically qualified but do not possess doctoral degrees has been less than 10 percent of the total FTE faculty each semester. (Compare rows 17 and 18 in Table FD.4.a – 2.)

Distribution of Qualified Faculty Across Programs and DisciplinesAcademically qualified faculty are distributed across disciplines consistent with the College’s mission and the students’ needs. When the academically qualified MFTE requirement is applied to each discipline for the Fall 2002 semester, the number of academically qualified faculty is greater than the requirement for each discipline except in the service discipline of business legal studies. Refer to Table FD.5. The instructors in the business legal studies area are all professionally qualified participating part-time faculty.


Table FD.5Deployment of Academically Qualified Faculty by Discipline, Fall 2002

Discipline

Undergraduate Graduate Combined

SCH MFTE SCH MFTE MFTE AQMFTE

ActualAQFTE

Accounting 1758 4.40 300 1.00 5.40 2.95 3.00Business Legal Studies

549 1.37 42 0.14 1.51 0.78 0.00

Economics 1758 4.40 57 0.20 4.60 2.35 4.75Finance 1097 2.74 3 0.01 2.75 1.38 3.00Management 1068 2.67 291 0.97 3.64 2.07 5.00MIS 1987 4.97 381 1.27 6.24 3.43 7.25Management Science

1002 2.50 0 0.00 2.50 1.25 2.00

Marketing 690 1.72 183 0.61 2.33 1.34 3.00TOTAL 9909 24.77 1257 4.19 28.96 15.53 28.00

Summary of EffectivenessGiven the College’s severe and ongoing resource constraints, faculty planning can be difficult. Nevertheless, the College’s processes associated with structuring a faculty to achieve our mission have been quite effective. Significant effort is expended in the initial recruitment and selection process since a good hiring decision is a sound investment for both the College and the faculty member. Once hired, the College’s process for orienting new faculty to the culture and expectations of the College is thorough and methodical. It involves not only the dissemination of information but also a certain amount of mentoring from a wide variety of colleagues. Both these processes have been effective in producing a faculty with low turnover and a high rate of achieving promotion and tenure.

Good hiring decisions should result in a faculty energized by continuing intellectual activity. The College has been effective in cultivating a faculty in which everyone, over the last five years, engaged in some form of intellectual development activity and renewal, and 78 percent produced at least one refereed publication.

Collectively, the faculty possess the appropriate credentials and qualifications to deliver effective instruction and produce sound intellectual contributions. Supplemented by a rich pool of qualified professionals who teach part-time, they are deployed in a way that insures our student body of receiving instruction from qualified faculty.

Improvements related to faculty composition and development generally surface in the assessment of institutional data. Table FD – Summary provides several illustrations of a faculty composition and/or development problem or issue that was identified and assessed, leading to an improvement.


Table FD – SummaryEvidence of Continuous Improvement in the Area of Faculty Composition and

Development

Issue/Assessment(s) Action TakenFaculty Planning

Increase enrollment and SCHs Use Univ. of Delaware study’s FTE Students to FTE Instructional Faculty ratio as benchmark

Faculty Recruitment, Selection, and OrientationUncertainty over the P&T process1. Faculty feedback

Panel discussions with recently tenured faculty, PTAC members, and URB members added to the new faculty orientation process.

Faculty Development, Promotion, Retention, and RenewalIncrease recognition of faculty Divided the Outstanding Teaching Award into a

graduate award and an undergraduate award.

Instituted an Outstanding Service Award.

Hung display cases for showcasing faculty publications.

Faculty Size, Composition, and DeploymentNew MS-MIS degree program1. Review of faculty qualifications

Hire additional academically and professionally qualified MIS faculty

Faculty QualificationsLack of formal criteria1. Faculty feedback

Established formal criteria for qualifications as professional, academic, and graduate faculty.

Objectives and Plans for the Next Five Year PeriodThe Faculty Composition and Development Committee has formulated the following goals and plans for the next five years:

Decrease our reliance on part-time faculty. Increase the funds available to support faculty development via travel to

academic/professional meetings. Formalize, in writing, the College’s policy concerning the composition of faculty

workload.


Documents

Dcas.uah.edu/billind/AACSB/Self-EvaluationReport2002-03... · Web viewComputer Hardware, Software, and Databases. Technical support from the Director of Information Systems and the