INTELLECTUAL CONTRIBUTIONS And FACULTY DEPLOYMENT Part 2: Case Study Allan D. Spritzer East...

INTELLECTUAL CONTRIBUTIONS

And

FACULTY DEPLOYMENT

Part 2: Case Study

Allan D. SpritzerEast Tennessee State University

David Billings

The University of Alabama in Huntsville

AACSB Continuous Improvement Symposium

September 18, 2000

Peeler University

Case StudyCopyright © 2000

David Billings

The University of Alabama in Huntsville

Available at http://cas.uah.edu/billings/Peeler

David Billings, Intellectual Contributions and Faculty Deployment, page 2

• The purpose of this case study is to demonstrate how intellectual contributions impact decisions about deployment of faculty.

• The case focuses on the interactive application of Standards FD.4, FD.5 and IC.

• Any Similarity to institutions or individuals is coincidental, but not surprising.


OVERVIEW

• Faculty Size, Composition, and Deployment

• Faculty Qualifications

• Intellectual Contributions

• Quality and Quantity of Intellectual Contributions

• Academically Qualified Faculty

• Impact of Adding an MBA Program

• Graduate Faculty Qualifications


FD.4 FACULTY SIZE, COMPOSITON AND DEPLOYMENT

FD.4.b: The deployment of faculty resources should 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.


PEELER UNIVERSITY

AACSB has asked you to serve as the business advisor for Peeler University. This year is their self-evaluation year. You ask the Dean to send you

• Catalog and published materials about the school and its programs

• Roster of faculty for Section FD.4.a

• Faculty computations for Section FD.4.b


PEELER UNIVERSITY

You ask for drafts of three sections of the self-evaluation report.

• Mission

• Faculty Composition and Development, Sections FD4 and FD.5

• Intellectual Contributions


PEELER UNIVERSITY

You review the material and determine that Peeler University

• Is in Metropolis with a population of 250,000.

• Is in The Peeler Valley; known for its onions.

• Is a public regional university.

• Has schools of arts and science, education, and nursing.


PEELER UNIVERSITY

MISSION VISION


PEELER UNIVERSITY

• Offers a Bachelor of Business Administration degree

• Majors: ACC, ECN, FIN, MGT and MKT

• No graduate business degrees


PEELER UNIVERSITY

Relative Emphasis

80% Teaching

10% Research

10% Service

12 hour/semester teaching load 3 hour/semester reassigned for research and service15 hour/semester work load


PEELER UNIVERSITY

Faculty Size, Composition, Deployment and Qualifications

You receive self-reported information about

• Faculty size and composition - Table FD 4 a

• Faculty Computations - FD 4 b 1,

• Faculty Deployment - FD 4 b 2, and

• Faculty Qualifications - FD 5


PEELER UNIVERSITYFaculty Computations FD.4.b.1Full-Time Equivalent Faculty

1. Total undergraduate student credit hours (USCH) 9,801

2. Total graduate student credit hours (GSCH) 0

3. Total undergraduate SCH/400 (UMFTE) 24.5

4. Total graduate SCH/300 (GMFTE) 0

5. MFTE faculty required (3 + 4) 24.5

6. Actual number of FTE faculty from Table FD.4.a 36

Assessment: The faculty complement is larger than the MFTE. Congruent with FD.4.BFJ#1


PEELER UNIVERSITYFaculty Computations FD.4.b.1, continued

Full-Time Equivalent Faculty

7. Minimum full-time faculty required (5 x 75%) 18.4

8. Actual number of full-time faculty from Table FD.4.a. 34

Assessment: The full-time faculty constitute more than 75 percent of the MFTE. Congruent with FD.4. BFJ#2



Academically Qualified Faculty

9. Academically qualified MFTE undergraduate faculty (3 x 50%) 12.2

10. Academically qualified MFTE graduate faculty (4) 0

11. Academically qualified MFTE faculty (9 + 10) 12.2

12. Actual number of academically qualified FTE faculty from Table FD.4.a. 30

Assessment: The portion of academically qualified faculty is above the 50 percent minimum of MFTE required for a school with no graduate degree programs. *Need to review the classification of each faculty member as academically qualified. Check FD5 B7J#1.



Academically or Professionally Qualified Faculty

13. Minimum academically or professional qualified FTE (5 x 90%) 22.014. Actual number of academically qualified FTE faculty (12 above) 3015. Actual number of professionally qualified FTE faculty from Table FD.4.a. 416. Actual number of academically or professionally qualified FTE faculty (14 + 14)

34

Assessment: The total number of FTE faculty who are academically or professionally qualified or both are more than the minimum of 90 percent of the MFTE faculty. *Need to review the classification of each faculty member as academically or professionally qualified. Check on FD.5.BFJ#2.



Faculty Academically Qualified without Doctoral Degree

17. Maximum FTE faculty academically qualified without doctoral degree (6 x 10%) 3.6

18. Actual FTE faculty academically qualified without doctoral degree from Table FD.4.a. 4

Assessment: The number of FTE faculty who are academically qualified but who do not possess doctoral degrees exceeds 10 percent of the total FTE faculty. *Need to review the classification of each faculty member classified as academically qualified without doctoral degree. FD5BFJ#5

David Billings, Intellectual Contributions and Faculty Deployment, page17

AACSB

Intellectual contributions impact faculty deployment decisions because they contribute to the academic qualifications of individual faculty members.


AACSBWhat determines a faculty’s academic qualifications?

• Degree Completion

• Subsequent Activities

• Current Teaching Responsibilities


AACSB

“Academic qualifications requires a combination of original academic preparation (degree completion) augmented by

subsequent activities that maintain or establish preparation for current teaching responsibilities.”

FD.5 Faculty Qualifications, Interpretation


AACSBWhat does the phrase, “original academic preparation (degree

completion)…for current teaching responsibilities” mean?

“(1) A doctoral degree in the area in which the individual teaches.”“(2) A doctoral degree in a business field, but primary teaching responsibility in a business field that is not the area of academic preparation.”“(3) A doctoral degree outside of business, but primary teaching responsibilities that incorporate the area of academic preparation.”“(4) A doctoral degree outside of business and primary teaching responsibilities that do not incorporate the area of academic preparation.”“(5) Substantial specialized coursework in the field of primary teaching responsibilities, but no doctoral degree.”

FD.5 Interpretation


AACSB

What does the phrase, “…augmented by subsequent activities that maintain or establish preparation…” mean?

“Classification as academically or professionally qualified may be lost if there is no evidence of faculty development,

intellectual contributions, or current professional experience relevant to the teaching field within the five year period

preceding the accreditation review.”

FD.5 Basis For Judgment #4

AACSBRelationships Among Mission, Intellectual Contributions,

and Academic Qualifications

Qu

alit

y an

d Q

uan

tity

of

Inte

llec

tual

Con

trib

uti

ons

Academic Qualifications

Instructional Development Undergraduate

Masters

Doctoral Seminars

Doctoral Dissertations

Applied Scholarship

Basic Scholarship

Primary Intellectual Contributions

FD.5 Basis for Judgment #1


Primary Teaching Responsibilities


Peeler University

Faculty QualificationsFaculty classified as academically qualified without doctoral degree from Table FD4.a

ACC Assoc Prof Meek ABD 1994 6 ACC FacultyFIN Asst Prof Delorme ABD 1995 5 FIN FacultyFIN Asst Prof Emory ABD 1997 5 FIN FacultyMSC Asst Prof Bond ABD 1996 2 MSC Faculty

Refer to FD.5. Interpretation: Academic #5

Assessments: These ABD’s are not academically qualified.

• Number of student credit hours self-reported as taught by academically qualified faculty is overstated in accounting, finance, and management science.

• Overly dependent on ABD’s in management science and finance.

• Check faculty development, promotion and tenure policies.


AACSBFD.5 Faculty Qualifications

INTERPRETATION: Academically Qualified Faculty #5

(5) Substantial specialized coursework in the field of primary teaching responsibilities, but no doctoral degree. Individuals meeting this condition may constitute specialized instructional resources for the school. Such a faculty member may have a specialized master’s degree in a business-related field and have completed some coursework in a business doctoral program, or currently may be a student in a business doctoral program. These individuals are considered to be academically qualified, but their number should be limited. A school should not be substantially dependent in any discipline on persons with these qualifications.


Faculty Qualifications

Review Classification of Each Faculty Member Classified as Academically Qualified

ACC

Full PRJ Proc Other SRAQ AQ

Rachmeler DBA ACC 3 0 4 1 1 Assoc Adams MA BusEd 0 0 6 0 0 Brock DBA ACC 2 0 4 1 1 Goebel EDD BusEd 1 0 0 1 0 Meek ABD ACC 0 0 7 1 0 Webster MBA ACC 0 0 22 0 0

4 2BLS

Prof Street JD 0 0 3 1 0 Assoc Bevel JD 0 0 0 1 0

2 0



ECN Prof PRJ Proc Other SRAQ AQ

Adhami PhD ECN 1 2 5 1 1 Assoc Koger MA ECN 0 0 5 0 0 Shuford PhD ECN 2 0 6 1 1 Wilkes PhD ECN 1 4 6 1 1

ASST Switalski PhD ECN 1 0 5 1 0 Smothers PhD ECN 2 4 10 1 1 Thomas PhD ECN 3 4 40 1 1 Zierdt PhD ECN 6 5 16 1 1

7 6



FIN Prof PRJ Proc Other SRAQ AQ

Holbrook PhD FIN 7 4 11 1 1 Sissom DBA ECN 0 0 5 1 0 Assoc Brooks PhD FIN 5 1 9 1 1

Asst Delorme ABD FIN 0 0 5 1 0 Emory ABD FIN 0 0 4 1 0

5 2



MGT Prof PRJ Proc Other SRAQ AQ

Agrawal PhD Ed 0 4 5 1 1 King PhD OB 0 7 8 1 1 Walker PhD HRM 6 9 6 1 1 Asst Cook PhD SM 1 2 8 1 1

4 4MIS Asst Blanton PhD MIS 0 10 7 1 1 Weir PhD MIS 0 8 4 1 1

2 2MSC Asst Bond ABD QM 0 0 8 1 0 Haas PhD QM 3 5 2 1 1

2 1



MKT Assoc PRJ Proc Other SRAQ AQ

Abernathy PhD MKT 2 5 2 1 1 Holloway DBA MKT 0 3 8 1 0 Jordan MS MKT 0 0 2 0 0 Asst Maddux PhD Exp Psy 2 9 1 1 1 Mabry PhD MKT 0 9 1 1 1

4 3 _ _

Total Full Time Faculty 34 30 20 58%

Percentages of Faculty making intellectual contributions: 33/34 = 97%


Peeler University

Impact of Reclassification of Academically Qualified Faculty

• More than one-half of the faculty have at least 2 Peer Reviewed Journal articles or 4 to 5 Proceedings in last five years (58%).

• More than eighty percent of the faculty have made intellectual contributions in last five years (97%).


Peeler University

Impact of Reclassification of Academically Qualified Faculty

• Actual number of academically qualified faculty drops from 30 to 20. Still more than required academically qualified MFTE faculty, 12.2.

• Actual number of academically or professionally qualified FTE faculty 22. Equal to required minimum, if each of the 8 part-time faculty meet the professionally qualified “burden of justification.

• Need to review the deployment of qualified faculty across programs and disciplines within the context of the school’s mission and the students’ needs FD.5BFJ#3


Peeler University

Deployment of Qualified Faculty

SCH FT SRAQ AQ

ACC D 1575 1356 756 48% 300 19% E 621 420 420 68% 252 40%T 2196 1776 1176 54% 552 25%

BLS D 687 687 687 100% 0 0%E 63 63 63 100% 0 0%T 750 750 750 100% 0 0%


Peeler University


SCH FT SRAQ AQ

ECN D 2067 2067 1791 87% 1551 75% E 294 294 294 100% 294 100%T 2361 2361 2085 88% 1845 78%

FIN D 528 528 528 100% 210 40%E 132 132 132 100% 132 100%T 660 660 660 100% 342 52%


Peeler University


SCH FT SRAQ AQ

MGT D 1422 1089 1089 76% 1089 76% E 336 336 336 100% 336 100%T 1758 1425 1425 81% 1425 81%

MIS D 213 213 213 100% 213 100%E 0 0 0 NA 0 NAT 213 213 213 100% 213 100 %


Peeler University


SCH FT SRAQ AQ

MSC D 432 432 432 100% 246 57% E 99 99 99 100% 0 0%T 531 531 531 100% 246 46%

MKT D 1035 1035 810 78% 642 62%E 297 297 237 80% 144 48%T 1332 1332 1047 79% 786 59%

Totals 9801 9048 7887 80% 5409 55%


Peeler University


Assessment: Deployment of faculty incongruent with standards FD5, FD4, and IC.

% of SCH taught by academically qualified faculty ranges from 0% in BLS to 100% in MIS.

Majors: ACC 25%ECN 78%FIN 52%MGT 81%MKT 59%

Particularly troublesome is accounting day with 19% SCH taught by academically qualified faculty.


Peeler UniversityAdds

MBA Program

Relative Emphasis Shifts to

• 60% Teaching

• 20% Research

• 20% Service


Peeler University

Graduate Faculty Criteria for Appointment

Full members: 1. Hold an appointment in a tenure track position

2. Must hold a research oriented terminal degree 3. Must present evidence of continuing

scholarly research or creative activity such as published papers,

presentations, professional consulting and or other contributionsAssociate members: 1. Must hold a masters degree

2. Must have expertise or experience in the discipline


Peeler University

After a review of Graduate Faculty Criteria, need to check Promotion and Tenure Criteria.

Request a roster of faculty deployed to teach graduate courses.


Peeler University

Deployment of Faculty in the Graduate ProgramMBAFall

GF 2 PRJECN 605 Economics Adhami No - 1FIN 606 Fin Mgt Holbrook Yes - 7MGT 630 Org Beh King No - 0MKT 670 Labor Rel Walker Yes - 6MSC 604 QM Bond No - ABD - 0MSC 650 POM Haas Yes - 3MKT 680 MKT Abernathy Yes - 2 7 sections 4 Yes, 3 No


Peeler UniversityDeployment of Faculty in the Graduate Program

MBASpring

GF 2 PRJACC 602 MGRL Rachmeler Yes - 3ACC 603 Functions Meek No - ABD - 0BLS 601 Envnmt Street No - 0ECN 620 MGRL Adhami No - 1FIN 606 FIN MGT Brooks Yes - 5MGT 630 Org Beh King No - 0MGT 640 Personnel Walker Yes - 6MGT 699 Policy Cook No - 1MSC 604 QM Haas Yes - 3MKT 680 MKT Maddux Yes - 2 10 sections 5 Yes, 5 No



MBA

Assessment:17 Sections offered during the academic year8 sections taught by faculty without graduate faculty credentials

Deployment of faculty to MBA program is incongruent with standards FD4, FD5, and IC



Impact on the Undergraduate Program

13 faculty teaching in the MBA program were moved from 12 hours to 9 hours per semester teaching loads to permit them to meet the expectations held for them with regard to intellectual contributions.

Fall Spring

13 sections release 13 sections release 7 sections reassigned to MBA 10 sections reassigned to MBA20 sections covered by part- 23 sections covered by part- time faculty or merged with time faculty or merged with other undergraduate sections other undergraduate sections


AACSB

Impact of MBA Program on Intellectual Contributions Expectations

FD.5 BFJ#1: “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.”

IC BFJ: “Generally, schools with greater emphasis on graduate instruction relative to undergraduate instruction should place greater emphasis in basic and applied scholarship.”



Impact on Intellectual Contributions Expectations

1. Faculty teaching in the MBA program will have at least 2 peer-reviewed journal articles during the last five years.2. At least one-half the faculty in each discipline will have at least 2 peer-reviewed journal articles in the last five years.3. At least three-fourths of the faculty in each discipline will have at least 2 peer-reviewed journal articles or proceedings during the last five years.


Summary

• A change in mission impacts expectations for intellectual contributions, qualifications of faculty, and deployment of faculty.

• A change in relative emphasis among teaching, research, and service impacts expectations for intellectual contributions and deployment of faculty.

• Have your faculty development program help all your faculty to make intellectual contributions.

• Keep qualified faculty in each program, major, area of emphasis and location. Don’t starve your undergraduate program to feed your graduate program.

INTELLECTUAL CONTRIBUTIONS And FACULTY DEPLOYMENT Part 2: Case Study Allan D. Spritzer East...

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