FACULTY COMPOSITION AND DEVELOPMENT
The faculty is central to the College achieving its mission. The College seeks to attract and retain faculty members who share the College’s values and are committed to the College’s strategic vision. During the self-evaluation year, the College had 32 full-time and 27 part-time (8.25 FTE) faculty for a total of 40.25 full-time equivalent (FTE) faculty. The number of full and part-time faculty has increased over the last five years. During 1998-99 the College had 28 full-time and 20 part-time (6.25 FTE) faculty for a total of 34.25 FTE faculty. This chapter presents information on the processes and improvements since the last AACSB review in the areas of faculty planning, recruitment, selection, orientation, development, promotion, retention, renewal, size, composition, deployment, and qualifications.
FD.1FACULTY PLANNING
FD.1:Faculty size, composition, qualifications, and development activities should result from a comprehensive planning process. The process must consider the school's teaching, intellectual contributions, and professional service responsibilities.
In the College of Administrative Science the faculty size, composition, qualifications, and development activities result from a comprehensive planning process. This process is continuous and is conducted with consideration of the College’s teaching, research, and professional service responsibilities consistent with the College’s mission.
The faculty, chairs, deans, Provost and President discuss and assess faculty needs on a formal and informal basis considering enrollment trends and financial trends. The following paragraphs describe the College’s process.
Inputs to the process for determining faculty size, composition and qualifications include:
- The strategic plan
- The existing array of programs, majors and specializations
- The existing full-time faculty by discipline
- Any retirement, resignation, or non-reappointment of full-time faculty
- The proportion of classes taught by part-time faculty
- The number of preparations per year of full-time faculty
- Projected student credit hours by discipline
- The demographic diversity of current full-time faculty
- Projected funds available
- Projected new programs, majors and specializations
Within the context of guidance from the Provost and President, the size and composition of the faculty in the College is determined by three ongoing activities of the faculty planning process. First, individual department chairs annually describe programs and project trends and faculty needs. Chairs identify staffing projections based on teaching requirements. The determination of the required specialization also considers research specializations and potential synergies. Second, the Faculty Composition and Development Committee (composed of the department chairs and chaired by the Dean) discuss and prioritize the staffing projections that have been identified in the departments. Third, the Dean negotiates with the Provost for the necessary budgetary resources to fill each required position and additional part-time faculty needs. These activities occur not only with the annual budgeting cycle but also when there is faculty turnover.
The Provost takes into consideration the projected faculty needs from all colleges. After a review of all information, the Provost decides on the allocation of faculty positions by college and informs the deans. A similar decision is made about part-time faculty positions.
The Faculty Composition and Development Committee recommends faculty rank (lecturer, instructor, assistant, associate or full professor) for authorized positions. The Dean negotiates with the Provost for the budgetary resources commensurate with the rank. The department chair and the faculty search committee then determine the specific qualifications for candidates.
Finally, the Faculty Composition and Development Committee determines the annual budget for development activities. This occurs in conjunction with the annual budgeting cycle. Funded activities include participation in professional meetings, participation in professional development seminars, support for track chairs, and summer research fellowships for new faculty.
The College’s planning guidance since July 1998 from the Provost and President may be summarized in two parts: (1) increase student credit hours, and (2) use national benchmarks.
First, plan on a 5% annual increase in University enrollment and student credit hours until the University has added 1,000 full-time equivalent undergraduate students and 500 FTE graduate students. UAH’s Fall 1997 headcount enrollment was 6,464 (FTE=4,127). The goal was, and is, 1000 more FTE undergraduate students and 500 more FTE graduate students, or approximately 9,000 headcount enrollment (July 22, 1998 letter from President Franz to Chancellor Meredith). The 5-year goal was half of the above: 500 more FTE undergraduate students and 250 more FTE graduate students, or approximately 7,800 headcount. UAH’s Fall 2002 headcount enrollment was 7,045. The University’s growth rate is behind plan.
Second, use the University of Delaware national benchmark study’s ratio of full-time equivalent students to full-time equivalent instructional faculty by discipline to plan on the number of faculty needed for each discipline. In business disciplines this ratio was 20:1 and is the same as 300 undergraduate hours or 180 graduate hours per full-time equivalent instructional faculty.
The College’s faculty plan continues to be a net gain each year of 100 students and 800 semester credit hours (SCHs); a ratio of one full-time faculty for each 300 credit hours; and a maximum of 25 percent coverage by part-time faculty. The College’s planning goal continues to be an enrollment of 1,500 undergraduate and 300 graduate students; 14,400 SCHs for the Fall semester; and 48 full-time faculty. The credit hour to full-time faculty ratio of 300 is consistent with the median ratio of 298.7 for all AACSB schools [N=336] reported in the 2000-2001 Business Faculty and Staff Statistical Report.
The College’s growth rate has exceeded the plan. Consequently, we have made annual revisions in the College’s faculty plan. Table FD.1 displays a projection of full-time faculty needs for the next 5 years.
Table FD.1
Projected Full-time Business Faculty Needs, 2003-2008
Fall
Semester
/Total
College
Enrollment
/Semester
Credit
Hours
(SCHs) /Semester
Credit
Hour
Increase
(%)
/ Full-Time FacultySCH/300 / Actual
1998 / 925 / 8,270 / 20.4% / 27.6 / 28
1999 / 1,018 / 9,230 / 11.6% / 30.8 / 31
2000 / 1,054 / 9,164 / (0.7%) / 30.5 / 31
2001 / 1,172 / 10,298 / 12.4% / 34.3 / 31
2002 / 1,260 / 11,166 / 8.4% / 37.2 / 32
Projected
/Projected Need
2003 / 1,350 / 10,800 / (3.3%) / 362004 / 1,450 / 11,600 / 7.4% / 38
2005 / 1,550 / 12,400 / 6.9% / 41
2006 / 1,650 / 13,200 / 6.4% / 44
2007 / 1,750 / 14,000 / 6.1% / 46
20081 / 1,800 / 14,400 / 2.9% / 48
1 Goal reached.
Assessment
The College’s faculty planning process has produced a structured faculty portfolio to meet the teaching, intellectual contributions and professional service responsibilities consistent with the College’s mix of degree programs and baccalaureate majors. The faculty planning process has worked relatively well until the last two years in maintaining a full-time faculty portfolio based on the ratio of one full-time faculty to 300 SCHs. During the last two years, the College’s enrollment and credit hour growth has exceeded the plan. Consequently, the College’s actual full-time faculty portfolio has not kept pace with its credit hour growth. The ratio has increased to 349 SCHs per full-time faculty. According to the 2000-2001 Business Faculty and Staff Statistical Report this ratio places the College near the 75th percentile [356.1] for all schools [N=336]. The College has provided the additional teaching responsibilities by increasing section sizes and adding full-time and part-time faculty. The College’s faculty is experiencing stress because they are unable to provide the type of learning experience for their students consistent with the features of their planned full-time faculty portfolio.
FD.2FACULTY RECRUITMENT, SELECTION, AND ORIENTATION
FD.2.a: Recruitment and selection practices should be consistent with the school's mission and degree programs.
The University’s faculty recruitment and selection process is prescribed in Chapter 7.4 of the Faculty Handbook. The College follows it in recruiting and selecting qualified faculty who will be effective teachers, effective scholars, and who will make professional contributions to their disciplines and the community.
A search committee is generally chaired by the relevant department chair and typically includes faculty in the discipline being recruited, faculty from outside the department, and at least one female. The Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost approve the search committee’s composition. The Search Committee drafts a position description, selection criteria, advertisement(s), and a recruitment plan and submits them for approval to the Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost. The Search Committee receives applications, screens applicants and recommends the top candidates for on-campus interviews to the Dean, the Associate Provost for Undergraduate Studies/Faculty Affirmative Action Officer, and the Provost.
Typically we ask final candidates to submit evidence of effective teaching, samples of research, and references about their potential development. At least two candidates are chosen for on-campus interviews. During the on-campus interviews, candidates present a seminar on their research to which the faculty and graduate students are invited. Candidates meet with members of the search committee, faculty from all departments, and the dean. UAH participants are asked to make assessments about the candidate’s effectiveness as a teacher and scholar, fit with the mission/vision of the College, collegiality as a member of the College, and prospects for growth to meet the College’s promotion and tenure requirements. UAH participants submit written evaluations to the Chair of the Search Committee.
The Search Committee identifies the acceptable candidates. The department chair reports the acceptable candidates and recommendations for hiring to the Dean. The Dean requests hiring approval from the Provost. When it is given, the Department Chair negotiates with the candidate. The Dean then submits a formal offer letter to the Provost for approval and delivery to the candidate.
Recently hired faculty report the following factors as the main reasons they were attracted to UAH.
- UAH’s reputation as a national research university.
- The College emphasizes teaching and research.
- The College’s collegiality and culture of working together across disciplines.
- The Huntsville region is a stimulating place to live and work.
Recruitment and selection of part-time faculty follows University policy prescribed inChapter 7.4 of the Faculty Handbook. The College advertises once each year for new applicants for part-time faculty positions. In addition, faculty members recruit applicants through their participation in professional associations in the Huntsville region. From these sources, each Department Chair develops a pool of applicants for part-time faculty positions. The chair secures from each applicant a resume, a transcript, and three letters of recommendation addressing the individual’s professional qualifications and perceived teaching effectiveness. The Department Chair and, in some cases, senior faculty interview the applicant and discuss the expectations of the course(s). The Department Chair makes a recommendation to the Dean who issues a formal letter of offer.
Assessment
The faculty recruitment and selection process is consistent with the faculty resource plan. The process has enabled us to recruit faculty into the discipline vacancies in the faculty plan’s portfolio. Effectiveness in teaching and research provide additional outcome assessment measures.
The expectation of competent and effective teaching is a primary consideration for hiring. Collectively and individually, teaching effectiveness isformally assessedthrough the Student Instructional Evaluations(SIEs)and with the Educational Benchmarking, Inc. (EBI) student satisfaction surveys given to graduating students. Overall, the College receives good marks in the areas of teaching. More detailed results are discussed in the Instructional Resources and Responsibilities chapter.
The effectiveness of each faculty member’s research skills is another primary consideration for hiring. The process for the assessment of research effectiveness on an annual basis and for promotion and tenure cases is described in section FD.3.b.
The College’s record of faculty retention, tenure and promotion indicates successful recruitment. In 1997-98the College had 25 tenured and tenure-earning faculty. Of these 25, plus the 16 faculty hired over the next five years, only 7 (17%) resigned and only one (2.4%) was not reappointed. During the same time, there were 9 individuals (22%) who were promoted and/or tenured.
FD.2.b: The school should have appropriate practices for the orientation of new faculty to the school.
The College has an excellent faculty orientation process that thoroughly communicates, on an ongoing basis, the College's performance expectations and available support infrastructure. It has evolved over many years and been improved by input from the faculty who have gone through it. It consists of four levels of orientation: the Provost offers an orientation to the University; the Dean offers an orientation to the College; the Department Chairs offer an orientation to the department and the faculty development process; and the faculty, through peer review, offer an orientation to the College’s culture of teaching, research, and service. The program begins during a candidate’s on-campus interview and ends in the fifth year with the preparation for promotion and tenure. A table that outlines the program details is available upon request.
Orientation for part-time faculty consists of three levels: the Department Chair’s orientation to the course and the department; the Dean’s orientation to teaching effectiveness; and the Provost’s orientation to University policies and procedures. The Department Chair discusses with the part-time faculty member the course’s objectives, the course’s master syllabus and actual syllabi recently used, class policies and procedures, office hours, department support services, office and computer facilities. The Dean provides each new part-time faculty member with a copy of McKeachies’ Teaching Tips for College Teachers. The Provost provides each new part-time faculty member a copy of the University’s Instructor’s Manual. In addition, the Department Chairs and the Dean invite the part-time faculty to participate in the professional and social life of the department and College.
Assessment
Feedback solicited from new faculty indicates that they are very satisfied with both the University’s and College’s orientation programs. Over time faculty have made suggestions for improvements to the College’s orientation program and that is how the current structure has evolved. New faculty in the College report that the peer-review process provides very helpful faculty development guidance.
FD.2.c: The school should demonstrate continuous efforts to achieve demographic diversity in its faculty.
The College’s dean, chairs and faculty have always emphasized the need to identify and recruit minority and women faculty, with employment decisions based upon a candidate's ability, experience, and other job related criteria. Each year the University reviews its EEO/AA program utilizing the various sources of information maintained under the program. Recruitment activities are structured to ensure that employment opportunities are communicated to women and minorities with selection made on the basis of relevant job qualifications. The University's EEO/AA efforts and results are described in detail in the University's Affirmative Action Plan. The full Plan, with annual updates, is available upon request.
On October 22, 2001 Provost Radonovich announced that the institutional budget for 2002-03 would include funds for a tenure-track African-American faculty member in addition to any current vacancies. On July 10, 2002 President Franz appointed a nine person “Black Faculty and Administrator Recruitment and Retention Committee” chaired by the Provost. Five members are African-American and at least 50% of the membership will be African-American. Its main purpose is to advise the administration on the best methods for increasing and retaining black representation on the faculty and administrative staff.
The University divides its faculty into six faculty "job groups", one for each of the five colleges and one for the library. It compares its utilization rate of minorities, blacks, and females in each job group with the estimated availability rate for those classes of individuals. For job groups with less than fifty incumbents, a hiring goal is established when the utilization rate is less than 80 percent of the availability rate. Table FD.2.c details the statistics for the College. Until the year of the self-study, the utilization of faculty in the College has reflected availability and no formal hiring goals have been necessary. In the self-study year, 2002-03, preliminary analysis indicates that the availability ratios in each category increased, which may result in a hiring goal for females.
Assessment