FLORIDA A&M UNIVERSITY · Table 1-1. SBI Mission-, Vision-, and Values-Driven Activities SBI...

FLORIDA A&M UNIVERSITY SCHOOL OF BUSINESS & INDUSTRY

AACSB INTERNATIONAL SELF-EVALUATION REPORT

Academic Year 2009-2010 Submitted: November 11, 2010

TABLE OF CONTENTS

Standard 1: MISSION STATEMENT .................................................................................................................... 1

Standard 2: INTELLECTUAL CONTRIBUTIONS .............................................................................................. 8

Standard 3: STUDENT MISSION........................................................................................................................ 14

Standard 4: CONTINUOUS IMPROVEMENT OBJECTIVES .......................................................................... 15

Standard 5: FINANCIAL STRATEGIES ............................................................................................................. 16

Standard 6: STUDENT ADMISSION .................................................................................................................. 18

Standard 7: STUDENT RETENTION.................................................................................................................. 24

Standard 8: STAFF SUFFICIENCY-STUDENT SUPPORT .............................................................................. 30

Standard 9: FACULTY SUFFICIENCY .............................................................................................................. 34

Standard 10: FACULTY QUALIFICATIONS .................................................................................................... 45

Standard 11: FACULTY MANAGEMENT AND SUPPORT ............................................................................. 53

Standard 12: AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY ........................ 56

Standard 13: INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY ............................................... 58

Standard 14: STUDENT EDUCATIONAL RESPONSIBILITY ........................................................................ 61

Standard 15: MANAGEMENT OF CURRICULA .............................................................................................. 63

Standard 16: UNDERGRADUATE LEARNING GOALS .................................................................................. 77

Standard 17: UNDERGRADUATE EDUCATIONAL LEVEL .......................................................................... 80

Standard 18: MASTER’S LEVEL GENERAL MANAGEMENT LEARNING GOALS. ................................ 81

Standard 19: SPECIALIZED MASTER’S DEGREE LEARNING GOALS....................................................... 87

Standard 20: MASTER’S EDUCATIONAL LEVEL .......................................................................................... 87

Standard 21: DOCTORAL LEARNING GOALS ................................................................................................ 88

Appendices 1-72 Available as Separate Electronic Files via a jump drive and online at http://www.famu.edu/index.cfm?sbi&sbiaacsbser.

http://www.famu.edu/index.cfm?sbi&sbiaacsbser�

Florida A&M University, School of Business and Industry Self-Evaluation Report Page 1

Standard 1: The school publishes a mission statement or its equivalent that provides direction for making decisions. The mission statement derives from a process that includes the viewpoints of various stakeholders. The school periodically reviews and revises the mission statement as appropriate. The review process involves appropriate stakeholders. [MISSION STATEMENT] SBI complies with Standard 1 in that the School’s mission statement provides direction, includes the viewpoints of various stakeholders, is prominently displayed on physical and electronic sites, and is periodically reviewed and revised, as appropriate. 1.1 Florida A&M University (FAMU) School of Business and Industry (SBI) Mission, Vision and Values

Statements SBI Mission Statement

The Mission of the School of Business and Industry (SBI) at Florida A&M University is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. This is achieved by:

• Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment.

• Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to “excellence with caring” through high quality teaching, relevant intellectual contributions, and meaningful service with an emphasis on teaching.

• Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish.

• Embracing the University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence.

• Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs.

• Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge.

SBI Vision Statement

The School of Business and Industry aspires to be recognized nationally and internationally as a preeminent center of excellence in business.

SBI Values Statement

We value a work and learning environment that is based on professionalism, responsibility, accountability, respect, trust, ethics, integrity, caring, excellence, knowledge, research, and service.

1.2 Dissemination of SBI Mission Statement

The mission is prominently posted in administrative offices, noted on all faculty syllabi and featured on the School of Business and Industry’s recruiting materials, bulletin boards, classrooms, hallways, website and collateral materials, such as bookmarks and newsletters (see Appendix 3 and Appendix 4). The electronic and physical posting of SBI’s mission statement allows it to be disseminated to its current and potential stakeholders.


1.3 Development of Mission Statement

The process through which the mission, vision, and values statements for the School of Business and Industry (School) are developed and maintained begins with the standing Mission Review and Revision/Strategic Planning Committee. This standing school-wide committee is comprised of both junior and senior faculty representing various functional areas within the School along with student representation. The committee follows the following process:

a. Committee members review the mission, vision, and values statements every two years, and more frequently, as necessary. As an integral part of the larger University, whenever the University’s statements are modified, the Committee reevaluates the School’s statements to assure that the School’s statements remain congruent and consistent with those of the University.

b. If the Committee deems revisions to the statements are necessary, the Committee drafts a document detailing the proposed changes and the resulting proposed statements.

c. This draft of the proposed statements is submitted to stakeholders for feedback. Stakeholders include internal (faculty, students, administrators [within the School and the broader University], and various campus entities) and external groups (public and private corporate partners and employers, alumni, and other interested constituents) as appropriate.

d. Committee receives feedback, discusses the feedback, and makes the necessary changes. e. Draft two of the proposed statements is submitted to stakeholders for further feedback. f. Any further suggestions and feedback are discussed and incorporated as the Committee deems

appropriate. g. The proposed statements incorporating the two rounds of feedback/changes are brought before

faculty for adoption.

1.4 Mission Driven Decision-Making, Resource Allocation, Relationship Management, and Operational Processes and Activities SBI’s mission clearly states why the School exists, the various stakeholders served, and how stakeholders’ needs are addressed. The interests and needs of SBI stakeholders, with students as the primary focus, are at the forefront of SBI’s decision-making, resource allocation, relationship management, and operational processes and activities. Where the interests of stakeholders are incongruent, the prioritizing of competing interests, weighed against the mission and limitations on the School’s resources, guides the ultimate decisions made. Table 1-1 below clearly depicts how SBI’s mission, vision, and values influences learning, School- related activities, and decision-making in the School.


Table 1-1. SBI Mission-, Vision-, and Values-Driven Activities SBI Mission FAMU and SBI’s Mission Alignment SBI’s Mission-Driven Activities

The mission of the School of Business and Industry at Florida A&M University is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. This is achieved by:

Florida Agricultural and Mechanical University (FAMU) is an 1890 land-grant institution dedicated to the advancement of knowledge, resolution of complex issues and the empowerment of citizens and communities.

• Academic Programs • Professional Leadership Development Program and Co-

curricular activities • Career development (including internship) experiences • Co-curricular activities • Strategic recruitment activities • Retention and persistence to graduation activities • Faculty and staff development activities • Technological enhancements • Structural and space reallocation enhancements • Assessment/Assurance of Learning • Student orientations and Dean’s (Dialogue) Forums • SBI Communication Media • Curriculum Committee • SBI Global Leadership Conference • International Student Trips, Studies Abroad, & Internships

Providing innovative academic, professional [leadership] development, and internship [career development] exercises in an enlightened, ethical, and stimulating student-centered learning environment;

The University provides a student-centered environment consistent with its core values.


curricular activities • Career development (including internship) experiences • Retention and persistence to graduation activities • Case competition activities • Assessment/Assurance of Learning • Faculty and staff retreats and meetings • SBI Communication Media • Curriculum Committee • SBI Global Leadership Conference • International Student Trips, Studies Abroad, & Internships • Intellectual contributions – mission-driven allocations

among teaching and pedagogical research; contributions to practice; and discipline-based research

Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to “excellence with caring” through high quality teaching, relevant intellectual contributions, and meaningful service with an emphasis on teaching;

The faculty is committed to educating students at the undergraduate, graduate, doctoral and professional levels, preparing graduates to apply their knowledge, critical thinking skills and creativity in their service to society. Expanding upon the University’s land-grant status, it will enhance the lives of constituents through innovative research, engaging cooperative extension, and public service.

• Faculty professional development activities (e.g., professional/academic conferences, training, etc.)

• Staff professional development (e.g. Six Sigma Green Belt Training, AACSB SER Webinar, etc.)

• Intellectual contributions – mission-driven allocations among teaching and pedagogical research; contributions to practice; and discipline-based research

Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish;

Reflected in FAMU’s Core Values - Scholarship, Excellence, Openness, Fiscal Responsibility, Accountability, Collaboration, Diversity, Service, Fairness, Courage, Integrity, Respect, Collegiality, Freedom, Ethics and Shared Governance

• Faculty and Staff retreats and meetings • Committee meetings • Faculty and staff development activities

Embracing the University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence;

While the University continues its historic mission of educating African Americans, FAMU embraces persons of all races, ethnic origins and nationalities as life-long members of the university community.

• Strategic recruiting activities • Retention and persistence to graduation activities • Academic Programs • Career Development activities • Professional Leadership Development activities

Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain relevance and currency of our academic programs; and

FAMU’s distinction as a doctoral/research institution will continue to provide mechanisms to address emerging issues through local and global partnerships.

• Alumni reengagement activities • Corporate/public partner activities • SBI Board of Advisors • Campus partnership activities • Grants • Fundraising • Curriculum Committee • SBI Global Leadership Conference • International Student Trips, Studies Abroad, & Internships • Intellectual contributions – mission-driven allocations

among teaching and pedagogical research; contributions to practice; and discipline-based research

Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge.

• Strategic budget allocation – financial stability to be able to carryout mission and mission-related activities – reallocate existing/reoccurring funds to mission critical activities

• Technology (e.g., internal databases, equipment, etc.) enhancements

• Strategic Office Space Location and allocation • Faculty and staff development activities • Assessment/Assurance of Learning • Fundraising

SBI Values Statement – We value a work and learning environment that is based on professionalism, responsibility, accountability, respect, trust, ethics, integrity, caring, excellence, knowledge, research, and service.

FAMU Core Values – Scholarship, Excellence, Openness, Fiscal Responsibility, Accountability, Collaboration, Diversity, Service, Fairness, Courage, Integrity, Respect, Collegiality, Freedom, Ethics and Shared Governance


curricular activities • Career development (including internship) experiences • Co-curricular activities • Strategic recruitment activities • Faculty and staff development activities

SBI Vision Statement – The School of Business and Industry aspires to be recognized nationally and internationally as a preeminent center of excellence in business.

FAMU Vision Statement – Florida A&M University (FAMU) will be internationally recognized as a premier land grant and research institution committed to exemplary teaching, research, and service preparing transformational graduates with high ethical values dedicated to solving complex issues impacting our global society.


curricular activities • Career development (including internship) experiences • Co-curricular activities • Strategic recruitment activities • Faculty and staff development activities • Faculty and Staff retreats and meetings • Committee meetings


As depicted above in Table 1-1, the SBI mission drives the development and deployment of all SBI resources. Every use and proposed use of School resources are examined and analyzed for its potential contribution toward continuous improvement and better service to SBI students and other stakeholders, while increasing the School’s value to stakeholders affected by its decisions. Due to the recent and future budgetary constraints facing the nation, the State of Florida, and FAMU specifically, the limited resources allocated to SBI require that the School plans for and receives the greatest value-added impact of its expenditures. This is done by executing cost-effective budget strategies aimed at generating the greatest value for each stakeholder group per dollar of resource expended. Two comprehensive examples of financial resource expenditures that have been deemed of greatest value to our various stakeholder groups include an increased budget/expenditures for each of the last three years for faculty travel for attending conferences, professional development, and accreditation related activities; and increased budget/expenditures in each of the last three years for technological infrastructure and equipment improvements for students and faculty to enhance student learning and career development opportunities. An example of a human and technological resource enhancement is the increased focus on expanding the input from corporate partners by finding creative ways to bring a more diverse group of corporate partners to campus, physically and virtually, to participate in curriculum development, professional development activities for SBI students, and other School initiatives. Therefore, every resource use (human, financial, technological, and physical) is evaluated with respect to its importance in the School achieving its mission. Over the past few years, the School’s organizational structure was changed to not only enhance the collegiality and collaboration among the faculty, but to also improve faculty development, performance evaluation feedback, and advancement possibilities. Additionally, administrative offices have been relocated to provide students with better customer-focused service and to promote better coordinated lines of communication with corporate partners and other internal and external stakeholders. Increasingly, SBI’s constituent groups, such as corporate partners and alumni, are being included in recruitment efforts and evaluations of our graduates’ successes in an effort to continuously improve the delivery of all SBI academic programs and activities.

As delineated in Table 1-1 above, per the mission, the School provides innovative academic, professional development experiences, and internship experiences in a stimulating, student-centered learning environment. This is achieved in many ways throughout each semester and through several areas of the students’ academic lives. An important part of the School’s activities include various “Student-run Companies” developed by and incorporated into the School’s Professional Leadership Development program. These companies, headed and staffed by students, provide a variety of services to the broader community of students, and promote the kinds of skills (such as planning, organizing, directing, motivating and effectively managing others) that SBI’s corporate partners seek in business school graduates. At the same time, these companies provide excellent internal training for students in the aforementioned skill areas while providing their peer customers with valuable tutoring services in various curricular (e.g., accounting, mathematics, etc.) and co-curricular (e.g., interviewing skills, money management, etc.) areas. These student-run company activities, and the faculty and business professionals who advise and participate in these experiential, interdisciplinary activities, represent a unique program that helps develop the level of professional student leaders that the School aspires to produce per its mission. Another student-related, mission-driven activity is the long-term practice of participating in national case competitions across all business disciplines (e.g., accounting, finance, supply chain, marketing, sales, strategy, etc.). Students, with the assistance of faculty advisors, have competed successfully across the country in case competitions against other business schools. In the past several years, students from the School have competed successfully in Accounting, Management, Marketing and Global Logistics case


competitions with other business students from all over the country. These competitions are often sponsored by corporate stakeholders who benefit by attracting highly qualified graduates, and in turn provide opportunities for highly qualified student candidates to showcase their talents. In addition, the students, faculty, and administrators capitalize on the tremendous networking opportunities and make valuable connections that may not otherwise be available. Additional details related to the achievements of the School’s students in these intercollegiate competitions are cited in sections 4.1 and 9.5 of this report, and in Appendix 5. Further, per the mission, through new and existing creative partnerships with alumni and corporate partners, students are provided several opportunities each semester to network, socialize, and showcase their talents to prospective employers and successful alumni in both formal and informal settings that cultivate relationship development opportunities, which are mutually beneficial to SBI students, the School, and involved stakeholders. These activities promote a feeling of “family,” support, and continuous learning opportunities for SBI students as they prepare to navigate their educational and professional careers in a variety of business environments. By providing both academic and professional development in a culturally diverse environment that promotes active learning, SBI students are provided with the opportunity to be among the best prepared business students in the world. SBI students experience the challenges of a global environment in a smaller, safer, nurturing community, all the while holding each student personally accountable for his or her actions, development, and continued progress.

1.5 SBI Mission-Driven Program Content Knowledge

The School’s mission is to create future leaders in global business. Toward that end (and as a part of the larger State University System of Florida), SBI has established general course requirements for all of its students as business majors in carefully developed business programs (see Standard 15 for a full discussion of SBI’s degree programs). The School provides every student majoring in business with a common body of knowledge. To provide this common body of knowledge, each student is required to complete a carefully articulated sequence of courses, comprising the following areas: • A background of the concepts, processes, and institutions in the financing, production, marketing and

distribution functions of global business enterprises; • A background of the economic and legal environment of business enterprises, along with consideration

of the social and political influences on business; • A basic understanding of the concepts and methods of accounting, quantitative methods,

communications and information systems; • A study of the theories of organization behavior, multicultural diversity, interpersonal relationships,

control and motivation systems; and • A study of administrative processes under conditions of uncertainty, including integrating analysis and

policy determination at the overall management level.

The common body of knowledge in SBI’s degree programs provides a solid quality foundation upon which the School builds specifically tailored higher level business curricula that allows students to match their interests with course work that will challenge and prepare them for their chosen path. Providing students with challenging and relevant courses, taught by academically and professionally qualified faculty with relevant, current research interests, in an environment that provides numerous opportunities for students to meet and interact with corporate partners and successful alumni, is the best method to help assure their success in the broader business community.


1.6 The School of Business and Industry’s Alignment with Florida Agricultural and Mechanical (A&M) University (FAMU) The School of Business and Industry (SBI) is an integral part of Florida A&M University. As such, the School’s mission is consistent with the mission of the larger institution (see the University’s mission, vision and values below). Table 1-1 above clearly delineates the alignment of SBI’s mission with FAMU’s mission. As with the University, SBI’s administration and faculty are committed to providing relevant and quality education to students at the undergraduate and graduate levels, and to preparing the School’s graduates to apply their knowledge, critical thinking skills and creativity in their service to global business and to society.

Florida A&M University Mission Florida Agricultural and Mechanical University (FAMU) is an 1890 land-grant institution dedicated to the advancement of knowledge, resolution of complex issues and the empowerment of citizens and communities. The University provides a student-centered environment consistent with its core values. The faculty is committed to educating students at the undergraduate, graduate, doctoral and professional levels, preparing graduates to apply their knowledge, critical thinking skills and creativity in their service to society. FAMU’s distinction as a doctoral/research institution will continue to provide mechanisms to address emerging issues through local and global partnerships. Expanding upon the University’s land-grant status, it will enhance the lives of constituents through innovative research, engaging cooperative extension, and public service. While the University continues its historic mission of educating African Americans, FAMU embraces persons of all races, ethnic origins and nationalities as life-long members of the university community.

Florida A&M University Vision Statement

Florida A&M University (FAMU) will be internationally recognized as a premier land grant and research institution committed to exemplary teaching, research, and service preparing transformational graduates with high ethical values dedicated to solving complex issues impacting our global society.

Florida A&M University Core Values

Scholarship, Excellence, Openness, Fiscal Responsibility, Accountability, Collaboration, Diversity, Service, Fairness, Courage, Integrity, Respect, Collegiality, Freedom, Ethics and Shared Governance.

The larger University (FAMU) community is one of SBI’s major stakeholders. SBI reports directly to the Office of the Provost and Vice President for Academic Affairs, which reports directly to the Office of the President. The President reports to the Florida A&M University Board of Trustees (BOT). The BOT reports directly to the Florida Board of Governors (BOG). The BOG has direct oversight of all eleven universities within the State University System (SUS) of Florida, of which FAMU is a member. In addition to complying with all regulations set forth by the BOT and the BOG, FAMU must also comply with the standards set forth by the Southern Association of Colleges and Schools – Commission on Colleges and the U.S. Department of Education. SBI is governed by and performs according to FAMU BOT and BOG Regulations. SBI serves all of the same stakeholder groups served by the University, while some are served


more directly (e.g., students, alumni, faculty, corporate partners, the State of Florida, etc.) than others. As a member of the SUS, the majority of SBI students and graduates are from and work in the State of Florida.

With respect to the Mission and Strategic Plan of the University, the review and revision processes are closely aligned to the SBI Mission and Strategic Plan review process described above. The University’s BOT-approved Strategic Plan – 2020 Vision with Courage (see Appendix 6) serves as the underpinning for SBI’s 2010 Strategic Plan (see Appendix 2). The revised SBI Strategic Plan was recommended to the faculty by the Mission Review/Strategic Planning Committee and approved on October 22, 2010 (see Appendix 7). The School’s stakeholders are strongly encouraged to suggest new objectives or revisions to existing objectives that are sufficiently important and warrant the School’s focus. As the School’s mission changes over time, all suggested revisions or additions to the objectives come from stakeholders (see Appendix 8). Specifically, students are encouraged to voice their opinions relative to the School’s objectives in several forums. Faculty members often offer suggestions at faculty meetings and in individual meeting with administrators. Employers and corporate partners offer their suggestions regarding curricula and School objectives through students, alumni, faculty, and administration contacts. Alumni and the School’s corporate advisory board have formal channels through which to present their suggestions on objectives which should be developed, enhanced, eliminated, de-emphasized, etc. All stakeholders have unlimited opportunities to participate in the development of objectives.

1.7 Business Schools Used as Formal and Informal Benchmarks

As a member of the Historically Black Colleges and Universities (HBCUs) network, the School often compares itself with other HBCU schools in areas of achievement, plan development, graduation, retention, admissions, recruitment etc. The most prominent of these include Morgan State University, North Carolina A&T State University, Texas Southern University, Southern University-Baton Rouge, Howard University, as well as Jackson State University, Tennessee State University, Clark Atlanta University, and Morehouse College.

Furthermore, the School looks to other prestigious institutions when preparing its long range plans and objectives. In preparing its latest iteration of its strategic plan, the School benchmarked the plans of other schools such as the University of South Florida, Syracuse University, Cheyney University, San Diego State University, Iowa State University, Case Western Reserve University, as well as Florida State University, Florida International University, Texas State University-San Marcos, East Tennessee State University, Oklahoma State University, and James Madison University

1.8 Mission Achievement Outcomes

In support of its mission of producing graduates who are capable and comfortable competing in the global business arena and to provide students with innovative academic and professional experiences, the School acquired the resources and initiated the contacts to establish an innovative study abroad program that allowed dozens of students, over the past several years, to participate in internship and study abroad programs in China, Nepal, Brazil, Ghana, and Egypt. Additionally, the School has been able to support the travel of dozens of students on week-long international business trips to the Dominican Republic, China, and Chile over the last few years.

As part of the School’s mission to maintain the relevance and currency of its academic programs, the School began increasing the resources available to faculty to attend professional conferences and to present research. As a result, over the last three years, faculty publications and presentations at conferences have increased significantly, which are reflected below in Tables 2-1, 9-1, and 10-1. This has enhanced faculty


members’ ability to incorporate their research interests into their classrooms and make the learning environment more interesting and relevant for their students.

In keeping with the School’s mission to provide an environment of continuous improvement by acquiring and enhancing technological resources, within the last three years, the School budgeted and spent over $100,000 to upgrade the technological infrastructure, equip select classrooms and student computer labs with updated computer equipment, enable wireless connectivity throughout the School, and provide faculty with the computing and communication resources necessary to achieve collaboration and increased scholarly production.

Standard 2: The mission incorporates a focus on the production of quality intellectual contributions that advance knowledge of business and management theory, practice, and/or learning/pedagogy. The school’s portfolio of intellectual contributions is consistent with the mission and programs offered. [INTELLECTUAL CONTRIBUTIONS]

SBI complies with Standard 2 in that the School’s mission articulates that it “is achieved by … developing, supporting, and creating opportunities ... through high quality teaching, relevant intellectual contributions, and meaningful service with an emphasis on teaching.” Therefore, SBI’s mission clearly incorporates a focus on the production of quality intellectual contributions that advance the knowledge of business and management theory, practice, and learning/pedagogy consistent with the mission, as well as the undergraduate and graduate programs offered by the School (see Table 2 below). More specifically, the 52.6% of SBI’s intellectual contributions in the area of Learning and Pedagogical Research and 24.2% in the area of Contribution to Practice is congruent with the 84.5% of the total enrollment in the undergraduate Accounting and Business Administration programs. Similarly, the 23.1% of intellectual contributions in the area of Discipline-Based Research is congruent with 15.5% of the total enrollment in the Professional and One-Year MBA programs.

Table 2. SBI Intellectual Contributions’ Alignment with SBI & FAMU Missions SBI Mission FAMU and SBI Mission Alignment SBI’s Mission-Driven Intellectual

Contributions Providing innovative academic, professional [leadership] development, and internship [career development] exercises in an enlightened, ethical, and stimulating student-centered learning environment;


• Learning and Pedagogical Research – 52.6%

• Contributions to Practice – 24.2% • Discipline-Based Research – 23.1%









2.1 Infrastructure, Policies and Processes to Support Production of Intellectual Contributions SBI has guidelines (only the FAMU BOT can set policies), processes, and infrastructure to support that production of intellectual contributions as stated in the School’s mission. SBI is an integral part of a doctoral/research institution as articulated in the FAMU mission with a standard 15-hour teaching load per semester, of which at least 12 contact hours are produced in classroom teaching activities (see Appendix 9).


To support the production of intellectual contributions, SBI operates using a nine-hour teaching rule for ranked faculty and the 12-hour teaching rule for instructors (see Appendix 10). SBI abides by the faculty-approved Faculty Qualifications Criteria and Guidelines (see Standard 10), which clearly delineates the quantity and classification of intellectual contributions expected of faculty. Through the use of Annual Faculty Activity Plans (see Appendix 11), which requires faculty to state their anticipated intellectual contributions; Annual Faculty Evaluations (see Appendix 12), which requires faculty to report their actual intellectual contributions; and Annual Faculty Travel Allotments, SBI has processes in place to support the production of intellectual contributions. With respect to infrastructure, through SBI and the University, faculty members have access to various databases and statistical packages to support their production of intellectual contributions. Additionally, with the completion of the last two buildings of a four-wing business school complex seven years ago, faculty offices were not grouped by discipline. This facilitates cross-discipline communication, which has resulted in an increase in the production of both interdisciplinary and discipline-specific intellectual contributions. Consequently, teaching practices have become more interdisciplinary, enhancing the value of the classroom experience and the interest of students and faculty members alike. Therefore, SBI’s guidelines, processes, and infrastructure ensure that intellectual contributions are produced by a substantial cross-section of faculty in each discipline.

2.2 Portfolio of Intellectual Contributions Table 2-1 below shows the broad cross-section of faculty intellectual contributions across each of the School’s disciplines. As stated above, the production of faculty members’ intellectual contributions across the categories of Learning and Pedagogical Research, Contributions to Practice, and Discipline-Based Research aligns with SBI’s mission and degree programs offered.


Faculty NamePeer Review

JournalsResearch

MonographsBooks Chapters

Peer Reviewed Proceedings

Peer Reviewed Paper Presentations

Faculty Research Seminars

Non-Peer Reviewed Journals

OthersLearning &

Pedagogical Research

Contributions to Practice

Discipline-Based

Research

Accounting with Business Law*

Bates , Ira W. 2 3 3 2

Drumming, Saundra 4 4

Henderson, Harold

Hol loman, Derek

Holmes , Andre A.

Ravenel l , Wi l l iam 2 2

Reeder, Cra ig 5 2 2 5 6 8

Samuels , Errol

Smith, Wi lbur 3 3 1 4 3

Swirsky, Steven 4 1 1 3 3

Sykes , Viceola 1 1

Thompson, Forrest 2 3 5

Washington, Herbert Lee

Washington, John

Finance

Campbel l , Michael 4 1 1 2 2

Is lam, Mazhar 16 15 1

Osagie, Johnston 2 2

Wang, Guan Jun 3 1 2 6

Decision Sciences with Information Systems** and Operations Management

Barrington, Beverly

Burnett, Garry

Etienne, Eisenhower 7 1 8

Hinson, Gera ld

Nkansah, Paul 4 2 4 5 3 2

Ridley, Dennis A. 2 5 2 5

Shariat, Mohammad 2 8 2 6 1 5

Suarez-Brown, Tiki 2 10 2 1 1 16

Sutterfield, J Scott 7 12 7 13 13

Tidwel l -Lewis , Angela 2 4 6 10 2

TABLE 2-1 FIVE-YEAR SUMMARY OF INTELLECTUAL CONTRIBUTIONS

2005-2010


Faculty NamePeer Review

JournalsResearch

MonographsBooks Chapters

Peer Reviewed Proceedings

Peer Reviewed Paper Presentations

Faculty Research Seminars

Non-Peer Reviewed Journals

OthersLearning &

Pedagogical Research

Contributions to Practice

Discipline-Based

Research

Management***

Ashley, Clyde 1 1 1 2 1

Bowers-Col l ins , Jenni fer 1 3 8 1 3 2 8

Bradford, Amos 2 4 1 5 2

Clark, George 2 2 1 3

Finley-Hervey, Joycelyn 5 4 11 9 1 10

Friday-Stroud, Shawnta 6 2 1 10 1 5 10 5

Harper, Vera 2 2 3 2 1 7 1

Houston, Rashada

Murphy, Angela 4 3 1 6

Nwabuzor, Augustine 3 2 5

Ros ier, Kenyatta

Shabazz, Daaim 1 1 4 2 4 2 2

Shrestha, Nanda 9 2 7 8 2 24 4

Thompkins , Abiga i l 4 2 6

White, LaTanya

Wi lson, Richard 4 4

Marketing***

Davis , Bobby 3 1 1 4 3 5 1

Evans , Charles 2 1 1 2

Hightower, Jr., Roscoe 4 2 3 4 1 3 7 4

McKinley-Floyd, Lydia 3 2 2 2 1 4

Motley, Carol 4 2 6 2 6 4

Nwakanma, Hudson 4 1 4 1 5 3

Singleton-Jackson, Annette 2 1 3

* Accounting and Finance i s the organizational uni t, facul ty grouped as the Accounting Instructional Discipl ine including Bus iness Law and the Finance Instructional Discipl ine

**ISOM is the organizational uni t, facul ty grouped as the Decis ion Sciences Instructional Discipl ine

***Management and Marking i s the organizational uni t, facul ty grouped as the Management Instructional Discipl ine and Marketing Instructional Discipl ine

TABLE 2-1 (continued) FIVE-YEAR SUMMARY OF INTELLECTUAL CONTRIBUTIONS

2005-2010


2.3 Summary of Peer Reviewed Journal Publications

Table 2-2 below reveals the broad cross-section of peer reviewed journals that faculty have published in during the past five years and number of articles appearing in each journal.

TABLE 2-2 FIVE-YEAR SUMMARY OF PEER REVIEWED JOURNALS AND NUMBER OF PUBLICATIONS IN EACH

Peer Reviewed Journals Number of Articles

AAA- American Accounting Association 1 AAJEE- Asian-African Journal of Economics and Econometrics 1 ABMF- Advances in Business and Management Forecasting 1 ABR- African Business Review 1 AE- The Accounting Educator 1 AEBR- African Economic and Business Review 3 AEIJ- Accounting Education: an International Journal 1 AEPA- Applied Economics and Policy Analysis 1 AIBE- Academy of International Business and Economics 1 AIBSE- Academy of International Business- Southeast 1 AIMSJ- Academy of Information and Management Sciences Journal 3 AJFA- American Journal of Finance and Accounting 2 AMLEJ- Academy of Management Learning and Education Journal 1 ATR- Annals of Tourism Research 1 BER- Business and Economic Review 1 BRY- Business Research Yearbook 7 CSJ- College Student Journal 1 CUSBR- China-US Business Review 1 DISAMJ- The DISAM Journal 1 EJM- European Journal of Management 2 FE- Forum Empresarial 1 GABER- Global Academy of Business and Economic Research Conference 2 GJBR- Global Journal of Business Research 2 GJFE- Global Journal of Finance and Economics 1 GJFE- The Global Journal of Finance and Economics 1 GRBER- Global Review of Business and Economic Research 6 IBERJ- International Business and Economics Research Journal 1 IEMJ- International Entrepreneurship and Management Journal 1 IIC- Institute for Intercultural Communication 1 IJABER- International Journal of Applied Business and Economic Research 1 IJAISL- International Journal of Accounting Information Science and Leadership 1 IJAOM- International Journal of Applied Operations Management 3 IJBFMI- International Journal of Business Forecasting and Marketing Intelligence 2 IJBS- International Journal of Business Strategy 1 IJEM- International Journal of Emerging Markets 3 IJER- International Journal of Educational Research 4


Peer Reviewed Journals Number of Articles

IJFSM- International Journal of Financial Services Management 1 IJPA- International Journal of Public Administration 1 IJPE- International Journal of Production Economics 1 IJPQM- International Journal of Productivity and Quality Management 1 IJSSCA- International Journal of Six-Sigma and Competitive Advantage 2 IJWP- International Journal of World Peace 1 IMFI- Investment Management and Financial Innovation 1 JAB- Journal of African Business 5 JABE- Journal of Academy of Business and Economics 3 JAF- Journal of the Academy of Finance 1 JBAM- Journal of Behavioral and Applied Management 2 JBE- Journal of Business Ethics 1 JBER- Journal of Business and Economics Research 6 JBIE- Journal of Business, Industry and Economics 1 JBIM- Journal of Business and Industrial Marketing 1 JBR- Journal of Business Research 1 JBS- Journal of Black Studies 1 JCBI- Journal of Contemporary Business Issues 2 JCTL- Journal of College Teaching & Learning 1 JEF- Journal of Economics and Finance 1 JIBD- Journal of International Business Disciplines 1 JIBE- Journal of International Business and Economics 3 JMEI- Journal of Management and Engineering Integration 4 JMS- Journal of Men’s Studies 1 JMTP- Journal of Marketing Theory and Practice 1 JMWIBR- Journal of Midwest International Business Research 1 JS- Journal of Supercomputing 1 MD- Management Decision 1 MMJ- Marketing Management Journal 3 NER- The Negro Educational Review 3 PMJ- Project Management Journal 2 RBR- Review of Business Research 7 RHESL- Review of Higher Education and Self-Learning 1 SCFIJ- Supply Chain Forum: An International Journal 1 SJMSP- Southwestern Journal of Management and Social Policy 1 SMQ- Services Marketing Quarterly 2 TQMM- The TQM Magazine 3 WREMSD- World Review of Entrepreneurship, Management and Sustainable Development 1


Standard 3: The mission statement or supporting documents specify the student populations the school intends to serve. [STUDENT MISSION]

SBI complies with Standard 3 in that the School specifies the student population it serves across its degree programs. SBI’s mission specifically states that it “embrac[es] the [larger] University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence” at the undergraduate and graduate levels. A description of SBI’s degree programs with the corresponding demographic profile of students is provided below. Goal One of SBI’s 2010 Strategic Plan (see Appendix 2) details the target enrollment growth by program.

3.1 Degree Program Descriptions and Student Demographic Profiles Bachelor of Science Program Objective: The objective of the Bachelor of Science program in Accounting and Business Administration is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. SBI undergraduates are capable of performing effectively and advancing within a variety of organizations and are prepared to pursue advanced degrees at FAMU and elsewhere to realize their academic aspirations and further their career goals. Professional MBA Program Objectives: The objective of the Professional MBA program is to transform students who are admitted as undergraduate freshmen into consummate professionals, capable of assuming leadership roles in global business, industry, and commerce. These professionals are highly versed in both academic and professional competencies, have extensive corporate internship experiences, and are ready to meet the demands of leadership in the dynamic global economy. One-Year MBA Program Objectives: The objective of the One-Year MBA program is to provide graduate education for individuals who hold a Bachelor’s degree and who want to pursue management careers in business and industry. The program is broad in approach; it integrates the functional areas of business to develop management competence. Through the divergent offerings of electives, students are provided an opportunity to develop depth in one or more areas of concentration, such as accounting, finance, marketing or information systems. SBI also provides an opportunity to One-Year MBA students to secure an internship. For the 2009-2010 academic year, the School had enrollment of 1,179 students, of whom 337 were categorized as “pre-business.” This category represents students who want to enter the School/University as business students, but have not yet attained the necessary credentials for formal acceptance into the School. Of the 842 remaining students, nearly 90% were enrolled in the Bachelor of Science Program, approximately 7% were enrolled in the Professional MBA Program, and approximately 3% were enrolled in the One-Year MBA Program. Approximately 35% of the School’s student population is from outside the state of Florida, including international students.

3.2 Continuous Improvement Activities in Student Recruitment/Enrollment

Per the School’s mission and Strategic Plan to make progress in the areas of recruiting and enrolling students of all races and ethnic origins, targeted recruitment strategies aimed at other minority students and international students have been undertaken. The School is sending recruitment materials to all students in the State of Florida that meet the University’s admissions requirements regardless of race or national origin.


Out-of-state students, including international students, meeting the University’s scholarship requirements are sent recruiting materials.

Over the last year and a half, the School has instituted the “SBI Open House” concept to recruit a diverse student population, in which several SBI Open Houses are held throughout the academic year. The School also participates in conferences and other University recruitment activities, such as the Annual Fall and Spring Previews sponsored by the University, which bring large numbers of diverse students to the campus. Participation in these activities is supported by the School and is included in the annual evaluations of faculty and staff. The School has also increased recruitment visitations to high schools in Florida, Georgia, and other larger metropolitan area high schools outside of the State of Florida with diverse student populations. These strategies are integrated into the School’s ongoing recruitment efforts with specific recruitment objectives established for each recruiting class so that performance can be reviewed against the set targets.

Standard 4: The school specifies action items that represent high priority continuous improvement efforts. [CONTINUOUS IMPROVEMENT OBJECTIVES]

SBI complies with Standard 4 in that the School promotes an environment of high quality and continuous improvement, with specified strategies and measures of performance for “acquiring, maintaining and developing human, physical, financial, and technological resources to [continually improve its] competitive edge” per the School’s mission. Through SBI’s annual assessment process using the University’s FAMOUS Assessment Model and Plans (see Appendix 13), which aligns the School’s activities with the University’s mission, faculty and staff use the results to make continuous improvements in the School’s academic and administrative processes. Selective examples are given below.

4.1 Selective Examples of Goals Reflecting and Supporting SBI Mission

The following selected goals and actions items are from the School’s current Strategic Plan (see Appendix 2). They reflect a small sample of the activities in which the School engages to support its mission while also taking into account assessment results. I. Develop and implement more effective and targeted recruitment strategies II. Provide the School’s students with meaningful and relevant work experience through School

sponsored internships. III. Strengthen and expand the global experiences of the School’s undergraduate and graduate students. IV. Improve administrative processes by developing a comprehensive faculty credentialing database

based on SBI’s Faculty Qualifications Criteria and Guidelines

See Table 1-1 in Standard 1 for a comprehensive list of the mission-driven activities in which SBI is engaged.

4.2 Assessment (Assurance of Learning) Plan The following is a selective sample of processes that have been implemented within the last five years as part of the School’s Assessment (Assurance of Learning) plan: I. Identify competencies to be mastered in the School’s undergraduate and graduate programs and

institute a system to assess student achievement of these competencies. II. Develop and implement a portfolio approach to enhancing teaching effectiveness, and a system to

analyze and assess teaching effectiveness.


III. Establish a School Assessment Planning and Reporting System. IV. Develop and implement annual assessment plans for the School’s undergraduate and graduate

programs. V. Articulate the School’s statement of student learning outcomes to ensure they are measurable,

manageable and reflect best practices and SBI mission and goals.

The Assurance of Learning Standards (Standards 16 and 18) provide a detailed description of the activities that the School has undertaken to accurately assess student learning and to maintain the School’s alignment with its mission.

4.3 Aspiration for National and International Recognition The School aspires to be recognized nationally and internationally as a preeminent center of excellence in business, while maintaining the larger institution’s focus on its historic mission of educating African Americans. Therefore, the School launched its First Annual Florida A&M University School of Business and Industry Global Leadership Conference in July 2010. Additionally, the School submitted a grant to facilitate the enhancement of entrepreneurship and enterprise in Barbados in September 2010. If awarded, the grant will fund the School’s Center for International Entrepreneurship Education and Development.

Standard 5: The school has financial strategies to provide resources appropriate to, and sufficient for, achieving its mission and action items. [FINANCIAL STRATEGIES]

SBI complies with Standard 5 in that the SBI has financial strategies to provide resources appropriate to, and sufficient for, achieving its mission and action items. The mission statement and the School’s financial strategies, along with high quality and continuously improved processes, undergird all SBI activities. As stated in Standard 1, the mission is used to reconcile incongruent, competing, and/or budget constrained interests. An example of how the mission is used to drive decisions for the allocation, use, and development of resources is described in Section 5.1 and Table 5-1 below.

5.1 Budget for Implementing Improvement Activities The University’s guiding principles for budget allocations and reductions as presented by V.P. Hardee (CFO) to the Florida A&M University Board of Trustees on September 22, 2010, include the following: 1) Submit a Balance Budget; 2) Maintain the 5% statutory requirement for reserve; 3) Maintain compliance with state laws, policies and regulations (internal controls); 4) Teaching is the highest priority and faculty layoffs last resort; 5) Health and Safety of the campus must not be sacrificed; 6) Preserve admission, financial aid, and registrar office; 7) Review non-instructional activities in light of mission and productivity; 8) Develop efficiencies in the university’s administrative areas to leverage technology and ensure greater delivery of services to our students and vendors; 9) Review our academic programs that are critical to the mission of the University and exhibit high productivity in enrollment, graduation, research, service and teaching; 10) Maintain highly productive accredited programs; 11) Identify new sources of revenue; 12) Institute a robust distance learning program; and 13) Use the strategic plan to accomplish multi-year goals. SBI’s guiding principles for budget allocations and reductions mirror that of the University, but at the school-level. Therefore, SBI’s mission is the main driver of resources allocation, use, and development. The School’s 2010 Strategic Plan, the President’s annual objectives, and the results of SBI’s Annual FAMOUS Assessment Plans further refine the allocation, use, and development of SBI’s resources. After prudently analyzing and synthesizing the aforementioned data against the guiding principles, the Dean is required annually to submit requests to and review with the Provost and Vice President for Academic


Affairs prior to budget allocations to ensure that sufficient financial, human, technological, and physical resources are allocated from state appropriated Education and General (E&G) funds to sustain and continuously improve current programs and mission critical activities (see Appendix 14). In Spring 2010, SBI submitted its 2009-2010 budget for implementing improvement activities delineated in the AACSB Accreditation Plan, as indicated in Table 5-1 below. As a result of the national and state recession, state funding to all universities in the system have been cut. Although the University experienced significant cuts, academic programs have been protected as much as possible, and SBI has experienced a much lower percent budget cut than the University as a whole. At the beginning of Fiscal Year 2010 (July 1, 2010), SBI experienced nearly a 5% budget reduction. In September 2010, SBI experienced another nearly 5% budget reduction. As result of the budget reductions, the allocation of financial resources in several categories in Table 5-1 has been decreased, with the largest reduction being in Line 9 – Recruit and Hire New Faculty. In 2009-2010, five ranked faculty positions were advertised. As a result of the budget reductions, in 2010-2011, the budgeted amount for Line 9 – Recruit and Hire New Faculty is for one ranked faculty position and two instructor positions. The budget reductions have required the School to implement a contingency strategy that is still mission-driven. Similarly, cost efficient, mission-driven, contingency strategies are being implemented to account for the reductions in the other Line items in Table 5.1. Even after the budget reductions, as delineated in Table 5-1, SBI maintains realistic financial strategies to provide resources appropriate to, and sufficient for, achieving its mission and action items. While the $419,500 stated in Table 5-1 directly relates to accomplishing the improvement activities identified in SBI’s Accreditation Plan, SBI’s entire budget is allocated judiciously to ensure achievement of SBI’s mission through all of its mission-driven activities as detailed in Table 1-1 of Standard 1.

Table 5-1. School of Business and Industry, Florida A&M University

Financial Budget for Implementing Improvement Activities in AACSB Accreditation Plan For Academic Years 2009 – 2010 and 2010 – 2011

2009-2010 2010-2011 Strategic Management Standards Line 1: Faculty Development $50,000 $40,000 Line 2: Faculty Travel for Intellectual Contributions $58,500 $43,000

Line 3: Recruit Permanent Dean President’s

Office n/a

Line 4: Reorganize Faculty into Departments

$40,000 $40,000 Line 5: Revise and Implement Student Recruitment Strategy $50,000 $25,000 Line 6: Instructional Technology $2,000 $90,000 Line 7: Fundraising Campaigns $20,000 $10,000 Participants Standards

Line 8: Ongoing Efforts to Recruit Students See Line 5

above See Line 5

above Line 9: Recruit and Hire New Faculty $608,000 $228,000 Line 10: Produce Faculty Handbook $1,000 $1,000 Assurance of Learning Standards Line 11: Communicate Curricula Learning Goals $3,000 $3,000 Line 12: Assessment of Student Learning Outcomes $10,000 $10,000 Total $842,500 $489,500


Total SBI Budget $7,677,821 $6,945,993

With respect to physical resources, SBI is housed in a LAN and WAN equipped, four-wing complex with 138,646 gross square feet, of which 79,997 is net usable space. The SBI complex contains 16 classrooms, 15 team rooms, a Board Room, and a 125-seat Presentation Room, all with audio and visual equipment, as well as 15 interview rooms, a dual room computer lab, an accounting laboratory, offices for 14 student-run companies and five (5) SBI-related student clubs, and a host of faculty and administrative offices. The University Libraries provide traditional print and non-print resources, electronic access to full text books and journals, bibliographic and abstracting databases, and numerous online and traditional services, which are readily accessible to on-campus and off-campus students and are sufficient in scope to support SBI’s degree programs. Thus, SBI’s facilities in conjunction with other University facilities are adequate to high quality operations and instructional delivery. The School and the University are making plans to launch distance learning programs in Summer 2011, with the Online Track of the One-Year MBA being one of the programs in the initial launch. See Standard 15 regarding the planned Online Track of the One-Year MBA. The School and the University have adequate infrastructure to launch distance learning programs. Therefore, the infrastructure of the School and University accommodates campus-based learning, distance learning, and research.

Standard 6: The guidelines (policies) for admission to business degree programs offered by the school are clear and consistent with the school’s mission.1

[STUDENT ADMISSION]

SBI’s guidelines and processes for student admissions into its degree programs are clear and consistent with the School’s mission. Therefore, SBI complies with Standard 6. SBI’s processes for recruiting, selecting, and admitting students (hereafter referred to as admissions) are closely aligned with its programmatic strategy and its mission “to produce graduates capable of excelling as future leaders in global business, industry, and commerce.” In addition, per the mission, all the School’s efforts to recruit and admit students are carried out in ways supportive of the “University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence.”

6.1 Admissions (Recruiting, Selecting and Admitting Students) Each year, the collaborative recruiting efforts of the University and the School of Business and Industry result in a pool of prospective students interested in earning degrees in business. In the aggregate, between Fall 2005 and Fall 2010 (excluding Summers), 6,205 of these prospects applied to the University for admission. About 72.4% of the applicants were first-time-in-college students; another 20% were undergraduate transfer and second-degree students; the remaining 7.6% were prospective students applying to the graduate school for admission to SBI’s MBA programs. The fraction of applicants who successfully completed the admission processes ranged from 47.4% for students interested in BS degrees up to 70.6% for applicants interested in graduate study. For both levels of study, female applicants were generally more successful—with slightly more than 54% of them gaining admission compared to the lower rate of 44.6% for males. Table 6-1 below provides the admission rates for the last 5 years.

1 Data reported under Standard 6 were extracted by SBI from student records housed in the University’s PeopleSoft (iRattler) ERP system.

http://www.famu.edu/index.cfm?library�


Table 6-1. Admission Rates 2005-2010

Undergraduates Graduates

Applicants Admission Rates Applicants Admission Rates Academic

Year Count % Female Total Males Females Count % Female Total Males Females

Fall 2010 1,052 46.0% 53.1% 45.6% 62.0% 66 63.6% 42.4% 50.0% 38.1%

09-10 1,163 49.2% 49.9% 45.6% 54.5% 88 44.3% 53.4% 53.1% 53.8%

08-09 1,142 44.0% 51.8% 49.8% 54.4% 88 50.0% 81.8% 77.3% 86.4%

07-08 932 44.7% 45.0% 39.8% 51.4% 61 54.1% 75.4% 78.6% 72.7%

06-07 749 44.3% 29.4% 26.4% 33.1% 85 67.1% 81.2% 85.7% 78.9%

05-06 695 48.9% 50.4% 46.7% 54.1% 84 69.0% 84.5% 73.1% 89.7%

Total 5,733 472

Undergraduate Students Students interested in pursuing the BS in business (Accounting and Business Administration) are admitted to the University under its regular processes and procedures (see Appendix 15). Beginning with the Fall 2010 incoming class, the University assigns all admitted business students the lower-division classification of Pre-Business. Students retain this classification until they have completed the following three-course sequence with a grade of B or better in each:

• Freshman Communication Skills II (or equivalent) • Calculus for Business (or equivalent) • Financial Accounting Principles

Upon successfully completing the sequence, students are transferred out of Pre-Business into one of SBI’s degree-earning BS majors (Accounting and Business Administration). However, those students who do not complete the three courses by the time they have accumulated 60 hours of university credit are transferred out of Pre-Business (out of SBI) into a non-business major (this cutoff is waived for students who transfer into the university with 60 or more hours of college credit).2

SBI’s undergraduate admissions criteria are consistent with its mission to produce future global leaders by “embracing the University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence.”

Transfer Students3

2 Modified admission criteria are used for students who entered Pre-Business before Fall 2010 or who were in other colleges or schools preparing themselves to enter SBI’s BS program. Those who have completed fewer than 60 university credit hours before the beginning of Fall 2010 are allowed to enter the BS program upon earning grades of B or better in two of the following four courses:

• Freshman Communication Skills II (or equivalent) • Calculus for Business (or equivalent) • Financial Accounting Principles • Managerial Accounting Principles

However, those students who attained upper-division status prior to Fall 2010 by successfully completing more than 60 university credit hours are “grandfathered” into the BS program. 3 Modified admission criteria are used for students who entered Pre-Business before Fall 2010 or who were in other colleges or schools preparing themselves to enter SBI’s BS program. Those who have completed fewer than 60 university credit hours before the beginning of Fall 2010 are allowed to enter the BS program upon earning grades of B or better in two of the following four courses:

• Freshman Communication Skills II (or equivalent)


Applicants for admission who have previously completed 12 or more credit hours of university coursework (post-high school) are processed as transfer students. Those with fewer than 60 college credits must satisfy the University’s admission requirements for first-time-in-college applicants (see Appendix 15). In addition, they must have earned a GPA of 2.0 or higher in their prior college coursework, and must be in good academic standing at the last institution (college) attended. By satisfying these criteria, transfer students gain entrance into SBI’s lower-division Pre-Business program, from which they exit under the same requirements as first-time-in-college students.

Slightly different admission requirements apply to transfer students seeking to enter SBI with upper-division status. Specifically, to enter the Pre-Business program, transfer students who have earned 60 or more university credit hours (including students seeking second BS degrees and students holding either Associate in Arts degrees or Associate in Science degrees awarded by a Florida university or college) need only show that they attained a GPA of 2.0 or higher in prior college coursework and that they remain in good academic standing at the last institution (college) attended (see Appendix 15). They exit Pre-Business and enter one of SBI’s degree-granting BS majors (Business Administration or Accounting) upon completing the three-course sequence of prerequisites with a grade of B or better in each: Freshman Communication Skills II (or equivalent), Calculus for Business (or equivalent), and Financial Accounting Principles. Students who fail to successfully complete the courses are separated from SBI and placed into non-business majors. Graduate Students—Professional MBA Students enrolled in SBI’s BS programs who elect to pursue the Professional MBA must apply to the University graduate school for admission (see Appendix 16). To be accepted, they must satisfy the following criteria:

• At least 90 hours of university course credit, • Cumulative University GPA of 3.0 or higher, • At least two (external) internships, and • Sit for the GMAT (for students applying for Fall 2010 or subsequent admission).

Those students whose efforts to gain acceptance into the Professional MBA prove unsuccessful retain their otherwise satisfactory standing in the BS program. Graduate Students—One-Year MBA The One-Year MBA program provides opportunities for advanced study in business to persons holding Bachelor’s degrees. Interested candidates apply to the University graduate school and follow its admissions procedures (see Appendix 16). In addition to satisfying the graduate school’s general requirements, preference is given to candidates that satisfy the specific requirement of scoring at least 1100 on SBI’s admission scale:

(GPA (last 60 undergraduate credit hours) X 200) + GMAT score. A limited number of promising candidates who do not meet the University’s and/or SBI’s requirements, equivalent to 10% of that semester’s entering MBA class, are admitted. An even smaller number of prospective candidates that do not meet the two aforementioned criteria are provisionally admitted to the

• Calculus for Business (or equivalent) • Financial Accounting Principles • Managerial Accounting Principles

However, those students who attained upper-division status prior to Fall 2010 by successfully completing more than 60 university credit hours are “grandfathered” into the BS program.


One-Year MBA as “special students.” These “special students” are allowed to complete up to 12 credit hours of coursework while working to obtain a 3.0 GPA or higher to gain unqualified admission to the program. Unsuccessful “special students are not admitted into the MBA program. Graduate Students—Online MBA – (Online Track of the One-Year MBA) In Summer 2011 (once the fees are approved by the FAMU Board of Trustees), SBI will begin offering an Online MBA. The objective is to afford working professionals the opportunity to pursue their educational goals without disrupting their career progression and obligations. Interested candidates must apply and gain admissions to the University graduate school by satisfying several specific requirements:

• Hold a Bachelor’s degree earned from an accredited college or university, • Completed a minimum of five years of post-baccalaureate work experience with at least two years

at the managerial level, • Demonstrate academic potential

a. Cumulative GPA of 3.0 or higher in upper-division coursework completed for the baccalaureate degree (and submit a GRE or GMAT score) or,

b. A score of at least 1000 on the GRE or, c. A score of at least 600 on the GMAT,

• Achieve passing score on SBI’s adaptive assessment tests in accounting, finance, statistics, and economics.

Beyond satisfying these requirements, international candidates whose first language is not English may be required to present a passing score on the TOEFL (550 Paper-based, 213 Computer based, and 80 Internet-based). Graduate Students—PharmD / MBA Dual Degree Beginning Fall 2010, pharmacy students interested in pursuing the PharmD/MBA dual degree must apply to and comply with the independent requirements of the College of Pharmacy and Pharmaceutical Sciences (see Appendix 17), of the School of Graduate Studies and Research (see Appendix 18), and of SBI (see Appendix 16). Collectively, these schools and colleges require that applicants satisfy the following admission criteria:

• Complete the University’s Gordon Rule Requirements (see Appendix 19), • Complete the prerequisites in the PharmD curriculum with a GPA of 3.25 or higher, • Earn at least 90 hours of university course credit with a cumulative University GPA of 3.0 or

higher, and • Sit for the GMAT (during the summer following the second pre-professional year of the pharmacy

curriculum). In addition, applicants to the PharmD/MBA dual degree program must satisfy SBI’s specific requirement of scoring at least 1100 on its admission scale:

(GPA (last 60 undergraduate credit hours) X 200) + GMAT score.

SBI’s graduate admissions criteria are consistent with its mission to produce future global leaders by “embracing the University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence.”

Exchange Students Exchange students are admitted to the University under the process and requirements for special (non-degree) students. Exchange students’ programs and experiences at the University are coordinated by the


Office of International Education and Development. As a result, SBI’s role with exchange students is limited primarily to providing advising and academic support to them through the School’s Office of Student Services.

6.2 Effectiveness of Admissions Process

Assuring that SBI’s admission guidelines and criteria are correctly and consistently applied is the shared responsibility of the School along with the University Office of Admissions for undergraduate programs and the School of Graduate Studies and Research for graduate programs. The common objective of the University Office of Admissions and the School of Graduate Studies and Research is to administer admission processes so as to fully support SBI’s programmatic strategy and mission. To demonstrate the effectiveness of the undergraduate and graduate processes of the two offices, as well as SBI, an example using an SBI audit of Fall 2010 student admissions decisions (prior to corrections) is provided. (SBI’s Office of Student Services conducts an Admissions Audit every semester.) The results, displayed in Table 6-2, show a combined 69.3% compliance rate for both offices (University Office of Admissions and School of Graduate Studies and Research) using SBI’s admissions guidelines and criteria. All but two of 169 instances of noncompliance were associated with incoming undergraduate students—none of which were mistakes, in that no unqualified students gained admission in to SBI. Instead, the errors were easily-corrected problems due to the introduction of new undergraduate admissions criteria for the Fall 2010 incoming class that was not approved by the SBI faculty until April 2010, after some students were admitted according to the previous admissions guidelines and criteria. Additional staff training and experience with the newly instituted criteria will once again drive error rates to insignificance.

6.3 Admissions Practices and the Current Student Body

Over the past five years, total student enrollment in SBI declined, but has started rebounding, given that that enrollment in Fall 2010 (see Table 6-3) is almost identical to that in Fall 2005, differing by fewer than five students. Although the total enrollment is nearly the same, SBI’s graduate students in 2010 only account for 6.1% of the student body versus 12.2% in Fall 2005. Even so, SBI’s enrollment rebound still lags the aggregate recovery experienced by the University. SBI accounted for 10.3% of University enrollment in Fall 2010, down from the 11.4% in Fall 2005. As a result, over the last couple of years, SBI has embarked upon aggressive, yet strategic, recruiting activities at the undergraduate and graduate levels to stop and reverse the declining enrollment trend that has been experienced over the last five years.

Table 6-2. Application of SBI’s Admissions Guidelines and Criteria

Student Sample / Category Sample Size

Compliance Rate

Converted from Pre-Business to BS 11 90.9% (10 students) Undergraduate students, admitted for Fall 2010 533 68.7% (366 students) MBA students, admitted for Fall 2010 7 85.7% (6 students)


Table 6-3: Enrollment of SBI Students by Program and Level, Fall 2010

Major / Degree Program Count % Students Meeting or Exceeding Academic Expectations ‡

Pre-Business 592 43.2% N/A BS Business Administration Ad Ad i i i

474 34.6% 88.0% BS Accounting 137 10.0% 93.7% Professional MBA (UGRD) 83 6.1% 73.3% Professional MBA (GRAD) 40 2.9% 85.7% One-Year MBA 44 3.2% 90.3%

Total 1,370 100.0% 87.5%

Freshman Sophomore Junior Senior Total Students

Pre-Business 79.8% 56.9% 15.7% 1.1% 43.2% BS Business Administration 13.0% 28.1% 54.8% 73.1% 34.6% BS Accounting 3.2% 6.5% 21.5% 18.2% 10.0% Professional MBA (UGRD) 4.0% 8.5% 8.0% 7.6% 6.1% Graduate 6.1%

‡ Based on required minimum cumulative GPA. (Statistics reflect only students with earned GPAs.)

While SBI is taking steps to bolster student enrollment through curricular innovations and student recruitment (see Appendix 20), the affects of recent enrollment declines have been narrowly focused—mostly financial, not broadly strategic. In particular, SBI retains its capacity to attract students with requisite attributes to achieve the School’s mission as demonstrated by the increased enrollment in Fall 2010 versus Fall 2009. As Table 6-3 shows, 87.5% of current students are meeting or exceeding the School’s academic expectations and are on track to fulfill the School’s goal of them joining the wider society as business leaders. The 12.5% of students not meeting the School’s academic expectations are either on academic probation or academic suspension (see Appendix 21). These students are advised by Office of Student Services staff members who provide them with guidance to aid them in transitioning back to good academic standing either in SBI or to transfer to a more suitable non-business major (see Standard 7 below for detailed descriptions).

6.4 Special Efforts to Attract Women and Under-Represented Students SBI has successfully attracted a large number of women into its programs. As Table 6-4 reports, by the middle of Fall 2010, slightly over half of enrolled students were female, accounting for 52.4% of graduate students and 50% of undergraduate students.

Although more than 50% of the School’s marketing and recruiting efforts (e.g., e-mail and advertising campaigns in various Florida Community Colleges newspapers and magazines such as the Florida Trend, participating in college fairs with ethnically diverse attendees, hosting the College Board’s workshops for high-school counselors, etc.) are targeted to majority markets, only 2.6% of business students enrolled in Fall 2010 were Hispanic, White, Asian, or some other non-Black ethnicity (see Table 6-4). However, this percentage is expected to increase as the School continuously improves its outreach to underrepresented communities, and as the School enhances its curricular offerings to better accommodate the wide range of life styles and career aspirations of prospective students.


6.5 Helping Students Transition to Collegiate Education

For each incoming class, the University’s Office of New Student Orientation coordinates programs to facilitate students’ transition to collegiate life. During these orientations, students learn about the policies and procedures that regulate the University and about housing, health, counseling, and other services available from the University and campus organizations, such as the Student Government Association. Students also receive information about the communities surrounding the University, their histories, cultures, governmental offices, housing and transportation services, and about their nightlife, shopping centers, and malls. Students coming into SBI participate in an additional, shorter orientation where they receive information about the mission of the School, about academic expectations, and about the student support and advising services available within SBI. Business students also learn about their rights and responsibilities and about the procedures used to access the services and resources of the School and University. Additionally, the introductory Professional Leadership Development course aids in their transition to collegiate education, especially within SBI.

Standard 7: The school has academic standards and retention practices that produce high quality graduates. The academic standards and retention practices are consistent with the school’s mission. [STUDENT RETENTION]

SBI complies with Standard 7 in that it has academic standards and retention processes that produce high quality graduates and are consistent with the school’s mission as described previously in Standard 1’s Table 1-1. Therefore, SBI’s academic standards and retention practices link to and are guided by the missions of the School and the University. The University’s student retention and separations processes are well designed and well understood by students. As a result of the combined retention and persistence to graduation efforts of the University and SBI, a comparatively high proportion of undergraduate business students are retained within SBI and graduate with BS degrees in Accounting and Business Administration.

Table 6-4: Distribution of SBI Students by Sex and Ethnicity, Fall 2010

MALE 97.4% 1.0% 0.9% 0.7%

FEMALE 98.5% 0.6% 0.7% 0.1%

0%

25%

50%

75%

100%

Black Hispanic White Other Total

49.9%

50.1%

Male Female


SBI continues to improve advising and student services so as to further improve its retention and graduation rates.

7.1 Academic Standards and Retention Practices In an effort to increase the University’s retention rates, the Provost and Vice President created an Office of Retention and hired its Director in Fall 2008. The university-wide Student Retention Policy Council (SRPC) was established by the Director of Retention in response to the campus′ recognition of the importance of having a systematic and consistent infrastructure that supports students academically and personally to insure their academic success. The SRPC serves the following purposes:

1. To insure the development, implementation, and evaluation of a University Retention Plan to retain students and facilitate graduation (as specified in the University Strategic Plan and the Enrollment Management Plan);

2. To recommend campus policies and procedures that enhance retention efforts; 3. To evaluate annually the goals and results of the Retention Action Plan; 4. To coordinate retention efforts with recruitment and enrollment management efforts; 5. To facilitate communication and interaction with the Enrollment Management Policy Council

(EMPC). The University′s Chief Retention Officer (the Director of Office of Retention) serves as the Chair of the SRPC. The membership of the Council is comprised of representatives from Academic Affairs, Student Affairs, Administration and Finance and a student representative from Associated Students, Inc. The Provost and Vice President for Academic Affairs, the Vice President for Student Affairs and the Vice President for Administration and Finance serve as ex officio members. The outcomes of the SRPC are communicated to each academic unit. Analogous to the University’s Office of Retention is SBI’s Office of Student Services, which serves as the central hub for student retention activities. Foundational to SBI is the fact that the academic standards for business students are consistent with SBI’s mission, collectively emphasizing the value of a learning environment characterized by the values of ethics, professionalism, accountability, respect, trust, caring, and excellence, in addition to the remaining values in the SBI’s values statement. The School, through the Office of Students Services, communicates extensively with students (via newsletters, Facebook, Twitter, closed-circuit video, and personal visits to professional development classes) to inform them of academic policies and student-service resources, while also providing students with college survival skills to facilitate them in successfully navigating their way through SBI.

7.2 Processes and Criteria for Evaluation, Identification, and Separation of Students (see Appendix 22) Levels of Academic Standing – Undergraduate

• Good Academic Standing occurs when an undergraduate student’s cumulative grade point average (GPA) is 2.0 or above.

• Academic Warning occurs when a returning student’s cumulative GPA falls from above 2.0 at the beginning of the semester to below 2.0 at the end of the semester, or when a new (i.e. first semester at FAMU) student’s cumulative GPA is below 2.0 at the end of the semester. Students on Academic Warning will be placed on registration hold until they see an academic advisor. Students can return to Good Academic Standing if their cumulative GPA is 2.0 or above at the end of their next enrolled semester.

• Academic Probation occurs when a student’s cumulative GPA falls below 2.0 for two consecutively enrolled semesters. Students on academic probation will not be able to re-enroll at the university for


at least one (1) semester. Students must see an academic advisor prior to the beginning of the semester in which they are eligible to return to the university. Students can return to Good Academic Standing if their cumulative GPA is 2.0 or above at the end of their next enrolled semester.

• Academic Suspension occurs when a student’s cumulative GPA falls below 2.0 for three or more consecutively enrolled semesters and the student’s semester GPA is also below 2.0. Students on academic suspension cannot re-enroll at the university for at least two (2) consecutive semesters. They may file a petition for readmission prior to the beginning of any semester in which they are eligible to return. All readmission petitions are forwarded to the University Admissions Committee for review. This committee will recommend approval or disapproval of each petition to the Vice President for Academic Affairs. The decision of the Vice President will be final.

• Students who have a cumulative GPA below 2.0 for three or more consecutively enrolled semesters and a semester GPA of 2.0 or above will be permitted to enroll at the university the next semester after they see an academic advisor. Students can return to Good Academic Standing if their cumulative and semester GPAs are 2.0 or above at the end of the current semester.

Academic Progress Policy—Undergraduate Students A cumulative grade point average of 2.0 is required for graduation. Thus, it is desirable that each student earns a 2.0 semester average during each period of enrollment at the university. A student who maintains a cumulative average of 2.0 or better will not be subject to academic suspension. However, in any semester in which the student’s cumulative average drops below 2.0, some appropriate action is taken (i.e. warning, probation, suspension, or dismissal). Minimum standards for academic progress are as follows: Lower Level Students

A. A freshman student (0-29 hours attempted) whose cumulative average is less than 2.0 will be permitted to remain at the university under continuous counseling and academic advisement. The student will receive a warning each period of enrollment that his or her semester average falls below 2.0. If the cumulative average is below 2.0 after 29 hours attempted, the student will be placed on academic probation and must earn a minimum of a 2.0 semester average during the next period of enrollment. Failure to do so will result in academic suspension from the university.

B. A sophomore student (30-59 hours attempted) must maintain a 2.0 semester average, but no action will be taken as long as the cumulative average is 2.0 or above. Otherwise, a student who fails to earn a 2.0 semester average will be placed on probation the first time and suspended any semester thereafter that a 2.0 semester average is not earned.

Upper Level Students (60 hours and above attempted) At the end of 59 hours attempted, a student must have a 2.0 cumulative average and maintain it each semester. A student whose cumulative average is less than 2.0, but who earns at least a 2.0 semester average, will be allowed to remain in school but placed on probation. Failure to earn a semester average of at least 2.0, with the cumulative average being below 2.0, will result in probation or suspension. Academic Probation, Suspension, and Dismissal The first time a student fails to meet the minimum standards of progress, he or she will be placed on academic probation. All subsequent failures to meet minimum standards of progress will result in academic suspension of at least one (1) semester. A student will only be permitted to return to the university following two (2) academic suspensions. The third academic suspension is a permanent suspension or dismissal.


Procedures for Petitioning for Readmission A student who has been permanently suspended (dismissed) from the university for academic reasons must remain out for two (2) semesters and may petition the office of admissions for readmission during the second semester of his or her suspension. Any petition for readmission must be filed at least (6) weeks prior to the beginning of the semester in which the student wishes to re-enroll. The student’s readmission petition file will be made up by the office of admissions and must contain: 1. A letter of petition for readmission from the student 2. Letters of recommendation for readmission from:

a. The student’s academic adviser b. The student’s department head c. The student’s dean

3. Any other letter(s) of support the student wishes to submit. 4. A copy of the student’s academic record obtained from the university registrar. The student’s readmission petition file will be forwarded to the university Admissions Committee for review. This committee will recommend approval or disapproval to the Vice President for Academic Affairs. The decision made on the student’s readmission will be final. Students identified with GPAs less than the required 2.0 are counseled and mentored individually and steps are taken to ensure that the courses for which they register will enable them to improve their semester and overall GPA. The mentoring continues, each semester, until the student GPA rises to above the minimum of 2.0. Academic Progress Policy—Graduate Students Grades, Probation, and Suspension The academic standing and progress of students pursuing graduate degrees are guided by specific grade requirements:

A. A cumulative GPA of 3.0 must be maintained regardless of course/credit hour load. B. Only a grade of “B” or higher is acceptable for required courses. A required course must be repeated

if a grade lower than a “B” is received. For all other courses (electives), the grade of “C” or better is acceptable.

C. If a student’s GPA falls below a 3.0 for one semester, he/she will be placed on probation. If a student’s GPA falls below a 3.0 for two consecutive semesters, he/she will be suspended from further graduate study. The student will be notified of probation and suspension in writing.

D. A grade of “U” in any phase of the thesis/research/dissertation process shall require the student to be placed on probation for one semester. A second “U” grade in the thesis/research/dissertation process may warrant termination of the student’s degree-seeking status.

E. With the prior approval of the Graduate Council, individual schools, colleges, and institutes may implement more restrictive grade requirements.

Each school, college, or institute is responsible for monitoring its graduate students’ academic progress and performance (including eligibility to receive financial aid) and must report to the graduate dean all actions or recommended actions for any student whose academic progress is unsatisfactory. Grade Appeals Graduate students are permitted to appeal (grieve) course grades. Before the appeal can move forward, it must receive the formal, documented approval of the graduate faculty of the college, school, or institute in


which the student is studying. Upon receiving that approval, the appeal is presented to the Graduate Council by student’s chief advisor (or any voting member of the Graduate Council from the student’s school or college), not by the student. To be successful, the appeal must have been presented to the Council within one month of the “grade variance” and must garner at least two-thirds affirmative support from the voting members of the Graduate Council. Grade Forgiveness Any graduate student enrolled at Florida A&M University who receives a C, D, or F grade in a course may petition the Program Dean or Graduate Director to retake the course. The course must be retaken at Florida A&M University, unless the course is offered at Florida State University under the FAMU/FSU cooperative program. Only the higher grade shall be used in computing the student’s GPA, but both grades will remain on the transcript. If both grades are the same, only the second will be counted in the GPA. A graduate student may repeat no more than two courses in any graduate program at Florida A&M University, and may repeat each course only once. A grade forgiveness form must be submitted (prior to graduation) by the student to the Registrar’s Office after the course is retaken.

7.3 How the School’s Retention Practices and Support Services Produce High Quality Graduates in Keeping With the Mission The administrators, faculty and staff of the School of Business and Industry support a regularized system for monitoring individual students’ academic performance. Students’ grade point averages are monitored by a centralized system that is designed to ensure that exceptionally strong or weak performance is noticed and receives timely recognition and attention. But, it is the Office of Student Services that coordinates academic advising, which is the backbone of the retention and persistence to graduation activities of the School.

Academic Advising All SBI students are required to meet with their academic advisor 2-3 times a semester to obtain course advisement, to map out an academic plan to graduate, to stay abreast of University policies and procedures, and obtain advice and recommendations for various domestic and international programs, scholarships, and opportunities that will enhance their academic experiences in SBI. As previously stated, academic advisement is an integral part of the retention and graduation of students. Automatic, system generated advisement holds are placed on every SBI student each semester to ensure they are properly guided. Only the student’s advisor can remove an advisement hold.

During the individual advisement process, advisors meet more frequently with “at-risk” students that are on academic probation and suspension, as well as those that have been identified or self-identified as “at-risk” because of various learning impediments. The advisors refer “at-risk” students to the appropriate university-wide counseling center to address the mental, health, psychological, learning impediments that they may have (see Appendix 23).

Individual Education Plans Student who are identified as “at risk” are placed on an Individual Education Plan (IEP). This plan calls for a thorough look into the student’s academic successes and struggles to develop a plan of action to improve the student’s academic standing. The following factors are evaluated to determine the causes of the academic difficulties: student work schedule, extracurricular activities, study habits, short term and long term academic and career goals, and other learning impediments. A meeting schedule of weekly, biweekly, monthly, or bimonthly is developed to track the student’s performance throughout the reminder of their academic career.


7.4 SBI’s Retention Rates and Experience

Table 7-4 below presents comparative 4-year and 6-year graduation and retention rates for the 2002 and 2003 cohorts of first-time-in-college students. For both cohorts, SBI has graduated and retained (Total) students at higher rates than the overall University using the 6-year rates for the 2003 cohort - SBI with 59% – Business Administration and 64.9% - Accounting graduation rates and 72.2% – Business Administration and 75.7% - Accounting retention rates compared to approximately 39% graduation and 53% retention rates for the University. The School’s comparatively better results are robust, extending to both males and females across business majors—with the one exception that males in the 2002 cohort majoring in Business Administration experienced a 4-year graduation rate (8%) marginally lower than that of all males within the University (8.7%). Within SBI, the statistics reveal variability in graduation and retention rates between Business Administration and Accounting majors and between males and females. The University and SBI are committed to continuously improving the retention and persistence to graduation activities offered in an effort to raise the graduation and retention rates for all students. Therefore, one of the objectives noted in the University’s Strategic Plan and the School’s Strategic Plan is enhancements in university- and school-wide retention and advising practices.

Table 7-4. Selected Graduation and Retention Rates for Undergraduate Students‡ SCHOOL OF BUSINESS AND INDUSTRY UNIVERSITY WIDE

Business Administration Accounting (All Disciplines)

TOTAL Males Females TOTAL Males Females TOTAL Males Females

Fall

2003

Coh

ort

4TH YEAR (06/07)

Percent Graduated 13.2% 8.2% 18.3% 48.7% 23.1% 62.5% 11.9% 7.8% 15.0%

Percent Retained 81.1% 77.7% 84.8% 91.9% 92.3% 91.7% 63.9% 61.3% 65.8%

6TH YEAR (08/09)



Fall

2002

Coh

ort

4TH YEAR (05/06)



6TH YEAR (07/08)



‡Data extracted from the website of FAMU’s Office of Institutional Research.


Standard 8: The school maintains a staff sufficient to provide stability and ongoing quality improvement for student support activities. Students support activities reflect the school’s mission and programs and the students’ characteristics. [STAFF SUFFICIENCY-STUDENT SUPPORT]

SBI maintains a staff sufficient to provide stable and quality improvement for student support activities, which reflect SBI’s mission, degree programs, and student characteristics. Therefore, SBI complies with Standard 8.

8.1 University-wide Student Support Services

All students receive a multitude of support services through the University’s Divisions of Academic Affairs and Student Affairs. The following is a listing of support services that are provided to all students, including SBI students: Freshman Studies, Undergraduate Experience Program, Office of Retention, The Writing Resource Center, The Mathematics Laboratory, The Athletic Academic Advisement Center, TRIO Academic Support Services, The University Libraries (for traditional and distance learners), Technology Support Programs including computer laboratories, Enterprise Information Technology, The Instructional Media Center, The Learning Development and Evaluation Center, University Counseling Center, The Honors Program, Office of International Education and Development, School of Graduate Studies and Research, Student Life Programs, Office of Student Union and Activities, Campus Recreation, Residence Life, New Beginnings Child Educational Research Development Center for Child Development, Student Government Association, Judicial Affairs, Ombudsman Office, Office of Career Development Services that hosts Career Expos annually during the fall and spring semesters, Student Health Center, Testing and Evaluation Center, Registrar’s Office, New Student Orientation, and Financial Aid and Scholarships. Students are able to receive personalized assistance when utilizing the aforementioned support services.

8.2 SBI Student Support Services (OSS)

In addition to the myriad of student support services provided by the University, SBI provides complimentary, individualized student support services exclusively to business students through its Office of Student Services (advisement and persistence to graduation activities), Office of Career Development (career development activities and social networking opportunities with corporate partners), Computer Laboratories, Accounting Laboratory, Professional Leadership Development Program (co-curricular career and leadership development activities), and Office of Resource Management (manages the process of awarding graduate assistantships and some scholarships). The mission of the Office of Student Services (OSS), in unison with the School of Business and Industry and Florida A&M University, is to offer seamless student services and resources, while promoting student development, student learning, and professionalism. The Office of Student Services strives to provide the highest quality of academic advisement and retention programming in an effort to enhance student success rates throughout SBI’s undergraduate, professional and graduate programs. The primary goal of the Office of Student Services is to promote student success by encouraging the highest standards of achievement for all students. Academic advisors provide proactive and interactive advisement to address academic and personal concerns of all students. Students meet with their academic advisor two to three times a semester to ensure that they fulfill their requirements and develop strategies for academic success. (See Standard 7 above for additional information.) Students may also receive academic advisement from department chairs and faculty members.


8.3 SBI Office of Career Development (OCD) and Student Career Development Activities The SBI Office of Career Development (OCD) manages the scheduling and placement of student internships that are required in SBI’s undergraduate and Professional MBA programs. The OCD also manages the scheduling of interviews for full-time placement with SBI’s corporate partners that are conducted in SBI’s suite of 15 interview rooms. The assistant director and relationship managers within the OCD ensure that student internships, some of which are international (see Appendix 24), and other career development experiences (described in the section below) are stimulating, enlightening, informative, and directly relevant the SBI’s academic programs. They also provide students with personalized interaction as it relates to their academic interests in accounting/finance, marketing, and other business disciplines as they seek internships and full time employment. In order to use the services provided by the Office of Career Development, students must establish eligibility by completing an introduction/initial certification process to compete for both internship and full time opportunities offered through SBI’s Office of Career Development (see description below). After completing the initial certification process, students are counseled to attend the various workshops/seminars on resume writing, mock interview techniques, and University Career Fair Expos. These events are sponsored throughout the academic year by corporate partners, student organizations, and one-on-one by the staff of the OCD. Students are referred to their designated academic advisors for course selection, and to the School of Graduate Studies and Research as they prepare for graduate placement examinations, such as the GMAT, GRE, LSAT, etc., and completion of graduate school applications. Surveys and reports submitted by students at the end of their semester-, two semester-, or year-long internships have shown that internships provide students with valuable learning experiences (see Appendix 25). Internships have also assisted students in determining career goals and paths. Many students have received job offers from the firms with whom they have interned and have since become valuable members of their respective organizations (see Appendix 26). In some instances, students have added to or changed their areas of focus based on their internship experiences. Therefore, internships enable students to learn and practice the skills required to excel as successful future business leaders in global business per the SBI mission. Additionally, SBI’s corporate partners also capitalize on the students’ internship experiences because internships create opportunities for them to source a “pipeline for diverse talent.” As such, per the mission, SBI is able to continue to “[develop] new, and [expand] existing, creative partnerships with alumni, and private and public stakeholders [including corporate partners] to maintain relevance and currency of [the] academic programs,” while helping students to gain national and international exposure, as well as meaningful and relevant professional growth opportunities. Ultimately, the Office of Career Development is charged with assisting students in finding challenging and rewarding internships and full-time employment upon graduation, although department chairs and faculty members assist based on their relationships with various partnering firms. The OCD services noted below help students (future business leaders) prepare for and secure internships and full-time employment. • Certification of Student Eligibility for Internship

As discussed above, all students must be certified before being placed on internships, they are required to attend a meeting with the staff of the Office of Career Development. This is the first formalized meeting with students about participating in internships. During these meetings, the academic performance including courses required, performance in the classroom, along with grade point average, are discussed and reinforced.


• Student Career Counseling The Office of Career Development assists students in exploring career options. Consideration is given to the following factors: students’ compatibility for certain jobs, motivation, academic background, interest in various professions, and SBI internship reports of former students. Other forms of assistance include:

o Resumes Assisting students in preparing and updating a professional resume Critiquing resumes for various disciplines Providing examples of professional resumes Assisting students with correspondence (i.e., writing Cover Letters, Thank You Letters,

Letters of Recommendations, and Letters of Inquiry). o Interview Preparation

Students are prepared for interviews via discussions about the purpose of interviews and the different types of interviews (e.g., situational, behavioral, group, dinner interviews, etc.). They are given tips, reading materials, and samples of interview questions with answers for review, so that they can get a better understanding of the process. They practice for interviews via mock interviews and classroom presentations.

o Activities and Receptions The OCD prepares and maintains a Calendar of Activities and Receptions, which requires student and faculty participation. The recruiting activities include receptions, information sessions, dinners, and workshops. These activities may be held on campus in SBI or a local hotel or restaurant. From a faculty perspective, participation in these events give them an opportunity to evaluate along with the OCD whether or not the company/firm is offering a service or opportunity that will enhance the mission and curricula of SBI.

• Corporate Scholarships

Several scholarship opportunities are coordinated through the OCD because an internship assignment with the sponsoring organization may accompany the award. All applications require a letter of recommendation, preferably from a faculty member who can speak specifically to the applicant’s academic achievements in a particular field or area of concentration, in addition to other organization specific requirements.

• Internship Interview Feedback Form The Interview Feedback Form helps students build their interview skills. The Form also provides a list of learning outcomes for interviewing. Prior to SBI’s current online feedback form on Survey Monkey (see Appendix 45), recruiters provided hand-written comments of students’ interview to OCD staff. The OCD staff then provided the feedback to the students. The recruiters’ assessments delineate areas of needed student improvement. The Interview Feedback Form is an effective tool in combination with the classroom presentations (topics to be addressed and faculty suggesting questions that students might be asked) to help students perform better in coming interviews.

• Intern Supervisor Evaluation Feedback The Supervisor Evaluation Form enables supervisors to evaluate student interns against a list of learning outcomes for internships (see Appendix 27). The evaluation outlines students’ strengths and accomplishments while on assignment. The feedback gives the students and faculty a clear understanding of the areas needing more development (which may help with curriculum development).


Prior to the online survey of the intern’s performance, all evaluations were hand-written by supervisor or evaluator. Therefore, processes to track the effectiveness of internship performance have substantially improved.

• Academic (Faculty) Partnerships Companies actively recruit in the School of Business and Industry and University Career Center by way of the following:

o Company classroom lectures o Company Presentations at student organization meetings o Continuous interaction and collaboration with faculty to support academic programs by: 1)

identifying partnerships, 2) targeting funding opportunities and sources, and 3) developing research and educational interests

8.4 Placement Review Process

The Florida Department of Education’s Florida Education and Training Placement Information Program (FETPIP) tracks the job placement rate and continuing education rates of FAMU graduates that remain in Florida. The latest statistics (Fall 2008) reveal that 57% of FAMU undergraduates have jobs and 17% continued their education, and 45% at the graduate level have jobs and 12% continued their education. The University’s Office of Institutional Research (OIR) reports the job placement and continuing education rates of FAMU graduates captured by the Exit Survey. The most recent data available from OIR is Fall 2009. The Fall 2009 job placement rate for the University was 25% and 74% planned to continue their education. SBI uses the placement rate data from the FETPIP and the University’s Exit Survey, along with maintaining an in-house database that tracks the internship and full-time hire data for students that use SBI’s OCD. All graduate students are required to use the OCD. But prior to Fall 2010, undergraduate students were not required to use the OCD because internships were not required in the pre-Fall 2010 undergraduate curricula. SBI’s 2005-2009 placement rates for its graduate students and undergraduate students that used the OCD are in Table 8-1 below (placement data for 2009-2010 are not yet complete). To continuously improve the School’s ability to assess its placement and continuing education rates of all its students, including those that may not use the OCD, a revised Online SBI Student Exit Survey will be deployed beginning Spring 2011. This online exit survey will also allow SBI to tailor the placement and continuing education questions, as well as expedite receipt of the results. To continuously improve SBI’s ability to ensure that all its students utilize the OCD, all undergraduate and Professional MBA students entering on the Fall 2010 curricula are required to use the OCD to meet the internship requirement.

Table 8-1. SBI Office of Career Development (OCD) Undergraduate and Graduate Placement Rates 2005-2006 2006-2007 2007-2008 2008-2009 Undergraduates 38%* 35%* 26%* 34%* Graduates 74% 100% 100% 85% *The percentage is of the total graduating undergraduate students for the specified academic year. But, less than 50% of the undergraduates use the OCD. The placement rates are much higher for those undergraduates that use the OCD.

8.5 Student Satisfaction with Academic Advising and Student Support Services

The University’s Office of Institutional Research (OIR) captures and reports the University’s data regarding student satisfaction with academic advising and student support services in the Exit Survey. The student satisfaction results for the most recent two semesters from OIR are below in Table 8-2. Of the 500 plus students that submitted their Exit Surveys, SBI students represented 13% of the respondents for both semesters. Students are satisfied with the academic advising and student support services provided by SBI


and the University. In an effort to continuously improve students’ advisement experiences, the Office of Student Services was restructured to include recruitment, admissions, advisement, and persistence to graduation activities. Additionally, all staff members within the Office of Student Services were relocated to a centralized office suite to provide students with one-stop access. To continuously improve SBI’s ability to assess its students’ satisfaction, the School piloted its own SBI Student Exit Survey to tailor the questions and expedite receipt of the results. In the pilot, 86% of the 15 respondents that anticipate graduating in Summer 2010 were satisfied with the advice received from their advisor.

Table 8-2. Student Satisfaction with Academic Advising and Student Support Services Spring 2009 Fall 2009 Registration 71% 65% Advising 64% 63%

8.6 Continuous Improvements in Student Support Services

Below is a sample of some the continuous improvement activities being implemented by the School of Business and Industry in the area of student support services. • Centralization of all scholarships handled/processed through SBI. The School has incrementally

utilized the Office of Resource Management (Budget Office) to coordinate the handling and processing of all SBI scholarships. Using this process, relationship managers or faculty scholarship committees receive all of the information from the Office of Resource Management once the application deadline has passed. After deliberating and selecting the awardees, all information is submitted back to the Office of Resource Management for processing. To facilitate this process, the School is using its Video Information Center System and the website to electronically post all scholarships with due date(s) and contact person.

• Create a seamless structure between the Professional Leadership Development Program and the Office of Career Development. As a result of structurally placing the Office of Career Development under the Professional Development Department Chair, a seamless structure between the Professional Leadership Development Program and the Office of Career Development has begun to enhance the management of all corporate visits to SBI.

• Relocation of Student Support Offices. In an effort to continuous improve the customer service students receive, student support offices were relocated. All staff members handling recruitment, admissions, advisement, and persistence to graduation activities were moved to a suite with offices for each staff member. This enables students to only have to go to one location for these services from their first contact as a prospective student through graduation. The staff members in the Office of Career Development now occupy three office suites that flank the suite of 15 interview rooms. This enhances customer service by alleviating the need for students and corporate guests to have to walk between two buildings and different floors to interact with staff and conduct interviews.

Standard 9: The school maintains a faculty sufficient to provide stability and ongoing quality improvement for the instructional programs offered. The deployment of faculty resources reflects the mission and programs. Students in all programs, disciplines, and locations have the opportunity to receive instruction from appropriately qualified faculty. [FACULTY SUFFICIENCY]

SBI complies with Standard 9 in that it maintains a faculty sufficient to provide ongoing quality improvement for the instructional programs (B.S. in Accounting and Business Administration, Professional MBA, and One-Year MBA) offered. Additionally, students in all programs and disciplines at SBI’s single location are offered the opportunity to receive instruction from appropriately qualified faculty. Table 9-1


Name

Participating or

Supporting (P or S)

Amount of teaching if

P


S

Accounting with Business Law*Bates, Ira W. P 189Drumming, Saundra P 213Henderson, Harold S 351Holloman, Derek P 330Holmes, Andre A. P 471Ravenell, William P 351Reeder, Craig P 492Samuels, Errol S 120Smith, Wilbur P 327Swirsky, Steven P 285Washington, John S 81Washington, Herbert Lee S 264Totals 2,658 816 76.51%FinanceCampbell, Michael P 288Islam, Mazhar P 222Osagie, Johnston P 264Wang, Guan Jun P 237Totals 1,011 0 100.00%Decision Sciences**Barrington, Beverly S 150Burnett, Garry P 315Etienne, Eisenhower P 0Tidwell-Lewis, Angela P 231Nkansah, Paul P 228Ridley, Dennis A. P 237Suarez-Brown, Tiki P 963Sutterfield, J Scott P 216Totals 2,190 150 93.59%

displays the criteria and implementation for the classification of faculty as participating and supporting for the most recent five (5) years. As evidenced by Table 9-1, more than 75% of SBI teaching is delivered by participating faculty in total, and more than 60% in each discipline across all degree programs. SBI does not employ any visiting faculty who hold appointments at other institutions.

9.1 Faculty Sufficiency

Table 9-1. Summary of Faculty Sufficiency by Discipline and School


Name

Participating or

Supporting (P or S)


P


S

Management***Ashley, Clyde P 246Bowers-Collins, Jennifer P 204Bradford, Amos P 330Clark, George P 409Finley-Hervey, Joycelyn P 87Friday-Stroud, Shawnta P 0Harper, Vera P 362Houston, Rashada S 258Murphy, Angela P 261Rosier, Kenyatta P 481Shabazz, Daaim P 309Shrestha, Nanda P 105Thompkins, Abigail P 198White, LaTanya S 262Wilson, Richard P 264Totals 3,256 520 86.23%Marketing***Davis, Bobby P 180Evans, Charles P 111Hightower, Jr., Roscoe P 144Motley, Carol P 216Nwakanma, Hudson P 213Singleton-Jackson, Annette P 315Totals 1,179 0 100.00%OVERALL TOTAL FOR SCHOOL 10,294 1,486 87.39%

* Accounting and Finance is the organizational unit, faculty grouped as the Accounting Instructional Discipline including Business Law and the Finance Instructional Discipline

***Management and Marking is the organizational unit, faculty grouped as the Management **ISOM is the organizational unit, faculty grouped as the Decision Sciences Instructional Discipline

Table 9-1 (continued). Summary of Faculty Sufficiency by Discipline and School


9.2 Mission-Drive and Strategic Alignment of Participating and Supporting Faculty Table 9-2 clearly delineates the mission-driven and strategic alignment of SBI’s participating and supporting faculty. More specifically, because all SBI activities are mission-driven, the criteria for classifying participating and supporting faculty members are not only consistent with the mission, but so are the priorities, values, and quality of their activities. Table 9-2 also delineates the reviews associated with each activity to ensure quality and continuous improvement. Additionally, in the spirit of continuous improvement, the Faculty Planning and Development Committee reviews the participating and supporting criteria annually to determine if any modifications are needed. Lastly, in addition to SBI’s criteria to ensure that all faculty are appropriately qualified, SBI must abide by the Board of Trustees approved FAMU Faculty Credentialing Policy (see Appendix 28) to ensure that only appropriately credentialed faculty are hired and retained.

Table 9-2. Mission-Driven and Strategic Alignment of Participating and Supporting Faculty Mission & Strategic Management-Driven Activities

with corresponding Quality Reviews Participating Faculty*

(Full-time Faculty) Supporting Faculty*

(Part-time Faculty) Teaching Quantity & Frequency Ranked Faculty – 3/3

Teaching Load* unless release is granted** Instructors – 4/4 Teaching Load (Requirements to attain & maintain participating status)

Assigned contingent on course demand and availability of funding

Mission & Strategic Priority Primary Primary Mission & Strategic Value High High Department Chair Evaluations Required Required Frequency Annually Annually Student Evaluations Required Required Frequency Semester Semester

Research Quantity & Frequency See Faculty Qualifications

Guidelines (Appendix 32) See Faculty Qualifications Guidelines (Appendix 32)

Mission & Strategic Priority Primary Primary Mission & Strategic Value High High Department Chair Evaluations Required Required Frequency Annually Annually Faculty Planning & Development Committee Evaluations

Required Required

Frequency Annually Annually Service Quantity & Frequency Full-time Faculty are

required to engage in service activities - see Assignment of Responsibility (AOR) Forms, Annual Faculty Activity Plans, & Annual Evaluations (Appendices 9, 11 and 12)

Voluntary

Mission & Strategic Priority Primary Voluntary Mission & Strategic Value High High Department Chair Evaluations Required Required Frequency Annually Annually

* The standard teaching load for SBI full-time faculty is 3/3 and 4/4 teaching for instructors, which is the definition


of Participating Faculty. Supporting faculty members are defined as adjunct or part-time instructors. ** See Appendix 10 for SBI Teaching Load and Release Time Guidelines

9.3 Faculty Complement

SBI maintains a full complement of faculty available and qualified to fulfill its mission in all instructional programs (B.S. in Accounting and Business Administration, Professional MBA, and One-Year MBA). Participating faculty members are required to engage in research activities, continuous improvement of their instructional content and delivery, service at the community, institutional, and professional levels, which may include activities related to economic development and organizational consulting, as reflected in Table 9-3. Supporting faculty members are required to be engaged in instructional activities, including the continuous improvement of their instructional content and delivery, and research activities, but service activities are voluntary.

Table 9-3 provides a profile of SBI’s full complement of faculty. In addition, faculty members’ annual evaluations (see Appendix 12) provide a comprehensive account of the participating and supporting faculty activities.


Faculty Name

Participating-P or

Supporting-S (from Table 9-1)

Qualification: Academic-AQ,

Professional-PQ Other-O (from

Table 10-1)

% of time Devoted To

Mission (from Table

10-1)

Normal Professional Responsibilit

ies (from Table 10-1)

Summary - Learning & Pedagogical ICs (from Table 2-1)

Summary - Contributi

ons to Practice

ICs (from Table 2-1)

Summary - Discipline-Based

Research ICs (from Table 2-1)

Faculty Development Activities- Required-

R/Voluntary-V

Service (Community,

Institutional, & Professional Levels)

Required-R/Voluntary-V

Accounting and Business Law

Bates , Ira W. P AQ 100 ADM/UG 3 2 R R

Drumming, Saundra P AQ 100 UG/GR 4 R R

Henderson, Harold S PQ 100 UG R V

Hol loman, Derek P AQ 100 UG R R

Holmes , Andrea P PQ 100 UG R R

Ravenel l , Wi l l iam P PQ 100 UG/GR 2 R R

Reeder, Cra ig P PQ 100 UG 6 8 R R

Samuels , Errol S PQ 100 UG R V

Smith, Wi lbur P AQ 100 UG/GR 4 3 R R

Swirsky, Steven P AQ 100 UG 3 3 R R

Washington, John S PQ 100 UG R V

Washington, Herbert Lee S AQ 100 UG R V

Finance

Campbel l , Michael P AQ 100 UG 1 2 2 R R

Is lam, Mazhar P AQ 100 UG/GR 15 1 R R

Osagie, Johnston P AQ 100 UG/GR 2 R R

Wang, Guan Jun P AQ 100 UG 6 R R

Decision Sciences

Barrington, Beverly S PQ 100 UG R V

Burnett, Garry P AQ 100 UG R R

Etienne, Eisenhower P AQ 100 UG/GR 8 R R

Nkansah, Paul P AQ 100 ADM/UG 5 3 2 R R

Ridley, Dennis A. P AQ 100 UG/GR 7 R R

Suarez-Brown, Tiki P AQ 100 UG/GR 16 R R

Sutterfield, J. Scott P AQ 100 UG/GR 13 13 R R

Tidwel l -Lewis , Angela P AQ 100 UG 10 2 R R

Table 9-3. Faculty Complement, Fall 2010


Faculty Name

Participating-P or

Supporting-S (from Table 9-1)

Qualification: Academic-AQ,

Professional-PQ Other-O (from

Table 10-1)

% of time Devoted To

Mission (from Table

10-1)

Normal Professional Responsibilit

ies (from Table 10-1)

Summary - Learning & Pedagogical ICs (from Table 2-1)

Summary - Contributi

ons to Practice

ICs (from Table 2-1)

Summary - Discipline-Based

Research ICs (from Table 2-1)

Faculty Development Activities- Required-

R/Voluntary-V

Service (Community,

Institutional, & Professional Levels)

Required-R/Voluntary-V

Management***

Ashley, Clyde P Other 100 UG/GR 2 1 R R

Bowers-Col l ins , Jenni fer P AQ 100 UG/GR 3 2 8 R R

Bradford, Amos P AQ 100 UG/GR 5 2 R R

Clark, George P AQ 100 UG 1 3 R R

Finley-Hervey, Joycelyn P AQ 100 UG/GR 1 2 11 R R

Friday-Stroud, Shawnta P AQ 100 ADM 5 10 5 R R

Harper, Vera P AQ 100ADM/UG/GR 1 7 1 R R

Houston, Rashada S PQ 100 UG R V

Murphy, Angela P AQ 100 UG 1 6 R R

Ros ier, Kenyatta P PQ 100 UG R R

Shabazz, Daaim P Other 100ADM/UG/GR 4 2 2 R R

Shrestha, Nanda P AQ 100 GR 24 4 R R

Thompkins , Abiga i l P AQ 100 UG/GR 6 R R

White, LaTanya S PQ 100 UG R R

Wilson, Richard P Other 100 UG/GR 4 R R

Marketing***

Davis , Bobby P AQ 100 UG 3 5 1 R R

Evans , Charles P Other 100 ADM/GR 1 2 R R

Hightower, Jr., Roscoe P AQ 100 UG 3 7 4 R R

Motley, Carol P AQ 100 UG/GR 2 6 4 R R

Nwakanma, Hudson P AQ 100 UG/GR 1 5 3 R R

Singleton-Jackson, Annette P AQ 100 UG/GR 3 R R


**ISOM is the organizational unit, faculty grouped as the Decision Sciences Instructional Discipline

***Management and Marking is the organizational unit, faculty grouped as the Management Instructional Discipline and Marketing Instructional Discipline

Table 9-3. Faculty Complement, Fall 2010 (continued)


9.4 Mission-Driven Faculty and Staff Functions and Activities Table 9-4 demonstrates how faculty and staff members engage in the functions of curriculum development, course development, course delivery, assessment of learning, academic assistance, academic advising, and career advising to support SBI’s mission.

Table 9-4. Mission-Driven Faculty and Staff Functions and Activities Mission-Driven Function/Activity

Resource Description Processes Involved

Curriculum Development

Faculty Curriculum Committee-represents the faculty by, evaluating, planning, and making recommendations regarding improvements to keep the curriculum congruent to our mission statement and the 21st century business environment.

a. Develop, implement, and document a formal process for faculty input in managing curriculum review and modifications.

b. Submit and incorporate student, alumni and business partners’ input in managing curriculum review and modifications.

Curriculum Development

Staff SBI uses its Office of Student Services, in unison with the Career Development Office to provide the highest quality of academic advisement and retention programming that facilitate student success throughout our undergraduate, professional and graduate programs while assisting students in finding challenging and rewarding internships and full-time employment upon graduation.

a. Sustain a formal reporting system of students’ internship performance and experiences with respect to their technical, professional, and leadership skills and qualities.

b. Facilitate a formal reporting system of faculty internship experiences and insights.

Course Delivery

Faculty SBI has implemented guidelines to improve and integrate instructional support resources in courses

a. Implement student teaching evaluations and annual performance evaluations are in place to evaluate the quality of teaching.

b. Maintain innovation in teaching and learning via the unique relationships with corporate executives who participate in the SBI activities and events

Assurance of learning Faculty SBI has completed several activities, designed to improve its learning assurance process, plan, and outcomes of improvement activities (see Standards 16 and 18 for more details)

a. Appointed an Assessment Coordinator

b. Established the Office of Student Services – the student advising center

Academic Assistance Staff The Career Development Office assists students with their career development endeavors (e.g., internships, interviews, etc.) as it relates to identifying an area of focus.

a. Review students GPA. b. Generate letters to financial

lenders. c. Incorporate an area of focus

or concentration from the curriculum.




d. Direct students to academic advisement prior to leaving for internship.

Academic Advising Staff Office of Student Services strives to provide the highest quality of academic advisement and retention programming that facilitates student success throughout undergraduate, professional and graduate programs.

a. Facilitate student orientations b. Academic advisement c. Maintenance of student

academic records d. Track every individual

student’s academic progress e. Process and present student

Academic Appeals to University’s Academic Appeals Committee

f. Track, identify and follow-up with qualified students for scholarships

g. Develop Academic Course Schedule in coordination with Office of Academics

h. Assist and maintain relations with former SBI students

i. Process academic operations support documentation (graduate status, DIS, grievance, and course withdrawals)

j. Maintain and update SBI course offerings

k. Collect and process statistical data inclusive of faculty accountability, performance and student assessment

l. Collect and File Syllabi Career Advising Staff The Career Development Office

assists students in finding challenging and rewarding internships and full-time employment upon graduation.

a. Certification of student eligibility for Internship

b. Promoting academic (faculty) partnerships with companies that actively recruit in the School of Business and Industry and University Career Center by way of classroom visits, brochures and flyers for distribution to classes, luncheons and including:




Student Career Counseling, Resumes Critiquing, Business Writing Assistance, Recruiting Events, Receptions, Information Sessions, Networking opportunities, Dinners, Faculty Luncheons, and Workshops, Mock interviews, Corporate Scholarships, Calendar of Activities maintenance, Intern Supervisor Evaluation Feedback This Evaluation provides students strengths and accomplishments while on assignment.

9.5 Mission-Driven Student-Faculty Interaction Activities

SBI’s faculty sufficiency is more than adequate in providing students with multiple ways to interact with faculty members as a part of their educational programs. Table 9-5 delineates the multiple ways in which faculty members maintain curricular, co-curricular, and extra-curricular interactions with students on an ongoing basis. SBI and FAMU operate in accordance with Florida A&M University’s Non-Discrimination Policy, which can be found on faculty syllabi (see Appendix 4) and in the University Catalog (http://www.famu.edu/index.cfm?catalog). Additionally, the University has the resources and mechanisms to accommodate individuals with various special needs (see Appendix 30).

http://www.famu.edu/index.cfm?catalog�


Table 9-5. Mission-Driven Student-Faculty Interaction Activities Mission-Driven

Faculty-Led Student Interaction Activity

Student Benefit Documentation

Instructional (Class) Time

Discipline experts sharing discipline-specific knowledge with students, as well as opportunity for students to learn from each other.

Syllabi

Office Hours Interaction opportunity to meet the needs of individual students

Syllabi Posted on Faculty’s Office Door

Faculty-Led Study Sessions

Discipline experts’ interaction opportunities to meet the needs of individual students to aid them in grasping discipline-specific knowledge

Class/Blackboard announcements

Faculty-Advised Case Competitions

Discipline experts’ interaction opportunities to meet the needs of individual students to aid them in grasping, demonstrating, and presenting discipline-specific knowledge, as well as opportunity for students to learn from each other.

Case Competition entries and wins

Faculty-Advised Student Clubs (extra-curricular activities)

Discipline experts’ interaction opportunities to meet the needs of individual students to aid them in grasping and demonstrating discipline-specific knowledge, as well as opportunity for students to learn from each other.

Extra-curricular activities (Appendix 31): Alpha Kappa Psi Business Fraternity, Inc. Chief Financiers Organization Entrepreneurs Club National Association of Black Accountants Pi Sigma Epsilon Sales and Marketing Fraternity, Inc.

Faculty-Advised Student-run Companies (co-curricular activities)

Discipline experts’ interaction opportunities to meet the needs of individual students to aid them in grasping and demonstrating discipline-specific knowledge, as well as opportunity for students to learn from each other.

Co-Curricular Activities: (Appendix 31) Orators, Inc. Business Writing, Inc. WSBI, Inc. Services, Inc. Close-Up, Inc. Forum, Inc. Innovation Matters, Inc.

Faculty-Led Advisors for Graduate Assistants

Discipline experts’ interaction opportunities to meet the needs of individual graduate students to aid them in grasping and demonstrating discipline-specific knowledge

Graduate Assistants Contracts (Appendix 31)


Standard 10: The faculty of the school has, and maintains expertise to accomplish the mission and to ensure this occurs, the school has clearly defined processes to evaluate individual faculty member’s contributions to the school’s mission. The school specifies for both academically qualified and professionally qualified faculty, the required initial qualifications of faculty (original academic preparation and/or professional experience), as well as requirements for maintaining faculty competence (intellectual contributions, professional development, or practice). [FACULTY QUALIFICATIONS]

SBI complies with Standard 10. SBI’s faculty has, and maintains expertise to accomplish the School’s mission. To ensure that this occurs, SBI has a clearly defined annual evaluation process to assess individual faculty members’ contributions to the School’s mission (see Appendix 12). The SBI’s faculty-approved Faculty Qualifications Guidelines (see below) clearly specifies the required initial qualifications of faculty (original academic preparation and/or professional experience) as well as requirements for maintaining faculty competence (intellectual contributions, professional development, or practice) for the designations of academically qualified faculty and professionally qualified faculty. The criteria for the academically and professionally qualified designations are consistent with the SBI’s mission as it relates to the categories of intellectual contributions and activities that can be amassed to gain or maintain the requisite designations. The Faculty Qualifications Guidelines, which are found in the SBI Faculty Handbook (see Appendix 32) also delineate how various development activities support the maintenance of the academically and professionally qualified designations.

Tables 10-1 and 10-2 detail the academic and/or professional qualification of each faculty member, as well as demonstrate that SBI’s meets the requirement that 90% of the total faculty resources are academically and professionally qualified. More specifically, SBI’s academically qualified faculty exceed the 50% requirement of the total faculty in the undergraduate and graduate programs. Additionally, SBI’s academically and professionally qualified faculty distribution across the programs and disciplines of SBI’s one location is consistent with SBI’s mission and students’ needs. A detailed vitae of each member is included in an electronic database (please use password provided for remote access) as well as a physical documentation room.


NameHighest Degree Earned and Year

Date of First Appointment to

the School

Percent of Time Dedicated to the School's

Mission

Academically Qualified

Professionally Qualified

OthersIntellectual

ContributionsProfessional Experience

ConsultingProfessional

Development Other Professional

ActivitiesNormal Professional

Responsibilities

Bates, Ira W. PhD, 2000 2001 100% YES 5 ADM/UGDrumming, Saundra PhD, 1983 1983 100% YES 4 UG/GRHenderson, Harold MS, 2010 100% YES UGHolloman, Derek PhD, 2008 2006 100% YES UGHolmes, Andrea MS, 1999 2007 100% YES UGRavenell, William JD, 1968 1985 100% YES 2 UG/GRReeder, Craig MS, 1977 2000 100% YES 14 2 UGSamuels, Errol MS, 2010 100% YES UGSmith, Wilbur PhD, 1984 1984 100% YES 7 UG/GRSwirsky, Steven PhD, 2004 2001 100% YES 6 UGWashington, John JD, 1994 2009 100% YES UGWashington, Herbert Lee PhD, 2010 100% YES UG

Campbell, Michael PhD, 2001 2009 100% YES 5 UGIslam, Mazhar PhD, 1986 2008 100% YES 16 UG/GROsagie, Johnston PhD, 1991 2000 100% YES 2 UG/GRWang, Guan Jun PhD, 2007 2007 100% YES 6 UG

Barrington, Beverly MS, 2010 100% YES UGBurnett, Garry PhD, 2008 2009 100% YES UGEtienne, Eisenhower PhD, 1982 2001 100% YES 8 UG/GRNkansah, Paul PhD, 1983 1989 100% YES 10 ADM/UGRidley, A. Denis PhD, 1982 1987 100% YES 7 UG/GRSuarez-Brown, Tiki PhD, 2001 2001 100% YES 16 UG/GRSutterfield, J. Scott PhD, 1994 2001 100% YES 26 UG/GRTidwell-Lewis, Angela PhD, 2006 2006 100% YES 12 UG

Accounting with Business Law*

Finance

Decision Sciences with Information Systems and Operations Management**

10.1 Faculty Sufficiency, Development Activities, and Professional Responsibilities

Table 10-1. Summary of Faculty Sufficiency, Development Activities, and Professional Responsibilities


NameHighest Degree Earned and Year

Date of First Appointment to

the School

Percent of Time Dedicated to the School's

Mission

Academically Qualified

Professionally Qualified

OthersIntellectual

ContributionsProfessional Experience

ConsultingProfessional

Development Other Professional

ActivitiesNormal Professional

Responsibilities

Ashley, Clyde PhD, 1981 1987 100% YES 3 UG/GRBowers-Collins, Jennifer PhD, 2008 2007 100% YES 13 UG/GRBradford, Amos PhD, 1980 1979 100% YES 7 UG/GRClark, George PhD, 1974 1974 100% YES 4 UGFinley-Hervey, Joycelyn PhD, 1996 2001 100% YES 20 UG/GRFriday-Stroud, Shawnta PhD, 1997 1997 100% YES 20 ADMHarper, Vera PhD, 1983 1983 100% YES 9 ADM/UG/GRHouston, Rashada MBA, 2010 100% YES UGMurphy, Angela PhD, 2001 2001 100% YES 7 UGRosier, Kenyatta MBA, 2002 2009 100% YES UGShabazz, Daaim PhD, 1998 1998 100% YES 8 ADM/UG/GRShrestha, Nanda PhD, 1982 1995 100% YES 28 GRThompkins, Abigail PhD, 1989 1998 100% YES 6 UG/GRWhite, LaTanya MBA, 2010 100% YES UGWilson, Richard PhD, 1982 1985 100% YES 4 UG/GR

Davis, Bobby PhD, 1982 1986 100% YES 9 UGEvans, Charles PhD, 1982 1982 100% YES 4 ADM/GRHightower, Jr., Roscoe PhD, 1997 2000 100% YES 14 UGMotley, Carol PhD, 1994 2006 100% YES 12 UG/GRNwakanma, Hudson PhD, 1988 1993 100% YES 9 UG/GRSingleton-Jackson, Annette PhD, 2002 2010 100% YES 3 UG/GR



***Management and Marking is the organizational unit, faculty grouped as the Management Instructional Discipline and Marketing Instructional Discipline

Management***

Marketing***

Table 10-1 (continued). Summary of Faculty Sufficiency, Development Activities, and Professional Responsibilities


NAME

QUALIFICATION (ACADEMIC-

AQ, PROFESSIONAL-

PQ OTHER-O) (FROM TABLE

10-1)

AQ FACULTY-% OF TIME

DEVOTED TO MISSION

(FROM TABLE 10-1)

PQ FACULTY-% OF TIMEDEVOTED TO MISSION (FROM

TABLE 10-1)

OTHER2 FACULTY- % OF TIME

DEVOTED TO MISSION (FROM

TABLE 10-1)

QUALIFICATION RATIOS PER STD 10

Accounting with Business Law*Bates, Ira W. AQ 100 0 0Drumming, Saundra AQ 100 0 0Henderson, Harold PQ 0 100 0

Holloman, Derek† AQ 100 0 0Holmes, Andrea PQ 0 100 0Ravenell, William PQ 0 100 0Reeder, Craig PQ 0 100 0Samuels, Errol PQ 0 100 0Smith, Wilbur AQ 100 0 0Swirsky, Steven AQ 100 0 0Washington, John PQ 0 100 0Washington, Herbert Lee AQ 100 0 0

Totals 600 600 0 50.00%| 100.00%Finance

Campbell, Michael‡ AQ 100 0 0Islam, Mazhar AQ 100 0 0Osagie, Johnston AQ 100 0 0Wang, Guan Jun AQ 100 0 0

Totals 400 0 0 100.00%| 100.00%Decision Sciences with Information Systems and Operations Management**Barrington, Beverly PQ 0 100 0Burnett, Garry AQ 100 0 0Etienne, Eisenhower AQ 100 0 0Nkansah, Paul AQ 100 0 0Ridley, Dennis A. AQ 100 0 0Suarez-Brown, Tiki AQ 100 0 0Sutterfield, J. Scott AQ 100 0 0Tidwell-Lewis, Angela AQ 100 0 0

Totals 700 100 0 87.50%| 100.00%

‡- Campbell taught prior semesters as an adjunct in Management; as of 2009, he was hired into the Finance discipline†- Holloman teaches a course in finance as needed

AQ/(AQ+PQ+O) > 50% |(AQ+PQ)/(AQ+PQ+O) > 90%



10.2 Deployment of Qualified Faculty

Table 10-2. Calculations Relative to Deployment of Qualified Faculty


NAME

QUALIFICATION (ACADEMIC-

AQ, PROFESSIONAL-

PQ OTHER-O) (FROM TABLE

10-1)

AQ FACULTY-% OF TIME

DEVOTED TO MISSION

(FROM TABLE 10-1)

PQ FACULTY-% OF TIMEDEVOTED TO MISSION (FROM

TABLE 10-1)

OTHER2 FACULTY- % OF TIME

DEVOTED TO MISSION (FROM

TABLE 10-1)

QUALIFICATION RATIOS PER STD 10

Management***Ashley, Clyde Other 0 0 100Bowers-Collins, Jennifer AQ 100 0 0Bradford, Amos AQ 100 0 0Clark, George AQ 100 0 0Finley-Hervey, Joycelyn AQ 100 0 0Friday-Stroud, Shawnta AQ 100 0 0Harper, Vera AQ 100 0 0Houston, Rashada PQ 0 100 0Murphy, Angela AQ 100 0 0Rosier, Kenyatta PQ 0 100 0Shabazz, Daaim Other 0 0 100Shrestha, Nanda AQ 100 0 0Thompkins, Abigail AQ 100 0 0White, LaTanya PQ 0 100 0Wilson, Richard Other 0 0 100

Totals 900 300 300 60.00%| 80.00%Marketing***Davis, Bobby AQ 100 0 0Evans, Charles Other 0 0 100Hightower, Jr., Roscoe AQ 100 0 0Motley, Carol AQ 100 0 0Nwakanma, Hudson AQ 100 0 0

Singleton-Jackson, Annette¥ AQ 100 0 0

Totals 500 0 100 83.33%| 83.33%TOTAL FOR SCHOOL 3100 1000 400 68.89%| 91.11%




***Management and Marking is the organizational unit, faculty grouped as the Management Instructional Discipline and Marketing Instructional Discipline¥- Singleton-Jackson was re-hired in 2002

* Accounting and Finance is the organizational unit, faculty grouped as the Accounting Instructional Discipline including Business

Table 10-2 (continued). Calculations Relative to Deployment of Qualified Faculty


10.3 Mission-Driven and Strategic Alignment of Academically Qualified and Professionally Qualified Faculty

Table 10-3 clearly delineates the mission-driven and strategic alignment of SBI’s academically and professionally qualified faculty in the areas of academic preparation, professional experience and expertise, and periodic evaluation for purposes of qualifications assessment and continuous improvement.

Table 10-3. Mission-Driven and Strategic Alignment of Academically Qualified and Professionally Qualified Faculty

Mission & Strategic Management-Driven

Activities with corresponding Quality

Reviews

Academically Qualified Faculty

Professionally Qualified Faculty

Academic Preparation and/or Professional Experience Required at Time of Hiring

I. During the most recent five-year period, received a doctorate (or terminal degree) in the field of primary teaching responsibility, or

II. Previously received a doctorate (or terminal degree) in a field outside the area of primary teaching responsibility and, during the most recent five-year period, completed substantial intellectual contributions in the field of primary teaching responsibility or during the most recent five-year period, received a specialized master’s degree in the field of primary teaching responsibility, and SBI designates the faculty member a “specialized instructional resource” important to achieving the School’s mission.

Academic qualification requires a combination of original academic preparation (degree completion) augmented by subsequent activities that maintain or establish preparation for current teaching responsibility.

To be designated as professionally qualified, a member of SBI’s faculty must hold at least a master’s degree in a field or discipline related to his/her area of primary teaching responsibility and must have accumulated substantial professional experience. The professional experience should be related to (consistent with) the faculty member’s primary teaching area, significant in duration and level of responsibility, and current at the time of initial appointment (hiring). Professional qualification requires a combination of relevant academic preparation and relevant professional experience.

Scholarship and/or Faculty Development Quantity for Maintenance of Designation

I. Publish at least two refereed journal articles related to the field of primary teaching responsibility, and

II. Complete at least one other intellectual contribution (in any category) related to the field of primary teaching responsibility, or complete at least one validating experience (from SBI’s list of Faculty Development, Professional, and Knowledge Deployment activities) related to the field of primary teaching

I. Working full-time (or nearly full-time) in a professional position with job responsibilities related to the area of primary teaching responsibility, or

II. Publish at least one written composition related to the field of primary teaching responsibility, or

III. Complete at least three validating experiences from SBI’s list of


responsibility. Faculty members who met SBI’s Educational Standard for academic qualification in the past (outside the most recent five-year period) can maintain their academically qualified status by satisfying SBI’s scholarship and faculty development criteria during the most recent five-year period.

Faculty Development, Professional, and Knowledge Deployment activities

To maintain the status of professionally qualified, a faculty member must engage in activities that sustain their intellectual capital and preparation for teaching by accomplishing the above in the most recent five-year period.

Scholarship and/or Faculty Development Frequency for Maintenance of Designation

Rolling Most-Recent Five-Year Period Rolling Most-Recent Five-Year Period

Mission & Strategic Priority Primary Primary Mission & Strategic Value High High Department Chair Evaluations

Required Required

Frequency Annually Annually Faculty Planning & Development Committee Evaluations

Required Required

Frequency Annually Annually

10.4 Mission-Driven Faculty Development Opportunities Table 10-4 shows that a professional development infrastructure exists within SBI and the University consistent with both missions to provide and support the development and continuous improvement of faculty regardless of the employment relationship.


Table 10-4. Mission-Driven Faculty Development Opportunities SBI Mission Statement FAMU Mission-SBI Mission

Alignment FAMU Faculty Development

Opportunities SBI Faculty Development

Opportunities The mission of the School of Business and Industry (SBI) at Florida A&M University is to produce B.S. and MBA graduates capable of excelling as future leaders in global business, industry, and commerce. This is achieved by:

- Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment.

- Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to “excellence with caring,” through high-quality teaching, relevant intellectual contributions, and meaningful service.

- Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish.

- Embracing the University’s historic mission of educating African Americans while recruiting students of all races and ethnic origins.

- Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs.

- Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge.


- Professional Development Leave Programs (e.g., Sabbaticals, Professional Development Program, Faculty Development Leave Program, Other Study Leave, Faculty Foreign Service) - University-sponsored attendance and presentations at Professional Meetings (e.g., Annual Faculty Planning Conference, Monthly Instructional Technology Training Courses, Assessment and Pedagogy workshops, etc.) - On-Campus Conferences and In-Service Workshops (e.g., Annual Faculty Planning Conference, Monthly Instructional Technology Training Courses, Assessment and Pedagogy workshops, etc.) - Superior Accomplishment Awards - Teaching Incentive Program Awards - Faculty Research Award Program - Research Opportunities in externally-funded grants and contracts - Faculty Teacher/Advisor Award Program - Free University courses

- SBI-sponsored Attendance and Presentations at Professional Meetings (e.g., Annual Faculty Planning Conference, Monthly Instructional Technology Training Courses, National and Regional Annual Meetings, etc.) - SBI Conferences and In-Service Workshops - SBI Professional Leadership Development Activities with Corporate Executives


Standard 11: The school has well-documented and communicated processes in place to manage and support faculty members over the progression of their careers consistent with the school’s mission. These include:

• Determining appropriate teaching assignments, intellectual expectations, and other components of the faculty member’s professional responsibilities to the school.

• Providing staff and other mechanisms to support faculty in meeting the expectations the school holds for them on all mission-related activities.

• Providing orientation, guidance and mentoring. • Undertaking formal periodic review, promotion, and reward processes. • Maintaining overall plans for faculty resources.

[FACULTY MANAGEMENT AND SUPPORT] SBI complies with Standard 11 in that well-documented and communicated processes are in place to manage and support faculty members over the progression of their careers consistent with the School’s mission, including all the delineations.

11.1 Process for Determining Performance Expectations The contractual expectations of SBI faculty are documented in the official university Assignment of Responsibility (AOR) form (see Appendix 9) prior to the start of each semester. The AOR articulates the amount of effort that each faculty member is expected to dedicate to teaching, research and intellectual contributions, and service for that particular semester. Additionally, at the beginning of each academic school year, each faculty member crafts his or her Annual Activity Plan (see Appendix 11) in which he or she designates his or her anticipated performance and activities in teaching, research, and service as they relate to the SBI’s mission. The faculty member then reviews his or her annual plan with the faculty member’s department chair, and uses it as a benchmark at the end of the school year for his or her annual evaluation, and annual tenure appraisal if tenure-earning per the FAMUFF Collective Bargaining Agreement (see Appendix 33), to determine if the faculty member met his or her expectations.

11.2 Staff and Infrastructure to Support Faculty In an effort to support faculty members in meeting SBI’s mission-related activities, various mechanisms, such as graduate assistants, administrative support staff, technological support staff, equipment, software, etc., are provided. The University provides a New Faculty Orientation (see Appendix 33 or http://www.famu.edu) annually to introduce, support, and provide guidance for faculty in their career progression at FAMU. The University also holds an annual Faculty Planning Conference every August (see Appendix 34) to provide professional development and career support and guidance to faculty members throughout their career progression. SBI holds an annual Faculty and Staff Retreat (see Appendix 35) to: (1) introduce and orient new faculty members to SBI; (2) provide additional professional development opportunities to faculty and staff as it relates to key priorities set for that academic year; and (3) close the loop on assessment and other continuous improvement activities. Through the annual SBI Faculty and Staff Retreat and regular faculty and staff meetings, informal mentoring relationships are cultivated. Over time the informal mentoring relationships progress whereby seasoned faculty members mentor and work on research projects with relatively new faculty members.


11.3 Tenure and Promotion Process

The process for Tenure and Promotion is contained in the FAMU BOT/UFF Collective Bargaining Agreement (see Appendix 36), the FAMU Faculty Handbook (see Appendix 37), and the SBI Faculty Handbook (see Appendix 32). In addition to annual performance evaluations, tenure-earning faculty must receive annual tenure appraisals per the FAMUFF Collective Bargaining Agreement as stated above.

a. An employee shall normally be considered for tenure during the sixth year of

continuous service in a tenure-earning position including any prior service credit granted at the time of initial employment. An employee’s written request for early tenure consideration is subject to the university’s written agreement.

b. By the end of six (6) years of service at the university, an employee eligible for tenure shall either be awarded tenure by the Board or given notice that further employment will not be offered.

Minimum university-wide criteria for tenure have been established by the Faculty Senate (see Appendix 38). Additional criteria for tenure has been established by SBI (see Appendix 32). These criteria are given to faculty members during their first year, as well as during their annual evaluation. Initial decisions related to tenure are made by a Tenure and Promotion peer review committee at the school level. Faculty members who are eligible for tenure make an application during the beginning of the sixth year of their appointment. The faculty member must submit the tenure application in multiple copies, with substantiating documents, to the Department Chair or Dean. The Department Chair and school-wide Tenure and Promotion Committee review the faculty member’s application for tenure. Accordingly, tenured faculty members in the Department and School vote on the tenure earning credentials of the faculty member. The Department Chair also provides an assessment of a faculty member's tenure application. Supporting documents are then forwarded to the Dean. The same process occurs at the University-level Tenure and Promotion Committee. The University-wide Tenure and Promotion Committee consists of representatives from each school or college, and the library. After deliberations on each faculty member’s application and supporting documents, the University committee votes on recommendations for tenure, according to the Faculty Senate and SBI Tenure criteria. The Chair of the committee sends the recommendation to the Provost who in collaboration with the President makes the recommendation to the Board of Trustees. The Board of Trustees is responsible for the final decision on awarding tenure.

The reward process of promotion follows similar procedures (see Appendix 32) beginning with the faculty members submitting applications and supporting documents to their immediate supervisor or Dean. SBI’s criteria for promotion to Assistant Professor, Associate Professor, and Professor are published in the SBI Faculty Handbook. The progression includes the Department, the School Tenure and Promotion Committee, the School Dean, the University-wide Committee, and the Provost. The Provost makes the final recommendation to the President, who in turn grants promotion. Prior to the beginning of the next academic year, faculty members are apprised of the final action on their application and supporting documents.


As previously stated, the faculty members are evaluated annually, regardless of status, by the Department Chair (which is inclusive of teaching effectiveness evaluations, student evaluations, as well as assessment of research and service). Other reward processes include awards such as Teacher/Advisor of the Year, Sabbaticals, and the Faculty Research Award Program to name a few.

11.4 Faculty Resource Plan

Given FAMU’s mission as a doctoral/research institution with a standard 15-hour teaching law per semester, of which at least 12 contact hours are produced in classroom teaching activities (see Standard 2 and Appendix 7), SBI’s standard faculty teaching load consists of 60% to 80% teaching with the remaining 20% to 40% allocated to research and service. The percent allocated to each activity varies in accordance with intellectual productivity, classroom needs, shared governance activities, and mission-critical activities required of the faculty. Presently, the allocation of workload is formal in that Department Chairs assign faculty members equally to the core courses needed. Once core classes are covered, the Department Chair honors faculty and/or student requests to teach elective courses that are in line with the School’s mission and students’ graduation needs.

The Department Chairs are responsible for assessing the number of faculty members (in various disciplines) necessary to offer courses in the curricula. The assessment incorporates current student enrollment, number of full-time faculty available to cover current course offerings, projected growth in enrollment, and the budget. When needs arise, Department Chairs in collaboration with the Assistant Dean request new faculty positions from the Dean, who in turn makes a recommendation to the Provost. Approval of the Provost (Vice President for Academic Affairs) is needed in advance to fill faculty and staff positions. If the request to fill a vacant position is approved by the Provost, consistent with University Non-Discrimination Policy (see Appendix 39), a SBI faculty recruitment and selection committee is appointed to review applicants and make a recommendation to the Dean. The Dean then makes a recommendation to the Provost. After reviewing the applicants and the recommendations, the Provost’s offers the position to the selected candidate. Therefore, SBI has a faculty resource plan to project, anticipate, and maintain adequate faculty resource requirements to accomplish SBI’s mission.


Standard 12: The business school’s faculty in aggregate, its faculty subunits, and individual faculty, administrators, and staff share responsibility to:

• Ensure adequate time is devoted to learning activities for all faculty members and students.

• Ensure adequate student-faculty contact across the learning experiences. • Set high expectations for academic achievement and provide leadership toward

those expectations. • Evaluate instructional effectiveness and overall student achievement. • Continuously improve instructional programs. • Innovate in instructional processes.

[AGGREGATE FACULTY AND STAFF EDUCATIONAL RESPONSIBILITY]

The School complies with Standard 12 in that SBI’s faculty in aggregate, the faculty subunits (departments and committees), as well as individual faculty, administrators, and staff share responsibility to ensure:

• adequate time is devoted to learning activities for all SBI faculty members and students; • adequate student-faculty contact across SBI’s learning experiences; • high expectations and leadership for academic achievement are set and provided; • the evaluation of instructional effectiveness and overall student achievement; • continuous improvement in instructional programs; and • innovation in instructional processes.

Compliance with the above listed items is demonstrated by the description and inclusion of selective samples of syllabi, student projects, student and faculty evaluations, and other relevant artifacts in the subsections below.

12.1 Time-on-Task and Communication of Learning Expectations

A review of SBI faculty members’ syllabi shows adequate time-on-task for students and faculty as well as student-faculty interaction (see Appendix 4). Learning expectations are communicated via the course objectives, learning objectives, learning materials, topics to be covered, expected learning outcomes (see Standards 16 and 18 for the undergraduate and graduate learning goals respectively), course administration information, course scheduling, course requirements, assessment activities, and grading provided on faculty syllabi. Additionally, student projects also demonstrate the adequacy of direct faculty-student interaction, as well as the currency of materials and demands of the course projects (see Appendix 40). To ensure that SBI’s faculty in aggregate, subunits, and individual faculty, administrators, and staff set high academic expectations and provide leadership toward those expectations, at the beginning of each semester, the processes below are followed. • Faculty members review the course syllabus with students for a clear understanding of

expectations (see Appendix 4). • The SBI holds a school-wide orientation outlining the expectations for that semester to all

students.


• The SBI Office of Student Services advises and counsels students on their academic progression toward graduation.

• The SBI Office of Career Development counsels students on internships and interviews for full-time hires, which leads to career placement.

• The faculty members’ course syllabi indicate the numbers of weeks dedicated to covering the subject matter and the expected learning outcomes from the course (see Appendix 4).

• As part of the Professional Leadership Development (PLD) sign-up process, students are informed and trained on the expectations and activities of Professional Leadership Development (see Appendix 41– PLD sign up process).

• Faculty members’ Assignment of Responsibility (AOR) forms show the percentage of time allocated for teaching, research, community service, and other duties and responsibilities (see Appendix 9).

12.2 Evaluation of the Quality of Instruction

The University administered (Fall and Spring) student evaluations process is one of the processes used to evaluate faculty members in SBI. There are eight (8) items on which students rate faculty members (see Appendix42). The stated student evaluations are reviewed and accounted for in each faculty members’ annual evaluation. SBI has an annual process in place to provide for classroom observation by department chairs to give feedback to faculty members to aid in improving their teaching effectiveness. Feedback from classroom visits is shared with the faculty as part of their annual evaluation (see Appendix XX – Blank annual faculty evaluation form).

12.3 The Use of Evaluations for Continuous Instructional Improvement Faculty’s teaching/instructional effectiveness is emphasized in SBI, thus planned and reviewed annually. On the front end, faculty complete Annual Faculty Activity Plans in the Fall semester, which are designed to assist faculty members in becoming better in the areas of teaching, research, and service to improve SBI’s undergraduate and graduate programs. In their annual faculty plans, faculty members list their goals for the year before reviewing their goals with their department chair. At the end of the Spring semester, the faculty members’ annual faculty plans are used as the basis for assessing the faculty members’ documentable accomplishments for the year. The annual faculty activity plan and evaluation processes are detailed below.

a. Each faculty member submits an annual faculty activity plan, which identifies

anticipated enhancements in teaching, service, and research, as well as includes improvement activities in the area of teaching effectiveness at the beginning of each academic year as stated above (see Appendix 11).

b. Students evaluate teaching effectiveness of each individual instructor at the end of each semester (see Appendix 12).

c. Each faculty member submits a self-evaluation report at the end of each academic year. d. The department chair meets with each faculty member to discuss his/her self-evaluation

report and student evaluations relative to his/her annual faculty plan. e. The department chair independently evaluates each faculty member providing ratings for

teaching and suggestions for improvement.


Other methods to improve faculty’s teaching in SBI include soliciting verbal feedback from colleagues or arranging peer or additional supervisor classroom observations. Faculty members utilize the information from student evaluations, peer evaluations, and annual evaluations to improve pedagogy, course design and student interaction. SBI and the University also make various resources available to aid in faculty’s instructional improvement. For example, the University has a mentoring program for new faculty members, the University and SBI provide financial support for faculty members to attend off campus teaching workshops, and the University and SBI hold on campus teaching workshops, such as the Annual Faculty Planning Conference (see Appendix 34) and the Annual SBI Faculty and Staff Retreat (see Appendix 35).

12.4 Recent Deployment of Instructional Innovations SBI instructors have explored and instituted the use of various instructional innovations. A few recent examples are as follows:

• A number of accounting instructors recently adopted online homework systems. • Two instructors converted their traditional courses to hybrid online format in 2009 and 2010

in preparation for the Online MBA. • A number of instructors utilized Camtasia files and lecture video files in their courses. • Several instructors are utilizing Elluminate Live to conduct virtual class meetings, which

helps them be successful in conducting online hybrid or distance learning courses • Another faculty member has employed the use of an online trading and investment

simulator in Investment classes to expose students to simulated online trading. • Animated computer simulations are being used in Global Logistics classes. • A marketing instructor created a program to allow students to work with real advertising

clients in developing actual marketing campaigns. • A strategy simulation is used in the undergraduate and graduate capstone courses, where

students compete against students around the world in the operation of a digital camera company.

Standard 13: Individual teaching faculty members:

• Operate with integrity in their dealings with students and colleagues. • Keep their own knowledge current with the continuing development of their

teaching disciplines. • Actively involve students in the learning process. • Encourage collaboration and cooperation among participants. • Ensure frequent, prompt feedback on student performance.

[INDIVIDUAL FACULTY EDUCATIONAL RESPONSIBILITY]

SBI complies with Standard 13 because individual teaching faculty members operate with integrity in their dealings with students and colleagues; keep their own knowledge current with continuous development in their teaching disciplines; actively involve students in the learning process; encourage collaboration and cooperation among SBI’s participants; and ensure frequent, prompt feedback on student performance.


13.1 Continuous Faculty Knowledge Development Processes

SBI has processes in place to encourage, support, and assess faculty members in their own knowledge development. The factors below exemplify the School’s processes to encourage, support, and assess faculty members’ knowledge development. • Faculty members are strongly encouraged to submit their anticipated knowledge and

professional development activities in their Annual Faculty Development Plans (see Appendix 11)

• Faculty members are encouraged to provide guidance to students through coaching and assisting students in various case competitions. These activities help faculty and students to stay abreast of current business issues and trends. This is assessed in the above discussed student evaluations.

• Faculty members are encouraged to participate in faculty internships. • Faculty members are strongly encouraged to conduct research and publish in refereed

journals to maintain their academically or professionally qualified status. • Faculty travel grants to attend, present, and conduct research at academic and

professional conferences are available to support faculty’s knowledge development. • Faculty research support for knowledge development is provided through the University

via workshops and summer research grant opportunities. • Faculty members are strongly encouraged to attend SBI Forums™, SBI Close-Ups™,

SBI Receptions™, and SBI TV Tapings™ (as reflected by the 3-5% allocated on their Assignment of Responsibility Forms each semester – see Appendix 43) to interact with corporate executives to stay current on innovations, practices, and new developments in business (see Appendix 44).

• Faculty research and teaching productivity are assessed via annual performance evaluations (see Appendix 45).

• As part of the University assessment process, SBI sets annual research productivity goals, collects data and uses the results to develop continuous improvement plans (see Appendix 46).

13.2 Active Student Involvement, Collaboration, and Feedback in the Learning Process

Faculty members, as reflected in their course syllabi, provide challenging projects and assignments that allow students to actively demonstrate their knowledge and application of the subject matter through individual and collaborative learning experiences. Faculty members also spend time outside of class (e.g., study sessions, case competition preparation, research projects, etc.) to actively engage students in the learning process through face-to-face meetings and web-based meetings using Elluminate Live. Additionally, through formal (e.g., returned examinations, graded assignments, etc.) and informal (e.g., individual discussions during and after class, etc.) mechanisms, faculty members provide students with frequent, prompt, and accurate feedback on their performance in individual and group settings to facilitate their learning. Specific examples are given below. • As previously stated, faculty members are strongly encouraged to conduct research and

produce papers for publication in refereed journals. In many instances, students work as graduate assistants or research assistants to aid faculty members in producing these publications.


• Faculty members serve as advisors and counselors to students in case competitions in all disciplines. Students participate in numerous case competitions, which involve teamwork, collaborative faculty interactions, faculty guidance, collaborative interactions for alumni and corporate partners, etc. Faculty members provide immediate and accurate feedback as students prepare for the case competitions.

• SBI’s PLD program includes many activities (SBI Forums™, SBI Receptions™, SBI Close-Ups™, SBI TV Tapings™, case studies, seminars, etc.), which involve active student participation and collaboration with other students, faculty members, and corporate guests. Students receive feedback from faculty and the corporate guests on their performance in the PLD activities.

• To enhance the student learning process and students’ overall performance, collaborative, content related extracurricular activities are held with student clubs and organizations, Student Government Association (SGA), sororities, fraternities, alumni, and corporate partners (see Appendix 31.).

13.3 Continuous Improvement in Instructional Methods

SBI faculty members are strongly encouraged to, and do pursue faculty development opportunities to continuously improve the instructional methodologies they use in the classroom. University and SBI resources are available for and provided to faculty to aid them in continuously improving their instructional methods. • Faculty members attend workshops including Blackboard, Elluminate, Camtasia, and

receive guidance in online instructional techniques (see Appendix 47). • SBI also offers in-house faculty development activities that support continuous

improvement in instructional methods. Instructional methods presentations and workshops are also provided during SBI’s Annual Faculty and Staff Retreats (see Appendix 35).

• Faculty members also take advantage of webcasts provided by publishing companies such as Cengage and Wiley, which address instructional techniques (see Appendix 48).

• Faculty members attend conferences where new teaching concepts are presented and instructors exchange ideas on how to achieve better learning outcomes (See Appendix 49).


Standard 14: Individual Students

• Operate with integrity in their dealings with faculty and other students. • Engage the learning materials with appropriate attention and dedication. • Maintain their engagement when challenged by difficult learning activities. • Contribute to the learning of others. • Perform to standards set by the faculty.

[STUDENT EDUCATIONAL RESPONSIBILITY]

SBI students operate with integrity in their dealings with faculty and other students; engage the learning materials with appropriate attention and dedication; maintain their engagement when challenged by difficult learning activities; contribute to the learning of others; and perform to standards set by the faculty. Therefore, SBI complies with Standard 14.

14.1 Expectation of Student Integrity

Students in the School of Business and Industry are expected to demonstrate the following behaviors at all times with faculty, staff, students, and corporate guests: professionalism, responsibility, accountability, respect, trust, pride, ethics, integrity, excellence, knowledge, research, and service (see below) per the SBI Values Statement provided in Standard 1. In addition to the expectation of student integrity being highlighted in the FAMU Student Handbook – The “FANG” (see Appendix 50), SBI students are required to repeat the SBI Oath of Professionalism and Honor (see Appendix 51) during all SBI Forums. These expectations, as described below are communicated in all SBI classes, Professional Leadership Development activities, Office of Career Development, and the Office of Student Services.

PROFESSIONALISM- Students are expected to adhere to and demonstrate courtesy, honesty, and responsibility in their daily interactions and dealings with others. SBI students are expected to demonstrate a level of excellence that goes over and above requirements. Professionalism among students is about personal ethics, quality work, and having a quality attitude. The students are taught to understand that professionalism takes work and dedication for continuous improvement. RESPONSIBILITY-Students are encouraged to assume a sense of duty and/course of action demanded and be accountable for their actions via their conduct and behavior. ACCOUNTABILITY- Students are also obligated and taught that they are responsible for their actions and interactions with faculty, staff, each other, and all mankind. RESPECT- Students are encouraged and expected to show regard, concern, consideration, and appreciation in their daily lives at all times with faculty, staff, each other, and all mankind. TRUST- Students are encouraged and taught to have faith and confidence in the character and integrity of others at all times.


PRIDE- Students are encouraged to proudly display their accomplishments and self-esteem, as well as demonstrate their work by sharing it with faculty, staff, each other, and all mankind without being arrogant. ETHICS- Students are taught and learn the concepts and ideas of right and wrong and to live those concepts and ideas on a daily basis. (A business ethics course is required for the undergraduate and Professional MBA students.) INTEGRITY- Students are encouraged to practice good morals and demonstrate ethical behaviors at all times that contribute to their state of being whole and complete. This characteristic is instilled in students in the classrooms and while on internships. EXCELLENCE- Students are encouraged to have and practice good qualities on very high levels. Excellence contributes to a superior quality of life in direct proportion to their commitment to integrity. This characteristic is found in the University’s motto: “Excellence with Caring.” KNOWLEDGE- Students are encouraged to learn and continuously learn and seek the reasoning and perceptions that provide a framework for evaluating new experiences and absorbing new information. RESEARCH- Students are encouraged to constantly investigate areas that they may not be familiar with in an effort to expand their knowledge base and broaden their horizons. SERVICE- Students are encouraged to perform work that benefits not only themselves, but others as well. This is done via volunteer work, community service, and student organizations.

14.2 School Philosophy on Student Behavior, Discipline and Plagiarism

Students have rights and privileges including, but not limited to, academic freedom and participation in the decision-making processes of the University. Additionally, students are subject to the obligations and duties that accompany their membership in the University community and are responsible for compliance with the requirements of the School and University guidelines. Students’ behavior, including, but not limited to, plagiarism, absences, etc.), and corresponding disciplinary actions are guided by the following:

• SBI’s Mission, Values, and Vision Statements (see Standard 1). • SBI Student Behavior (Disciplinary) Guidelines (see Appendix 52). • The FAMU Student Handbook (“The FANG”) (see Appendix 50). • Faculty syllabi (see Appendix 4)

14.3 Student Learning and Performance

As stated in Standard 13, students are required to engage in challenging learning experiences (see Appendix 40) according to the standards set forth by faculty for the assignments (see Appendix 53 and Appendix 4). Utilizing synchronous and asynchronous delivery modes, students also contribute to the learning of their peers through class discussions and team projects. As a result of the interactive learning experiences inside and


outside of the classroom, students are able to demonstrate through assessments that they have satisfied the course learning goals and program learning goals (see Appendix 54). See Standards 16 and 18 for more details on how students satisfy SBI’s undergraduate and graduate learning goals.

Standard 15: Management of Curricula: The school uses well documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning. Curriculum management includes inputs from all appropriate constituencies, which may include faculty, staff, administrators, students, faculty from non-business disciplines, alumni, and the business community served by the school.

The standard requires use of a systematic process for curriculum management but does not require any specific courses in the curriculum. Normally, the curriculum management process will result in an undergraduate degree program that includes learning experiences in such general knowledge and skill areas as:

• Communication abilities. • Ethical understanding and reasoning abilities. • Analytic skills. • Use of information technology. • Dynamics of the global economy • Multicultural and diversity understanding. • Reflective thinking skills.

Normally, the curriculum management process will result in undergraduate and master’s level general management degree programs that will include learning experiences in such management-specific knowledge and skills areas as:

• Ethical and legal responsibilities in organizations and society. • Financial theories, analysis, reporting, and markets. • Creation of value through the integrated production and distribution of goods,

services, and information. • Group and individual dynamics in organizations. • Statistical data analysis and management science as they support decision-making

processes throughout an organization. • Information technologies as they influence the structure and processes of

organizations and economies, and as they influence the roles and techniques of management.

• Domestic and global economic environments of organizations. • Other management-specific knowledge and abilities as identified by the school.

[MANAGEMENT OF CURRICULA]


15.1 All Phases of the Curriculum Management Process The School of Business and Industry complies with all aspects of Standard 15 – Management of Curricula. The mission and ultimate objective of the School of Business and Industry is to produce graduates capable of excelling as future leaders in global business, industry and commerce. All programs offered within SBI seek to accomplish this objective through the development of both technical and behavioral discipline-specific and leadership competencies, which are deemed necessary by major corporations (see Appendix 55). In the undergraduate business administration and accounting programs, the development of technical and behavioral discipline-specific and leadership competencies are achieved through an interdisciplinary approach that provides students with (1) a liberal arts education, which includes courses in the area of communications, mathematics, natural sciences, humanities, and fine arts; (2) a broad business background across all business disciplines, with more emphasis on accounting for the accounting program; (3) interpersonal skills combined with business sophistication and acumen; and (4) work experiences designed to reinforce student’s internalization of business sophistication and professional behavioral competencies. The Professional MBA (PMBA) program includes the development of the technical and behavioral discipline-specific and leadership competencies achieved through the interdisciplinary approach in the undergraduate programs given that PMBA students start as freshmen, while adding solid graduate management education across the business disciples with carefully structured, extended internship experiences which leads to polished professionals that exhibit leadership and other requisite behavioral competencies combined with business sophistication and acumen. The One-Year MBA accepts individuals with bachelor’s degrees from an accredited university and equips them with managerial and behavioral skills for leadership positions in global business, industry and commerce using a broad-based approach to integrating the functional areas of business with carefully tailored behavioral skills to develop holistically competent managers.

SBI uses well-documented, systematic processes to develop, monitor, evaluate, and revise the substance and delivery of the curricula of degree programs and to assess the impact of the curricula on learning. Curricula development, at the course- and program-level, includes input from all appropriate constituencies, which may include faculty, staff, administrators, students, faculty from non-business disciplines, alumni, and members of the business communities served by the School.

SBI is committed to the development of an innovative delivery system (per the mission) that provides leading academic and professional leadership development curricula. SBI’s internal processes used to develop, monitor, evaluate, and revise the substance of the curricula are managed by a standing school-wide Curriculum Committee. Members of the SBI Curriculum Committee include representatives from each discipline (e.g., Accounting, Management, Marketing, Finance, etc) and a business student. Once curricular (course-level and program-level) approvals have been obtained by the SBI Curriculum Committee, the SBI Faculty, and the Dean, the curricular changes are routed for additional approvals to the University Curriculum Committee, the Faculty Senate, and the Provost, as well as to the President and Board of Trustees, when necessary.


Program Development and Approval Process FAMU requires all new degree programs to complete a rigorous review and approval process, employing criteria established by the Florida Board of Governors (BOG) (see Appendix 59), which granted authority to each board of trustees the power to establish and discontinue academic programs up to and including the master’s level. Criteria for new academic programs include evidence of need and demand for the program, expected learning outcomes, readiness to offer the program, monetary resources to sustain the program, faculty qualifications, and a defined curriculum. As stipulated by the FAMU Board of Trustees (BOT), the approval process begins with the faculty in the unit and the college, including the dean, and moves on to approval by the Faculty Senate and university-level administrators, including the Provost and President, and ultimately the BOT, and, in the case of research doctoral and professional programs, the BOG. The approval requirements are captured in BOT Regulation 4.005, which addresses the authorization and termination of new degree programs (see Appendix 57) and BOT Regulation 4.010, which addresses program majors, minors, and other academic program offerings and off-campus programs (see Appendix 58).

The School of Graduate Studies and Research plays a very active role in the approval of all graduate degree programs. As a member of the University Program Authorization Review Committee (UPARC), the Graduate Dean, reviews and approves programs and program revisions. Members of the Graduate Council and or the graduate faculty also serve on departmental committees in which the degree programs and courses are being proposed. As noted in BOG Regulation 6C-8.011, the FAMU BOT Regulation 4.005, and the FAMU BOT Regulation 4.010, doctoral and professional programs require authorization by the BOG subsequent to approval by the BOT (see Appendix 56, Appendix 57 and Appendix 58). The new degree process at FAMU ensures that new programs are aligned with the mission and goals of the University, satisfy criteria set by the BOG, satisfy standards of academic quality, satisfy state and national needs, and have adequate resources to meet program goals. Prospective new programs are required to be placed on the FAMU Strategic Plan after approval is granted by the BOT. The Dean then identifies a faculty committee to oversee the initial step for the development of a Feasibility Study for the new degree program. It is recommended that the Feasibility Study be a short, informational tool used to guide the decisions of the Dean and the Provost. Once the Feasibility Study is completed, it is then reviewed by the Dean and the University Program Authorization Review Committee (UPARC), which will then make a recommendation to the Provost as to whether SBI should proceed to develop a proposal or revisit their efforts toward a new degree program. If the Feasibility Study is recommended for approval by the Dean and the University Program Authorization Review Committee, it is then recommended for proposal development and forwarded to the Provost. The Dean and the faculty committee are then informed that a full proposal may be developed. The full proposal will ultimately be reviewed by the Dean, the University Curriculum Committee of the Faculty Senate, the entire body of the Faculty Senate, and the Provost. If approved, the Provost will make a recommendation to the President. If the new degree program is approved by the President, the recommendation is forwarded to the BOT for approval. Once approved by the BOT,


the Provost will notify the appropriate Dean, the BOG, the Registrar, and Southern Association of Colleges and Schools – Commission on Colleges. As previously stated, doctoral and professional programs must be approved by the BOG as well. SBI has not initiated a new degree program within the last decade.

A proposal for a new academic program track within existing degree programs must be submitted through the Dean, after receiving recommendations from the SBI faculty and SBI Curriculum Committee as with proposals for new degree programs. The proposal is then reviewed by both the University Curriculum Committee and the UPARC. If recommended, the proposal is sent to the Faculty Senate for its approval. The final step is to submit it to the Provost for final approval (see Appendix 58). Additionally, the SACS-COC notification or approval procedures are followed as required. SBI followed this procedure in receiving approval for the Online Track of the One-Year MBA (see Appendix 59), which had an initial targeted start date of Spring 2011 that now may not begin until Summer 2011.

Course Development and Approval Process

Procedures to Request New Courses or Changes to Existing Courses: Regardless of the format or delivery mode, the request for a new course or a change in an existing course is initiated by the faculty in the particular academic unit because of a need identified in the curriculum. A request for a new course is initiated using a “New Course Transmittal Form” (see Appendix 60). The request must include a course syllabus, the recommended level, amount of credit, type of credit, course description, number of contact hours, degree type, category of instruction (i.e., introductory, intermediate, or advanced), and pre- and co-requisites. Changes to existing courses are initiated using a “Course Termination or Change Transmittal Form” (see Appendix 61). This form requests that the change in any one of the items listed above be identified.

Approval Process for New Courses or Changes to Existing Courses: The approval process for new courses or changes to existing courses is initiated by the faculty or administration based on changes in the business environment or recommendations from the School’s Assurance of Learning Committee, the SBI Board of Advisors, Alumni, or other stakeholders, as stipulated in FAMU BOT Regulation 4.007 – FAMU Procedures for Course Approvals (see Appendix 62). The request is formally submitted by the department chair using a “Course Request Routing Form” (see Appendix 63) to the chair of the SBI Curriculum Committee. It is then reviewed by the SBI Curriculum Committee. Successful proposals are reviewed by the Dean for signature approval. The Dean forwards approved requests to the University Curriculum Committee (UCC) for review. Those requests approved by the UCC are presented to the Faculty Senate by the UCC chair. The Faculty Senate approves appropriate requests, and the Faculty Senate President signs on the routing form. Final University approval is granted by the Provost or designee. Successful requests are forwarded by the Office of the Provost to the Florida Department of Education for review by the Florida Statewide Course Numbering System (FSCNS), which assigns the final course number to ensure the course prefix and credit are consistent with similar courses offered at other public institutions within the State University System.


Effectiveness of the Curriculum Review Processes The monitoring process for SBI curricula is performed by the School’s Curriculum Committee. It is the Committee’s responsibility to schedule reviews of each curriculum for content and delivery. The curriculum review process is driven by SBI Curriculum Committee with the input of SBI’s faculty, students, business partners, and alumni.

Corporate Partners: Important to the systematic planning and monitoring of SBI’s degree programs is the information solicited from corporate partners and executives concerning the performance of both SBI interns and graduates with respect to their technical, professional, and leadership skills and qualities. In the case of interns, the student’s immediate supervisor is required to complete an evaluation of the student’s performance.

During their campus visits (e.g., advisory board meetings, interviewing, relationship development, class presentations, recruiting), SBI’s administration, faculty, and Career Development Office staff meet with corporate guests to discuss industry trends and the implications for SBI curricula. The information offered by these executives has proven to be invaluable in enhancing the strengths of the programs while rectifying any vulnerabilities.

Alumni: As part of the SBI Annual Heritage Day Program, SBI faculty and students meet with a number of SBI graduates to discuss their career performance and the effectiveness of the SBI curricula in meeting their career objectives and the SBI mission. They are also asked to suggest any curricula changes or new directions that they consider necessary and useful to elevate SBI standards and the quality of its graduates.

Alumni also serve on SBI’s Advisory Board. Additional input is solicited as alumni return to campus on recruiting visits and special occasions, including when they visit select classes as guest speakers.

Students: Students participate in the curriculum development and review process in several ways. As a member of the Curriculum Committee, students participate in the final decisions made by the committee. Second, the students are required to complete a questionnaire at the end of each internship assignment where they are asked to evaluate their internship experience and to assess their preparedness. They are given the opportunity to make recommendations with respect to the curricula (see Appendix 64). Finally, when applying for graduation, they are required to complete an exit survey where they are again asked to assess their preparedness and recommend changes to the curricula (see Appendix 65).

Faculty: Faculty observations and company exchanges play a dynamic role in assessing and monitoring both the currency and relevancy of SBI’s undergraduate and graduate programs. Different faculty members have strong relationships with companies visiting campus. They have the opportunity to interact with company representatives at breakfasts, luncheons, receptions, and dinners. Company representatives are often invited to speak in classes on timely topics. At the invitation of various companies, each year students participate in case study competitions and organized games that require the students to


apply classroom knowledge to real life situations. SBI students tend to perform well, repeatedly placing first or second in most competitions. Some examples of recent wins are listed below:

• 2010 – 1st Place, National Team Selling Competition, Indiana University • 2010 – 1st Place, Annual Institute for Supply Chain Management Black Executive

Supply Management Summit • 2010 – 1st Place, PNC Bank Case Competition • 2009 – 1st Place, HBCU Ford Business Plan Competition • 2009 – 2nd Place, National Team Selling Competition, Indiana University • 2008 – 1st Place, National Black MBA Association Case Competition • 2007 – 1st Place, National Black MBA Association Case Competition

SBI’s participation in these active learning activities has been beneficial for curricular revisions in that some student weaknesses have been highlighted. Faculty advisors are asked to report identified weaknesses to the Curriculum Committee if they believe changes to the curricula are necessary. Faculty members returning from corporate internships also provide valuable input into the assessment process by sharing their first-hand observations and understanding of current business practices in specific industries.

Assurance of Learning Committee’s Involvement in the Curriculum Review Process

Each year, the Assurance of Learning Committee has the responsibility to conduct assessments of students on one or more learning goals. The assessments results are presented to the faculty and reviewed by the Curriculum Committee. The 2005-2009 assessment results were used by the Curriculum Committee to make revisions to the revised undergraduate and graduate curricula that became effective Fall 2010 (see Appendix 66). The assessment results are discussed in Standards 16 – 18.

15.2 Examples of the Curriculum Management Process in Action Program Revisions

SBI has five strategic initiatives; the first of which is to increase access, recruitment, enrollment, retention, progression and graduation at the undergraduate and graduate levels. Therefore, in an effort to increase access to SBI and to continuously improve SBI’s curricular offerings, several program (curricular) additions and revisions have been implemented in the last few years. They are listed below.

PharmD/MBA: During the 2009-2010 school year, the University approved a PharmD/MBA Track effective the 2010-2011 school year. In the face of economic adversity, one of the most critical challenges facing health care is improving patient outcomes. Robust management and business skills coupled with clinical knowledge are vital in an age where provisions for access to quality care is threatened by a recession, escalating health care costs, and the unavailability of universal insurance coverage. As such, graduates who effectively integrate both business and clinical skills are beneficial to health care organizations as they possess a unique ability to marry quality care with sagacious and proficient economics. Highly functional for those who seek employment with health care organizations, managed care companies, academic institutions, or within industry, the FAMU PharmD/MBA dual degree program is designed to shorten the time


span necessary to earn both degrees independently, amplify graduate marketability in the workforce, and galvanize graduates into positions of management.

One-Year MBA: During the 2009- 2010 school year, the 2-year MBA program was transformed into a One-Year MBA. The goal was to accommodate more working professionals by accelerating the pace of the program, offering more classes during evening hours, and offering classes 1 or 2 days a week.

Online Track of the One-Year MBA: As previously stated, SBI has five strategic initiatives. The first initiative is to increase access, recruitment, enrollment, retention, progression and graduation at the undergraduate and graduate levels. To increase access to SBI, one strategy has been to develop and implement distance learning programs. With that goal in mind, SBI will begin to offer its One-Year MBA program online in Summer 2011 once the Board of Trustees approves the fees.

Undergraduate Curricula & Professional MBA Curriculum: Through the ongoing continuous improvement process, the Curriculum Committee continues to review all of the School’s curricula (see Appendix 67). Based on input received from the various stakeholders and the 2005-2009 assessment results, the following changes to the undergraduate and Professional MBA programs were recommended, approved, and implemented Fall 2010 (see Appendix 68).

o The first two years of the curricula are in common to all undergraduate programs.

This allows students greater flexibility in selecting a major. o Additional courses were added to produce learning experiences in general knowledge

and skill areas, and management specific knowledge and skill areas, including a global perspective where appropriate (see Tables 15-1 and 15-2 below). Mathematics - increased from 2 required courses to 3 Economics – increased from 1 required courses to 2 Information Technology – increased from 2 required courses to 3 Ethics – all majors require one course Global Business – all majors require at least one course

o SBI’s mission is to produce graduates capable of excelling as future leaders in global

business, industry and commerce. This is achieved by not only providing academic experiences, but also innovative professional leadership development experiences in an enlightened, ethical and stimulating student-centered environment. Beginning this academic year (Fall 2010), students majoring in accounting or business administration are required to take a 1-hour class in Professional Leadership Development (PLD) each semester. Students pursuing the Professional MBA are required to enroll in PLD nine of the ten semesters.

o Under the revised curricula, all undergraduates are required to have two internship experiences and Professional MBA students are required to have three experiences.


Table 15-1 GENERAL KNOWLEDGE & SKILL AREAS

Discipline Crit

ical

Thi

nkin

g /A

naly

tical

Sk

ills

Info

rmat

ion

Tech

nolo

gy

Com

mun

icat

ion

Ethi

cal U

nder

stan

ding

Mul

ticul

tura

l/Div

ersi

ty

Ref

lect

ive

Thin

king

Ski

lls

Dyn

amic

s of G

loba

l Ec

onom

y

Mathematics X Economics X X Professional Leadership Development X X X X X X Ethics X X Communications & Report Writing X Internships X X X X X X

Table 15-2. MANAGEMENT SPECIFIC KNOWLEDGE & SKILLS AREAS

Disciplines

Fina

ncia

l The

orie

s, A

naly

sis,

Rep

ortin

g &

Mar

kets

Prod

uctio

n &

Dis

tribu

tion

of

good

s, se

rvic

es &

info

rmat

ion

Stat

istic

al D

ata

Ethi

cal U

nder

stan

ding

Info

rmat

ion

Tech

nolo

gies

Dom

estic

& G

loba

l Eco

nom

ic

Envi

ronm

ents

Oth

er M

anag

emen

t Spe

cific

K

now

ledg

e

Gro

up &

Indi

vidu

al D

ynam

ics

Economics X Marketing X X Information Technology X Global Business X Professional Leadership Development X X X* X Ethics X Internships X* X Legal Environment of Business X X Research Methods X * Other Management Specific Knowledge – Decision-making


Course Development During the 2009-2010 academic year, the University approved five new courses, with one course currently in the review and approval process:

• Introduction to Supply Chain Management (undergraduate-TRA 4722) • Engineering & Production Management (undergraduate-MAN 4532) • Professional Business Communication & Report Writing (undergraduate-GEB 3XXX) • Accounting for Business & Competitive Analysis (graduate-ACG5377) • Advanced Marketing Management (graduate-MAR 5818) • Corporate Social Responsibility and Business Ethics (graduate-MAN 5XXX) – a

proposed course currently undergoing the review and approval process 15.3 Curricula Descriptions SBI offers the degrees listed below. The curriculum for each program can be found in the University Catalog (see Appendix 68).

Undergraduate Program – Bachelor of Science o Accounting degree o Business Administration degree

Finance concentration Marketing concentration

The objective of the Bachelor of Science program is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. SBI undergraduates are capable of performing effectively and advancing within a variety of organizations and are prepared to pursue advanced degrees here and elsewhere to realize their academic aspirations and further their career goals.

Graduate Program o One-Year MBA (three semesters) - The MBA program provides graduate education for

individuals who want to pursue management careers in business and industry. The concentration allows students enrolled in this program to customize their education to fit their career goals. Professionals who often find it difficult to attend classes may also obtain the degree online beginning in Summer 2011 once the Board of Trustees approves the costs.

o PharmD/MBA – This dual degree tract affords FAMU students the opportunity to graduate

with a professional degree, the Doctor of Pharmacy, and a graduate degree, an MBA, in less time than is normally required to earn both degrees independently.

o Professional MBA –The objective of the Professional MBA degree is to transform students

who are admitted as undergraduate freshmen into consummate professionals, capable of assuming leadership roles in global business, industry, and commerce. These professionals are highly versed in both academic and professional competencies, have extensive corporate internship experiences, and are ready to meet the demands of leadership in the dynamic global economy.


15.4 Global and Other Appropriate Learning Experiences Across the Curriculum

Tables 15-3 thru 15-6 demonstrate that the curricula include an appropriate set of learning experiences in general knowledge and skill areas and in management specific knowledge and skills areas. Tables 15-3 thru 15-6 show that a global perspective is woven throughout SBI’s undergraduate and graduate curricula.

Table 15-3. LEARNING EXPERIENCES IN MANAGEMENT-SPECIFIC KNOWLEDGE AND SKILL AREAS

Fina

ncia

l The

orie

s, A

naly

sis,

Repo

rting

& M

arke

ts

Prod

uctio

n &

Dis

tribu

tion

of g

oods

, ser

vice

s &

info

rmat

ion

Stat

istic

al D

ata

Ethi

cal U

nder

stand

ing

Info

rmat

ion

Tech

nolo

gies

Dom

estic

& G

loba

l Eco

nom

ic E

nviro

nmen

ts

Oth

er M

anag

emen

t Spe

cific

Kno

wle

dge

Gro

up &

Indi

vidu

al D

ynam

ics

Non-Business Courses

Freshman Communication Skills I, II

College Algebra

Finite Mathematics

Calculus for Business

Introduction to African-American History

World History - Humanities

Principles of Economics I, II

COURSES COMMON TO THE CURRICULA

Financial Accounting X

Managerial Accounting X X

Intermediate Accounting I OR X X X

Cost Accounting X X X

Corporation Finance X X X

Introduction to Business Systems X X

Data File & Database Management X X

Quantitative Methods & Business Decisions I X X X

Quantitative Methods & Business Decisions II X X X

Principles of Marketing X X X X X X X

Business Ethics X X X

Principles of Management X X X X X X


Global Business X X X X X

Legal Environment of Business X

Fundamental Concepts X X X X X X X X

Professional Leadership Development X X X X

Introduction Professional Leadership Development II X X X X

Intermediate Professional Leadership Development I X X X X

Intermediate Professional Leadership Development II X X X X

Advanced Professional Leadership Development I X X X X

Advanced Professional Leadership Development II X X X X

Senior Seminar Leadership X X X X

Senior Seminar Leadership X X X X

Internships (two or three interns) X X

BUSINESS ADMINISTRATION

Production Management X X

Organizational Behavior X X X X X X

Business Policy X X X X X X X X

Marketing Management X X X X X

Systems Theory and Design X

Table 15-4. LEARNING EXPERIENCES IN MANAGEMENT-SPECIFIC KNOWLEDGE AND SKILL AREAS

Fina

ncia

l The

orie

s, A

naly

sis,

Repo

rting

& M

arke

ts

Prod

uctio

n &

Dis

tribu

tion

of g

oods

, ser

vice

s &

info

rmat

ion

Stat

istic

al D

ata

Ethi

cal U

nder

stand

ing

Info

rmat

ion

Tech

nolo

gies

Dom

estic

& G

loba

l Eco

nom

ic E

nviro

nmen

ts

Oth

er M

anag

emen

t Spe

cific

Kno

wle

dge

Gro

up &

Indi

vidu

al D

ynam

ics

ACCOUNTING

Financial Accounting

Managerial Accounting

Intermediate Accounting

Intermediate Accounting II

Cost Accounting

Intermediate Accounting II X

Accounting Information Systems X X X X X X

Auditing and Assurance Services X X X

Individual Tax X X X X X X X X


Introduction to Business Systems

Quantitative Methods & Business Decisions I

Quantitative Methods & Business Decisions II

Principles of Marketing

Business Ethics X X X X

Principles of Management


Business Policy

Global Business

Corporation Finance

Legal Environment of Business

Commercial Law X X X

PROFESSIONAL MBA PROGRAM

Accounting for Business and Competitive Analysis X X

Financial Institutions & Markets X X

Financial Management X X X

Systems Theory & Design X X

Engineering and Production Management X

Managerial Research Methods X

Supply Chain Management I X X X

Advanced Marketing Management X X X X

Organizational Theory X X X X

Business Policy & Strategic Management X X X X X X X X

World Cultures for Business OR X X

World Resources X X X

Graduate Seminar in Leadership X X X X



Professional Business Communication & Report Writing X X X X

Table 15-5. LEARNING EXPERIENCES IN GENERAL KNOWLEDGE AND SKILL AREAS

Crit

ical

Thi

nkin

g /A

naly

tical

Ski

lls

Info

rmat

ion

Tech

nolo

gy

Com

mun

icat

ion

Ethi

cal U

nder

stand

ing

Mul

ticul

tura

l/Div

ersit

y

Ref

lect

ive

Thin

king

Ski

lls

Dyn

amic

s of G

loba

l Eco

nom

y

Non-Business Courses


Freshman Communication Skills I, II X X

College Algebra X

Finite Mathematics X

Calculus for Business X

Introduction to African-American History X

World History - Humanities X

World History - Humanities X

Principles of Economics I, II X X

COURSES COMMON TO ALL CURRICULA

Financial Accounting X X

Managerial Accounting X X X

Intermediate Accounting I OR X X X X

Cost Accounting X X

Corporation Finance X

Introduction to Business Systems X X X

Data File & Database Management X X

Quantitative Methods & Business Decisions I X X

Quantitative Methods & Business Decisions II X X

Principles of Marketing X X X X X X

Business Ethics X X X X X X

Principles of Management X X X X X X X

Global Business X X X X X X X

Legal Environment of Business X X X X X X

Fundamental Concepts X X X X X

Fundamental Concepts X X X X X X X

Professional Leadership Development X X X X X

Introduction Professional Leadership Development II X X X X X

Intermediate Professional Leadership Development I X X X X X

Intermediate Professional Leadership Development II X X X X X

Advanced Professional Leadership Development I X X X X X

Advanced Professional Leadership Development II X X X X X

Senior Seminar Leadership X X X X X

Senior Seminar Leadership X X X X X

Internship (two or three interns) X X X X X

BUSINESS ADMINISTRATION

Production Management X X


Business Policy X X X X X X

Marketing Management X X X X X

Systems Theory and Design X X


Table 15-6. LEARNING EXPERIENCES IN GENERAL KNOWLEDGE AND SKILL AREAS

Crit

ical

Thi

nkin

g /A

naly

tical

Ski

lls

Info

rmat

ion

Tech

nolo

gy

Com

mun

icat

ion

Ethi

cal U

nder

stand

ing

Mul

ticul

tura

l/Div

ersi

ty

Ref

lect

ive

Thin

king

Ski

lls

Dyn

amic

s of G

loba

l Eco

nom

y

ACCOUNTING

Financial Accounting

Managerial Accounting

Intermediate Accounting

Intermediate Accounting II

Cost Accounting

Intermediate Accounting II X X

Accounting Information Systems X X X X

Auditing and Assurance Services X X X

Individual Tax X

Introduction to Business Systems X

Quantitative Methods & Business Decisions I X

Quantitative Methods & Business Decisions II X

Principles of Marketing X

Business Ethics X

Principles of Management X


Business Policy X X X X X X

Global Business

Corporation Finance

Legal Environment of Business

Commercial Law X X X X

PROFESSIONAL MBA PROGRAM

Accounting for Business and Competitive Analysis X

Financial Institutions & Markets X

Financial Management X X

Systems Theory & Design X X X

Engineering and Production Management X

Managerial Research Methods X

Supply Chain Management I X X X X X

Advanced Marketing Management X X X X X

Organizational Theory X X X X X X X


Business Policy & Strategic Management X X

World Cultures for Business OR X X X X X X

World Resources X X X X X X X

Graduate Seminar in Leadership X X X X X



Professional Business Communication & Report Writing X X X X X Standard 16: Bachelor’s or undergraduate level degree: Knowledge and skills. Adapting expectations to the school’s mission and cultural circumstances, the school specifies learning goals and demonstrates achievement of learning goals for key general, management-specific, and/or appropriate discipline-specific knowledge and skills that its students achieve in each undergraduate degree program. [UNDERGRADUATE LEARNING GOALS] 16.1 Learning Goals for Undergraduate Degree Programs SBI complies with Standard 16 in that it specifies mission-driven undergraduate learning goals for key general, management-specific and discipline-specific knowledge and skills, and demonstrates students’ achievement of the specified learning in each undergraduate degree program. SBI’s six (6) mission-driven undergraduate learning goals are listed below in Table 16-1. Following Table 16-1 is Table 16-2, which delineates the alignment between SBI’s mission and SBI’s undergraduate learning goals.

Table 16-1. Learning Goals for Undergraduate Degree Program

Learning Goal Learning Objectives

Critical Thinking/Analytical Reasoning Skills – Our students will demonstrate critical thinking and analytical reasoning skills.

1.Identify, isolate, and find relationships among concepts or problems 2. Draw sound inferences from multiple perspectives.

Communication Skills – Our students will be able to communicate effectively in oral presentations, writing and graphic expressions.

1. Develop and present professional quality oral presentations accompanied by appropriate technology. 2. Prepare professional quality written business documents. 3. Demonstrate effective interpersonal communication skills.

Content /Discipline Knowledge and Skills – Our students will demonstrate an understanding of discipline specific content knowledge.

Recognize and apply concepts, principles and theories in the Business Administration program from the following disciplines: Accounting, Finance, Information Systems, Operations Management, Management and Marketing.

Multicultural and Diversity Understanding – Our students will have a global perspective.

1. Identify multicultural and diversity concepts in a business scenario. 2. Demonstrate the ability to analyze a multicultural and diversity situation in a business scenario and develop a resolution.

Ethical Understanding – Our students will understand the importance of behaving ethically in their professional lives.

1. Know the code of conduct for the School of Business and Industry (and FAMU) 2. Identify issues that may present an ethical dilemma, and will articulate the consequences associated with unethical behavior. 3. Identify an ethical dilemma and apply an ethics model to propose and defend a solution.

Team/Collaboration Skills – Our students will demonstrate skill in working collaboratively in achieving shared objectives of a group.

1. Demonstrate the ability to listen to others 2. Demonstrate the ability to question team mates without attachment and judgment 3. Demonstrate the ability to offer assistance to other team members 4. Demonstrate the ability to exchange, defend, and rethink ideas with team members


Table 16-2. Undergraduate Learning Goals Alignment with SBI & FAMU Missions

SBI Mission Statement FAMU Mission-SBI Mission Alignment SBI Undergraduate Learning Goals’ Alignment with FAMU & SBI Missions,

Visions, & Values The mission of the School of Business and Industry at Florida A&M University is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. This is achieved by:


• Critical Thinking/Analytical Reasoning Skills

• Communication Skills • Content/Discipline Knowledge

and Skills • Multicultural and Diversity • Ethical Understanding • Team/Collaboration Skills





and Skills • Multicultural and Diversity

Understanding • Ethical Understanding • Team/Collaboration Skills









• Communication Skills • Multicultural and Diversity











Understanding • Team/Collaboration Skills



and Skills • Team/Collaboration Skills

16.2 Philosophy of Outcomes Assessment

The School of Business and Industry embraces a student-centered learning environment focused on ensuring that our students are provided with a high quality education equipping them with the knowledge, skills and abilities to succeed in a global business environment per its mission. SBI achieves this goal through the Assurance of Learning process based on a philosophy of continuous improvement (see Appendix 69). The process implemented by


SBI is a continuous improvement process that uses the assessment of learning goals to make improvements to the quality of the Bachelor of Science degree programs (see Appendix 69). Faculty are involved at every step of the assessment process by: assessing the learning goals in their courses, providing feedback on the assessment results and the assessment process, and developing and implementing improvement initiatives based on the assessment data. SBI staff members are also involved in the assessment process by collecting data on student learning via various surveys. These data serve as indirect measures of the learning goals (see Table 16-3).

16.3 Students Meet Learning Goals for Undergraduate Degree Programs

SBI uses direct and indirect measures to assess the undergraduate learning goals. Table 16-3 below is a graphical depiction of the assessment data for 2008 through 2010. See Appendix 69 for the continuous improvement action plans for each year.

Table 16-3. 2008-2010 Undergraduate Assessment Results

Learning Goal Direct Measure Indirect Measure 2008 Results 2009 Results 2010 Results

Critical Thinking On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.

On the Employer Evaluation of Student performance on Internship, 80% of the sample will be rated at least 4 on a 5-point scale.

92% of the students met or exceeded the expectations on the comprehensive case analysis.

90% of the sample met or exceeded the expectations on the comprehensive case analysis

73% of the students met or exceeded expectations on the comprehensive case analysis.

Content Knowledge On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.



79% of the sample met or exceeded the expectations on the comprehensive case analysis.


Written Communication

On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.


100% of the sample met or exceeded expectations on the comprehensive case analysis.



Ethical Understanding On a course-embedded assignment in Organizational Behavior, 80% of the sample will meet or exceed expectations.


Not assessed. 100% of the sample met or exceeds expectations on the comprehensive case analysis.

Scheduled to be assessed end of Fall 2010.

Team/ Collaboration Skills

On a course-embedded assignment in MAN 4720, 70% of the sample will meet or exceed expectations.


Not Assessed Not assessed Scheduled to be assessed end of Fall 2010.

Cultural Diversity On a course-embedded case analysis in MAN 4201, 70% of the sample will meet or exceed expectations.


Not Assessed Not Assessed 92% of the sample met or exceeded expectations on the course-embedded assignment.


Oral Communication Skills

On an oral presentation in GEB 3912, 70% of the sample of students will meet or exceed expectations.


Not assessed Not assessed 82% of the sample met or exceeded expectations on the oral case presentation.

Standard 17: The bachelor’s or undergraduate level degree programs must provide sufficient time, content coverage, student effort, and student-faculty interaction to assure that the learning goals are accomplished. [UNDERGRADUATE EDUCATIONAL LEVEL]

17.1 Accomplishment of Learning Goals

SBI complies with Standard 17. In order to ensure compliance with Standard 17, specifically that the Bachelor of Science degree program provides sufficient time, content coverage, student effort, and student-faculty interaction, the Assurance of Learning (AoL) Committee analyzes data collected via student perception of teaching surveys, course alignment matrix (see Appendix 69), and faculty syllabi as discussed in Standard 12 above (see Appendix 4). Additionally, faculty members collaborate on the development of common course syllabi for many of the core courses for consistency in time, content coverage, student effort, and student-faculty interaction.

17.2 Expectations Appropriate for SBI’s Context and Mission of the School and Business

Subjects Counted Toward Degree Fulfillment SBI has appropriate undergraduate degree program expectations for its context and mission as described above in Standard 16. Moreover, as stated in the Catalog, the University requires at least two semesters of residence for any degree and the last 30 hours must be earned in residence. If the term of residence is only two semesters, that period must be the student’s senior year, provided at least 30 semester hours are earned at FAMU during this period. Petitions for a waiver of up to six hours of the last 30 hours in residence, due to a documented hardship or unusual circumstance, may be submitted through the student’s academic advisor, chair or program leader to the dean or director for consideration. Only waivers approved by the dean or director are valid. Additionally, approved courses taken while on University-sponsored study abroad programs count toward the residency requirement for graduation purposes.

17.3 Expectations of Student Exchange Programs

Per the Catalog, courses taken while on University-sponsored study abroad programs count as residency requirement for graduation purposes as stated above. The School of Business and Industry’s Office of Student Services conducts a thorough evaluation of the courses taken within the foreign institution to ensure the student will be obtaining the necessary skills/competencies that would be gained in residence at SBI. The SBI advisor conducts the evaluation by comparing the course descriptions, course level (3000 vs. 4000, etc.), and credit hours of the SBI courses to the proposed equivalent foreign institution courses. Once the courses are approved, the student is required to complete a transient form to have the courses approved for transfer back to his or her FAMU transcript.


Standard 18: Master’s level degree in general management (e.g., MBA) programs: Knowledge and skills. Participation in a master’s level degree program presupposes the base of general knowledge and skills appropriate to an undergraduate degree. Learning at the master’s level is developed in a more integrative, interdisciplinary fashion than undergraduate education.

The capacities developed through the knowledge and skills of a general master’s level program are:

• Capacity to lead in organizational situations. • Capacity to apply knowledge in new and unfamiliar circumstances through a

conceptual understanding of relevant disciplines. • Capacity to adapt and innovate to solve problems, to cope with unforeseen events,

and to manage in unpredictable environments. • Capacity to understand management issues from a global perspective

Adapting expectations to the school’s mission and cultural circumstances, the school specifies learning goals and demonstrates master’s level achievement of learning goals for key management-specific knowledge and skills in each master’s level general management program. [MASTER’S LEVEL GENERAL MANAGEMENT LEARNING GOALS]

SBI complies with all components of Standard 18 in that the learning in its MBA programs is developed in a more integrative, interdisciplinary fashion than its undergraduate degree programs. Moreover, students in SBI’s MBA programs develop the capabilities to:

• Lead in a variety of organizational situations. • Apply knowledge acquired to new and unfamiliar circumstances through their

conceptual understanding across various business disciplines (e.g., management, marketing, accounting, finance, information systems, supply chain management, etc.).

• Adapt and innovate to solve problems, deal with unpredictable events, and manage in dynamic and turbulent environments.

• Analyze management issues from a global perspective.

18.1 Appropriateness of Undergraduate Level Degree Knowledge Prior to Acquisition of Master’s Level Degree Knowledge SBI uses a four-prong approach to admissions into the One-Year MBA program as shown below. This program is designed for students who have already completed a bachelor’s degree from an accredited university. If the bachelor’s degree is non-business, the required business prerequisites must be satisfied. There is a two factor point system used to determine student ability to successfully complete the MBA program, which is step two in the four prong approach (see below). Grade point average from the last sixty hours of the baccalaureate degree and GMAT scores are the factors used to determine eligibility for admission. In addition, students are required to have a minimum 3.0 GPA in their upper division courses of their baccalaureate degree (see Standard 6). Finally, students are to provide evidence of maturity and leadership via three letters of recommendation.


The admission policy for the One-Year MBA program is a follows: a. Baccalaureate degree from an accredited college or university b. 1100 point requirement: last 60 hours of BS degree GPA x 200 GMAT score c. Minimum upper division GPA of 3.00 d. Evidence of maturity and leadership

The objective of the Professional MBA program is designed to transform students who are admitted as undergraduate freshmen into consummate professionals, capable of assuming leadership roles in global business, industry, and commerce. These professionals are highly versed in both academic and professional competencies, have extensive corporate internship experiences, and are ready to meet the demands of leadership in the dynamic global economy.

The admission policy for entrance into graduate courses in the Professional MBA program is as follows: a. Prior admittance into the Professional MBA Program b. 90 credit hours of courses with a GPA of 3.0 or greater c. SBI credit for completing two internships d. Previous completion of application for graduate status within Florida A&M University e. Three letters of recommendations f. Non-business undergraduate degree holders must complete the appropriate

prerequisites

18.2 Learning Goals for Master’s Level Degree SBI’s seven (7) mission-driven graduate learning goals are listed below in Table 18-1. Following Table 18-1 is Table 18-2, which delineates the alignment between SBI’s mission and SBI’s graduate learning goals.


Table 18-1. Learning Goals for Mater’s Level Degree

Learning Goal Learning Objectives

Critical Thinking Skills– Our students will be able to analyze, evaluate and integrate relationships among concepts or problems and draw sound inferences from multiple perspectives.

1. Synthesize and integrate information and ideas 2. Distinguish between fact and opinion

Communication Skills– Our students will be able to communicate effectively in oral presentations, writing and graphic expressions.

1. Develop and deliver professional quality oral presentations. 2. Prepare professional quality written business documents.

Content /Discipline Knowledge and Skills– Our students will be able to demonstrate discipline-specific knowledge.

Recognize and apply concepts, principles and theories in the Master of Business Administration program from the following disciplines: Accounting, Finance, Information Systems, Operations Management, Management and Marketing.

Multicultural and Diversity Understanding– Our students will understand the importance of multicultural and diversity issues in business.

1. Demonstrate the ability to identify multicultural and diversity concepts as they relate to business. 2. Critique a multicultural/diversity scenario and present plausible solutions for the scenario.

Ethical Understanding– Our students will be able to identify ethical issues in business and point out the implications.

1. Know, understand and abide by the University’s code of conduct. 2. Analyze ethical issues in a business situation. 3. Solve ethical issues in business in a business situation. 4. Design an ethical decision-making model to address implications of an ethical dilemma.

Team Skills– Our students will demonstrate skill in working collaboratively in achieving shared objectives of a group.

1. Demonstrate the ability to listen to others 2. Demonstrate the ability to question team mates without attachment and judgment 3. Offer assistance to other team members Exchange, defend, and rethink ideas with team members

Leadership Skills– Our students will be able to influence the activities of an individual or group in efforts toward goal achievement.

1. Demonstrate understanding of leadership concepts and practices. 2. Influence the attitudes and behaviors of others to accomplish a team goal. 3. Outline strategies for leading an individual or a team

Table 18-2. Graduate Level General Management Learning Goals Alignment with SBI & FAMU Missions SBI Mission Statement FAMU Mission-SBI Mission Alignment SBI MBA Learning Goals’ Alignment

with FAMU & SBI Missions, Visions, & Values

The mission of the School of Business and Industry at Florida A&M University is to produce graduates capable of excelling as future leaders in global business, industry, and commerce. This is achieved by:





Understanding • Ethical Understanding • Team/Collaboration Skills • Leadership






Understanding • Ethical Understanding


• Team/Collaboration Skills • Leadership Skills






Understanding • Ethical Understanding • Team/Collaboration Skills • Leadership Skills














Understanding • Team/Collaboration Skills • Leadership Skills



and Skills • Team/Collaboration Skills • Leadership Skills

18.3 Philosophy of Outcomes Assessment

As previously stated in Standard 16, SBI provides a student-centered learning environment, per its mission, where assessment of learning goals serves as a continuous improvement tool. The outcomes from the assessment activities are used in the refinement of the MBA curricula. The process implemented by SBI is a continuous improvement process that uses the assessment of our learning goals to make improvements to the quality of the MBA degree programs (see Appendix 69). As previously stated, faculty are involved at every step of the assessment process by: assessing the learning goals in their courses, providing feedback on the assessment results and the assessment process and developing and implementing improvement initiatives based on the assessment data (see Appendix 69). SBI staff members are also involved in the assessment process by collecting data on student learning via various surveys. These data serve as indirect measures of the learning goals (see Table 18-3 below)


18.4 Students Meet Learning Goals for Master’s Level Degree Programs SBI uses direct and indirect measures to assess the graduate learning goals. Table 18-3 below is a graphical depiction of the assessment data for 2008 through 2010, including the actions taken when the learning goals are not met. See Appendix 69 for the continuous improvement action plans for each year.

Table 18-3. 2008 – 2010 Graduate Assessment Data

Learning Goal Direct Measure Indirect Measure

2008 Results 2009 Results 2010 Results

Critical Thinking On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.



90% of the sample met or exceeded the expectations on the comprehensive analysis.


Content Knowledge On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.


100% of the students met or exceeded the expectations on a comprehensive case analysis.

79% of the sample met or exceeded the expectations on a comprehensive case analysis.

100% of the students met or exceeded the expectations on a comprehensive case analysis

Written Communication

On a comprehensive case analysis in MAN 4720 (capstone course), 80% of the sample will meet or exceed expectations.




100% of sample met or exceeded expectations on the written case analysis.

Ethical Understanding

On a course-embedded assignment in Organizational Behavior, 80% of the sample will meet or exceed expectations.


Not assessed 100% of the sample met or exceeds expectations on the comprehensive case analysis.

Scheduled to be assessed again end of Fall 2010.

Team/ Collaboration

On a course-embedded assignment in MAN 5721, 80% of the sample will meet or exceed expectations.


Not assessed Not assessed Scheduled to be assessed again end of Fall 2010.

Cultural Diversity On a course-embedded case analysis in MAN 5205, 80% of the sample will meet or exceed expectations.


Not assessed Not assessed 100% of the sample met or exceeded expectations on a course-embedded assignment.


Oral Communication On an oral presentation in MAN 5721, 80% of the sample of students will meet or exceed expectations.


Not assessed. Not assessed 100% of the sample met or exceeded expectations on an oral case presentation.

Leadership skills On a course embedded assignment in GEB 5932, 80% of the sample will meet or exceed expectations.


Not assessed. Not assessed. 89% of the sample met or exceed expectations on a course-embedded assignment.

18.5 Global Perspective of Curriculum

Tables 15-1 thru 15-6 in Standard 15 show that a global perspective is woven throughout SBI’s undergraduate and graduate curricula. In addition to the global perspective covered throughout the curricula, all SBI students are encouraged to pursue study abroad opportunities prior to graduation through the University’s Office of International Education and Development. A semester- or year-long study abroad experience enables students to broaden their horizons by living, studying, and interacting with people from different cultural, political, social, and economic backgrounds. The FAMU SBI has enhanced its international education focus and undergraduate business program opportunities through support from the U.S. Department of Education, making study abroad more accessible to a broader student population. Kenneth R. Gray, Ph.D., Eminent Scholar, and Nanda Shrestha, Ph.D., were the principal investigators of the 2005 and 2007 Business and International Education Grants entitled, “Global Opportunities on I-10” or “GO-I-10” which is designed to enhance the globalization of FAMU-SBI. The two-year grants have supported: a short-term study abroad course in international business to draw in non-traditional students (primarily high school teachers) for educational experiences in the Dominican Republic; a semester-long study abroad experience to allow FAMU students to study in Kenya and China; and an international business Summer Camp for high school seniors to sharpen their global awareness and recruit them to FAMU. As a result, Florida A&M University (FAMU) was one of six institutions selected to receive the 2007 Andrew Heiskell Award for Innovation in International Education from the Institute for International Education (IIE). The FAMU School of Business and Industry (SBI) was honored for its study abroad program at the United Nations in a special ceremony at the 2nd Annual IIE Best Practices Conference. The FAMU SBI Study Abroad Program was also featured in the Spring 2007 issue of the IIE Networker magazine and has been highlighted by IIE as a “best practice” in the field of international education (see Appendix XX – IIE Award & article). In a 2007 announcement issued by the IIE, President Allan E. Goodman said, “We were very impressed with the range and strength of this year’s Heiskell Award-winning programs. The IIE Network member colleges and universities have been tremendously


creative and innovative in addressing the challenges of preparing their students to live and work in a global society, and have achieved clear results. We are especially pleased to be able to recognize programs this year that have succeeded in increasing the participation in study abroad by students of diverse backgrounds and in diverse disciplines.” Additionally, students have been exposed to the development of a global perspective through study abroad and international internship experiences. Recently, students have traveled to Brazil, Bangladesh, and China on study abroad and international internships. Through the support of sponsorships by corporate partners, SBI has also sent two dozen students on short-term study abroad tours to China during Spring 2009 and to Chile in Fall 2010.

Standard 19: [SPECIALIZED MASTER’S DEGREE LEARNING GOALS]

SBI does not have a specialized Master’s degree program; therefore, Standard 19 is not applicable.

Standard 20: The master’s level degree programs must provide sufficient time, content coverage, student effort, and student-faculty interaction to assure that the learning goals are accomplished. [MASTER’S EDUCATIONAL LEVEL]

20.1 Accomplishment of Learning Goals

SBI complies with Standard 20. In order to ensure compliance with Standard 20, more specifically, that the MBA degree program provides sufficient time, content coverage, student effort and student faculty interaction, the AoL Committee analyzes data collected via student perception of teaching surveys, course alignment matrix, and faculty syllabi as discussed in Standards 12 and 16 above. Furthermore, faculty members collaborate on the development of common course syllabi for many of the core courses for consistency in time, content coverage, student effort, and student-faculty interaction.

20.2 Expectations Appropriate for SBI’s Context and Mission and Business Subjects Counted

Toward Degree Fulfillment SBI has appropriate graduate degree program expectations for its context and mission as described above in Standard 18. Moreover, as stated in the Catalog, the University Policy regarding graduate transfer credit is below. I. Six semester hours may be allowed for extension credits, provided such credits were

earned through a Florida Institution with regional accreditation; or II. Six semester hours may be allowed for workshop participation, in keeping with the

regulation above; or III. Six semester hours may be allowed for credits earned while in residence at another

university; or Up to six semester hours in any combination of the three categories above may be allowed. A maximum of six credit hours from other regionally accredited institutions with B grades or better may be allowed. Acceptance of such credit does not reduce the period of required residence for the master’s degree. Workshops are not normally classified as residence work


on or off campus. Credit toward the master’s degree is not allowed for courses taken through correspondence.

Standard 21: [DOCTORAL LEARNING GOALS]

SBI does not have a doctoral degree program; therefore, Standard 21 is not applicable.

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